Katherine R Rowell
Biographic Data
| ID | 5704236 |
|---|---|
| NAME | Katherine R Rowell |
| GIVEN NAMES | Katherine R |
| FAMILY NAME | Rowell |
| SIGNATURE | ROWELL K R |
| AFFILIATIONS | Sinclair Community College |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Examining the Professional Status of Full-time Sociology Faculty in Community Colleges
In this article, we utilize national survey data to assess the professional status of full-time sociology faculty in community colleges. Traditionally, sociologists have argued that for a particular type of work to be conceptualized as a profession, it must meet certain criteria, such as: esoteric knowledge and skills, high levels of workplace autonomy, considerable authority, and a sense of altruism. More current approaches to professionalizatio…
Exploring the Sociology Curriculum at Community Colleges in the United States
North Central Sociological Association Presidential Address the Community College Conundrum: Pitfalls and Possibilities of Professional Sociological Associations
This presidential address examines the “community college conundrum” within our discipline. Although it is reported that 44 percent of first-time undergraduate students attend community colleges, community college faculty are underrepresented in the American Sociological Association (ASA) and within our regional associations. This lack of participation has two roots: (1) our disciplinary lack of interest in studying community college education as…
A Year of Reflecting on Teaching: What We Know about the Classroom and What We Don't Know about the Hallways
In this essay I reflect on what we know about excellence in sociological teaching and conclude that, although we know quite a bit about teaching and learning in the classroom, we have much to learn and much research to conduct about the “informal” learning that may be taking place outside the classroom. I conclude with some recommendations for further research on the informal learning process
Factors differentiating elderly residential movers and nonmovers: A longitudinal analysis
North Central Sociological Association Presidential Address the Community College Conundrum: Pitfalls and Possibilities of Professional Sociological Associations
This presidential address examines the “community college conundrum” within our discipline. Although it is reported that 44 percent of first-time undergraduate students attend community colleges, community college faculty are underrepresented in the American Sociological Association (ASA) and within our regional associations. This lack of participation has two roots: (1) our disciplinary lack of interest in studying community college education as…
Examining the Professional Status of Full-time Sociology Faculty in Community Colleges
In this article, we utilize national survey data to assess the professional status of full-time sociology faculty in community colleges. Traditionally, sociologists have argued that for a particular type of work to be conceptualized as a profession, it must meet certain criteria, such as: esoteric knowledge and skills, high levels of workplace autonomy, considerable authority, and a sense of altruism. More current approaches to professionalizatio…
Factors differentiating elderly residential movers and nonmovers: A longitudinal analysis
Exploring the Sociology Curriculum at Community Colleges in the United States
A Year of Reflecting on Teaching: What We Know about the Classroom and What We Don't Know about the Hallways
In this essay I reflect on what we know about excellence in sociological teaching and conclude that, although we know quite a bit about teaching and learning in the classroom, we have much to learn and much research to conduct about the “informal” learning that may be taking place outside the classroom. I conclude with some recommendations for further research on the informal learning process
Factors differentiating elderly residential movers and nonmovers: A longitudinal analysis
A Year of Reflecting on Teaching: What We Know about the Classroom and What We Don't Know about the Hallways
In this essay I reflect on what we know about excellence in sociological teaching and conclude that, although we know quite a bit about teaching and learning in the classroom, we have much to learn and much research to conduct about the “informal” learning that may be taking place outside the classroom. I conclude with some recommendations for further research on the informal learning process
North Central Sociological Association Presidential Address the Community College Conundrum: Pitfalls and Possibilities of Professional Sociological Associations
This presidential address examines the “community college conundrum” within our discipline. Although it is reported that 44 percent of first-time undergraduate students attend community colleges, community college faculty are underrepresented in the American Sociological Association (ASA) and within our regional associations. This lack of participation has two roots: (1) our disciplinary lack of interest in studying community college education as…
Exploring the Sociology Curriculum at Community Colleges in the United States
Examining the Professional Status of Full-time Sociology Faculty in Community Colleges
In this article, we utilize national survey data to assess the professional status of full-time sociology faculty in community colleges. Traditionally, sociologists have argued that for a particular type of work to be conceptualized as a profession, it must meet certain criteria, such as: esoteric knowledge and skills, high levels of workplace autonomy, considerable authority, and a sense of altruism. More current approaches to professionalizatio…
Sociology (5 works) · Innovative Teaching Methodologies in Social Sciences (4 works) · Pedagogy (4 works) · Contemporary Sociological Theory and Practice (3 works) · Political science (3 works) · Psychology (3 works) · Social and Cultural Dynamics (3 works) · Social science (3 works) · Epistemology (2 works) · Higher education (2 works)