The Community College Professoriate: Expanding the Dialogue about Faculty Roles

Abstract

Community college faculty are urged to play a central role in the current dialogue about changing facultyroles through expanding definitions of scholarship to include teaching. Suggesting a provisional definition of scholarly teaching, the article explores the current shape of the community college professoriate and how scholarly teaching might clarify the academic function of its faculty, strengthen ties between two and four year faculty, and enhance community college faculty s response to a changing world.