college ceases to be great if its faculty is not. With rising costs of tuition and increasing instructor accountability related to student learning outcomes, effective college teaching is now at the forefront for individual professors, administrators, and entire campuses at large (Seldin, 1999). Although the concept of improving college teaching is hardly a new idea, the interest in improving instruction in colleges and universities has mushroomed in recent years, burrowing into all areas of the country and all types of academic institutions (Feldman, 1997). Today, higher education, in an attempt to better meet the various learning needs of the diverse students it serves, is moving away from “lip-service” endorsements of the importance of effective instruction and student learning to concerted and sustained efforts to improve college teaching.

As the nation’s premier teaching institution, community colleges are beginning to embrace the Learning College movement, taking a broader approach toward teaching and learning that requires the entire college to function as one to more effectively achieve the organization’s goals. With higher education’s increasing need to develop and promote teaching and learning and assist colleges in adapting to students’ changing needs, this research aims to gain perspective on teacher development based on award-winning professors’ classroom experiences. The purpose of this research was to explore community college professors’ development into highly effective teachers.

The research participants were current Hudson Valley Community College full-time faculty members who received the State University of New York’s (SUNY) prestigious Chancellor’s Award for Excellence in Teaching. No higher honor can be awarded to a faculty member within the SUNY system. Eligibility for this award includes status as a current, tenured full-time faculty member within the SUNY system with at least three years’ teaching experience. The primary criterion for the Chancellor’s Award is skill in teaching, although consideration is given to sound scholarship and service to the University and campus.

Qualitative, semi-structured interviews with award-winning professors provided an understanding of the intersection of the importance of effective teaching with the creation of a learning college environment. Interview questions were developed by the researcher, based on a review of the literature. Interviews were tape-recorded and transcribed, followed by a narrative analysis in which the data were sorted by general statements, common themes, and existing relationships across the participants’ responses.

The researcher contacted 30 award-winning professors, of which 22 (73%) participated. Of the 22 participants, 14 (64%) were male and eight (36%) were female. The majority of participants (91%) were Caucasian, only 9% were minorities. Faculty members in the following academic departments took part: Mathematics, Physical Education, English, Criminal Justice, Fine Arts, Biology, Physics, Chemistry, Teacher Preparation, and Early Childhood. The intentional inclusion of a diversity of academic subject matter was designed to determine common characteristics that spanned academic disciplines and associated teaching strategies.

Analysis of the interviews revealed 10 key factors in the participants’ process of becoming exemplary teachers. Through both active and introspective processes, participants expressed two factors that were most important in exemplary teaching: love for teaching and learning and respect for students. An additional eight factors emerged as important in developing teaching excellence.

Factor 1: Love for Teaching and Learning
According to the award-winners, love for teaching and learning served as a foundation to develop competencies that lead to exemplary teaching. Participants passionately spoke about teaching and how satisfied they were with making teaching both their career and life’s mission.
Demonstrating this love and passion for teaching and learning, one professor mentioned, “I love my job. There are weeks when I forget to pick up my paycheck.” Another participant who expressed his love for teaching echoed the same sentiment saying, “I feel like I am retired . . . because I define retirement by waking up and doing what [I] love to do.” The same idea was reinforced by another award-winner who commented, “I am addicted to ‘light bulb’ moments, similar to how you first felt when you learned how to ride a bike or tie your own shoes. This is how I feel when I see my students get it. I am often wowed that I get paid to do this.” Exemplary teachers love what they do and demonstrate tremendous enjoyment and fulfillment when discussing their roles as teachers.

Factor 2: Respect for Students
Similar to the award-winners’ passion for teaching and learning, their respect for students also served as the second foundational aspect for exemplary teaching practices. As many of the professors mentioned, respect for students and desire to help others learn challenged them to be their very best. All 22 participants reflected the ultimate reason why they entered the profession: a desire to influence the life of a learner.

