One study using 315 students and instructors at an Oregon community college assessed the results of questionnaires across five instructor roles: (1) use of instructional methods and materials, (2) personal relationships, (3) management and control of learning activities, (4) communication of information pertaining to the course, and (5) evaluation of student progress (Twa, 1990, 170). Student and instructor expectations across these five roles were examined and the results showed the most significant finding of the study to be that “all groups involved had stronger feelings toward the personal relationship part of the role of the instructor. Students were the most concerned with being treated as dignified human beings” (Twa, 1990, 170). Such studies as this are plentiful in the literature and support the concept that personal relationships of instructors with students is one of the most critical elements in teaching and learning success at the community college level with adult students.
Has a valid Arizona license or certificate in the field to be taught; or valid certification in the field to be taught issued by a national, state, professional or specialized accrediting body, and
(6) understands time and stress management,
3. The Community College Course requirement for the Special Certificate as defined in (A)(3) and the District Specific Certificate as defined in (A)(6) may be satisfied by completion of an orientation about the Arizona Community College system. The method employed shall be determined by the Chief Executive Officer of each community college district and the content shall be based upon subsection (D)(1).