EXPLORING COMMUNITY COLLEGE FACULTY PERCEPTIONS OF STUDENT OUTCOMES: FINDINGS OF A PILOT STUDY

This study explored the paradigmatic differences in perceptions of community college faculty employed at select Virginia and West Virginia community colleges collected via a web-based survey. The study is framed within the faculty self-classification along the "hard'' and "social/behavior'' science paradigm continuum. Given the paradigmatic continuum, faculty perceptions' of student outcomes were examined. Faculty respondents consistently reported the importance of intellectual growth; however, differences in relative importance of outcomes tied to emotional, cultural, and social growth exist. The potential implications of these perceptions on student experiences and outcomes are considered.