In addition to a respect for students, all participants also mentioned devotion toward the community college. Participants often stated that they chose to remain in the community college classroom primarily because of the diversity and uniqueness of this population versus that of a 4-year university. As described by one participant, “I believe I serve a greater purpose at the community college.” Award-winners spoke passionately about serving this particular group of students, commenting on how their own students’ accomplishments helped ignite their desire to become exemplary professors. One stated, “For many [students] we are the first teachers to actually give them a chance and not judge them based on their background. Teaching here is important work.”

While expressing respect for students and the community college, award winners revealed that teaching is not about proving their own knowledge to students, but rather, teaching is about using their knowledge to facilitate student learning. Simply put, the participants emphasized they care about what they teach and wholeheartedly care about who they teach it to. The participants’ devotion to the community college is an important theme because even though the majority had teaching experiences elsewhere, they stated that the community college held a special place in their hearts and that they preferred teaching community college students.

Factor 3: Student-Centered Philosophy of Teaching and Learning
Eighteen participants (81%) mentioned the relationship between their educational philosophy of teaching and learning and their resultant effectiveness in the classroom. As one participant described, “My personal philosophy of education reinforces exemplary teaching; giving knowledge is sacred. The rewards go well beyond the money if you do it right. Teaching is a selfless journey.” When discussing his philosophy and how it contributes toward exemplary development, another participant explained, “It took me a while, but eventually I learned that teaching is not all about me. I am here to make a difference in the life of a student, however big or small that influence may be. This is my mission.” The award-winning teachers in this study understood that their teaching is essential and that each student, regardless of background, possesses the ability to learn.

Factor 4: Motivation
Sixteen participants (73%) cited the importance of motivation as it pertains to the developmental process of effective teaching. Seven made a comment similar to, “Motivation is a two-way street for both my students and me.” Participants stated that because many students who attend community colleges are under-prepared, or well-prepared but under-motivated, the teacher must assume some level of responsibility to inspire learner motivation and passion to learn. The concept of teacher motivation was evident in one participant’s response, “If I am not motivated to do the best possible job I am capable of doing, how can I expect the same from my students?” Another participant clearly illustrated the reciprocal nature of motivation. He stated, “Wanting to be the best I could possibly be for my students and the personal satisfaction that comes along with witnessing my students learn offers me endless, intrinsic motivation.” Award-winners stressed the importance of leading by example and seeking and accepting opportunities to challenge themselves in an effort to improve.

Factor 5: Knowledge and Passion for Subject Area
Exemplary teachers expressed the importance of possessing a breadth and depth of subject matter knowledge. The limitation of having only subject matter expertise was also discussed and summarized by one participant as, “In order to be exemplary you have to know what you are talking about, but at the same time you need to know how to present what you know and make sure all of your students get it. Know your subject, but at the same time do not forget why we are here, for the students.” Eighteen participants (82%) explained that in teaching and demonstrating a passion for their subject area, they were able to engage students, thereby making a difference in their lives.

Factor 6: Organization and Preparation
Seventeen (78%) exemplary teachers reported they valued the importance of being organized, a characteristic often cited in the research as a keystone for effective teaching (Davis, 1993; McKeachie, 1999). Teachers identified their organizational habits were not only helpful in providing effective teaching, but also helped students learn and grasp concepts. As one professor described, “I can never be over-prepared or over-organized to enter any classroom.” As described by another participant, “Exemplary teaching reminds me of the Boy Scouts’ motto, ‘be prepared’.”

Factor 7: Role Models and Mentors
Twenty participants (91%) commented on the influence of others in their development as exemplary teachers. Role models and mentors consistently were cited as a critical component of their decision to enter the college teaching profession. As explained by one award winner, “I was lured into college teaching by a mentor who saw what I did not see [in myself].”
Although award winners mostly mentioned positive influences, three participants talked openly about negative role models and their powerful influence in determining how not to teach. As described by one participant, “In law school, I had a very bad instructor. I vowed to myself that if I ever taught, I would be completely unlike him.” Another award winner explained, “When I started teaching, I promised myself that I would never treat students as I had been treated.” This process of reflection on personal educational experiences, both positive and negative, provides important lessons for exemplary professors to develop their own teaching styles.

