Developed Personal Skills in Community College for Adult Students
Community colleges are also experiencing growth as the Bureau of Labor Statistics reports that jobs requiring a bachelorís degree are expected to grow the most quickly in the 21st century, nearly twice as fast as the average for all occupations (King, 2002, 1). Since the early 1970s community colleges have experienced rapid growth. In 1972 in a groundbreaking work, Arthur Cohen and Florence Brawer argued a clearly defined professional role for community college instructors was lacking. In the work they produced the authors argue that the identity of the instructor, his or her role perspective, and his or her identity can help shape institutional identity.

It is the combination of these two factors and the interaction process that promotes the greatest effect on student learning:

The teacher is both a person and a practitioner; the better he understands himself, the more his performance can benefit his students. A perspective that permits and invites self-development builds success, both for individuals and for institutions. By defining their professional identity in terms of bringing about changes in other people, community college faculty could direct the colleges toward being centers for instruction and student development, thus providing a clearer institutional identity.

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