A recent essay contrasting a university and a community college likened a university to a beautiful Ming
vase and a community college to a well-designed kitchen utensil. The "typical" community college students
are older, working, goal-oriented, and are upgrading or changing skills. They often lack the background
necessary for college work as well as confidence in their ability to learn. In many cases they’re th: first of
their family to go past high school. The "typical" community college student is about as typical 5 you can
get. These students are able to relate what they are studying to other experiences o1 jobs. ‘hey often
interact with their teachers not only as students but as friends. When they see evidence that they can
achieve at a high level, their subsequent achievement and self-confidence increase dramatically.

Regarding my second point, what are the benefits that should attract a talented teacher? The community
college and its students offer an almost endless challenge. As I read recently, "Open almost any door . . . a
door to an industry, a business, a school, a government agency, a home . . . and you will find a need for
further education and training. It is at community colleges that the most advanced teaching strategies are
implemented, not just investigated and compared." I wanted the challenge of conveying some of the
usefulness, beauty, and a wonder of chemistry to students with widely different motivations and abilities.
To do this has taken an appreciation of diverse and changing educational goals, use of a great deal of
curricular variety and innovation, skill in guidance, tact, and patience.

My third point is that an outstanding faculty member in such a school has unique qualities. Consider
some of these. Part of the joy I get every day comes not from coping with content, but how to get it across.
"Too many college and university teachers confuse talking with teaching." In a community college
chemistry classroom, you simply cannot do that. We must avoid the old definition of professor: "Professors
are people who talk in other people’s sleep."

Another question I’m often asked is about research. Do I do any? If not, do I miss it? How can I stay
"current" without it?

My response is that we all must be scholars. This is as true in a community college as it is in any other
educational institution. Good teachers make it a point to be current.

My fourth point gets to the core of why I enjoy teaching at a community college. To convey current
knowledge to a well-prepared student is relatively easy, but to teach successfully the same concept to a
student with (perhaps) limited background is a real joy. Such challenges make it possible to think of
community colleges as elite schools that attract master teachers and scholars, and as places to strive for in
one’s career development.

To return to the title of this paper, the question really has two parts: First, why do I teach? I teach
because I enjoy it. It’s hard work, but there’s sheer pleasure in teaching people things they didn’t know or
couldn't do before they came to my course. And I always learn something from each new class.

Do | teach in a "good" school? If you mean do we have high entrance requirements and accept only
those students who are better prepared, who have more money and less pressure from family life and a job,
who've already shown that they learn well, the answer is no. If you mean do we have a stimulating,
creative environment where flexibility and responsiveness to innovations and the needs of the students are
possible, a place where beginning students who really need and actively seek your help come to improve
themselves, where interaction on an individual basis is possible, and where students who may lack
background and confidence can, with good teaching, succeed sometimes beyond even your wildest dreams, a
place where your best talents are really needed, the answer is definitely yes.

John Clevenger
Truckee Meadows Community College

For further information, contact the author at Truckee Meadows Community College, Reno, NV 89512.

Abstracted with permission of Journal of Chemical Education, (J. J. Lagowski, Editor), Volume 63, Number 2,
February, 1986, pp. 138-139.

 

 

Suanne D. Roueche, Editor
February 20, 1987, Vol. IX, No. 5

INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
Texas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are avallable to nonconsortilum members for $35 per year. Funding In
part by the W. K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when classes are in session during fall and spring
terms and once during the surnmer.

© The University of Texas at Austin, 1986
Further duplication Is permitted only by MEMBER Institutions for thelr own personnel. ISSN 0199-106X

 

 

 

 

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