Factor 8: Related Teaching Experiences
Award winners were asked to comment on the influence of previous teaching experiences and how meaningful they were to their process of development. Participants were asked if they had any experience teaching at other levels such as the elementary, middle, or high school levels, or at 4-year colleges. Thirteen of the participants (59%) had taught at an elementary school, middle school, high school, or 4-year college prior to teaching at the community college. Fifteen (68%) of the participants referenced their other teaching as “learning” experiences. As one participant explained, “I have taught at many different levels and different types of student. Each experience has contributed greatly towards my overall development and effectiveness in the classroom.” The best teachers draw from different experiences. Whether positive or negative, each teaching experience creates opportunities to learn what works well and what does not, allowing teachers to adjust to a variety of situations and environments.

Factor 9: Continuous Improvement
Participants possessed a range of 10-36 years of teaching experience and reported increased confidence regarding their ability to effectively present their subject now compared to when they first entered the classroom. Yet, despite the impressive years of teaching experience, exemplary teachers continue to challenge themselves to try new things within the classroom. Throughout the interviews, six award-winners (27%) emphasized the importance of continuous improvement: that there is no point at which an exemplary teacher can afford to stop trying to improve. As one participant explained, “One who dares to teach must never cease to learn.”

Factor 10: Work Ethic
It was apparent throughout the interviews that award-winning teachers embrace hard work and challenges. Many of the other factors mentioned inherently require work and determination, demonstrating the fact that the process of attaining an exemplary teaching status is never ending. Eleven participants (50%) specifically mentioned the advantage of having a strong work ethic, illustrating the fact that teacher effectiveness requires focused effort over time. As one faculty member said, “Thinking of teaching reminds me of the Army’s slogan; it is the toughest job you will ever love.” Another noted, “Good teaching can be fun, passionate, and stimulating, but it is tough work if you do it right.” When asked what their secret was, the common ingredients were 1) time dedicated toward teaching and learning, and 2) effort to make sure all students learn.

This research demonstrates that the developmental journey toward teaching excellence is an endeavor of the head, heart, and hands. The study provides an understanding of individual characteristics and developmental experiences of award-winning community college teachers. The researcher acknowledges that the findings here do not explain the entire picture of teaching excellence. Effective college teaching does not occur within a vacuum. As Garvin states, it takes a “community of commitment” across a campus to foster a culture of excellence in teaching and learning (Garvin, 1993, p.18). This systems orientation requires an entire institution to function as one to effectively achieve the goals of individual teachers in their quest for excellence and the goals of the organization to meet the needs of students. Further research should explore the application of these findings to larger populations of exemplary teachers.

This is an exciting time within higher education where the emphasis once placed on “providing instruction” is moving toward “producing learning”, making the role of the teacher even more central within the overall mission of the institution. Angelo and Cross (1993, p. 3) echo this sentiment stating, “Teaching without learning is just talking.” As the relationship between exemplary teachers and their students’ learning is more clearly understood, the question for faculty and administrators to continue to explore is: “What more can we do to support teachers’ professional development toward the ultimate goal of enhancing the learning environment for our students?”

References

Angelo, T.A., & Cross, K.P., (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.

Boggs, G.R. (1996). The learning paradigm. Community College Journal, 66(3), 24-27.

Feldman, K. A. (1997). Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings. In R. P. Perry and J. C. Smart (Eds.), Effective Teaching in Higher Education: Research and Practice. pp. 368-395. New York: Agathon Press.

Garvin, D A. (1993, July/August). Building a learning organization. Harvard Business Review.

Seldin, P. (1999). Changing practices in evaluating teaching: A practical guide to improved faculty performance. Bolton, MA: Anker Publishing.

Dr. Jacob M. Silvestri is an assistant professor of Health Education at Hudson Valley Community College located in Troy, NY. Research interests include teacher development and community college leadership. He can be reached at silvejac@hvcc.edu.