An Exploratory Case Study of a Community College System in a New England State: Community College Science Faculty Reports regarding Effective Instruction in Traditional and Hybrid Format

In higher education, lab based science instruction is delivered across different teaching formats with the intent of delivering quality instruction for student comprehension. This qualitative exploratory case study examined the reports of community college science faculty in a community college system in a New England state regarding effective instruction in traditional and hybrid formats according to the framework proposed by Bulger, Mohr, and Walls (2002) entitled the Four Aces of Effective Teaching (Outcomes, Clarity, Engagement and Enthusiasm). Twelve science faculty from biology, chemistry, earth/environmental, health and physics disciplines completed background information, participated in semi-structured interviews and provided course outlines/syllabi regarding their teaching experiences and instructional styles. The four aces: outcomes, clarity, engagement and enthusiasm were used to gather information on effective teaching strategies implemented by community college science faculty teaching lab based science classes in traditional and hybrid formats. Their reports highlighted the importance of outcomes in providing a guide for students and instructors on course expectations, clarity in course design as a means of intentional communication, engagement in connecting students to science using discussions, group assignments and projects based on current events and the exhibition of enthusiasm for teaching science through shared personal experiences. Passion was cited as the stimulus for teaching science. The desire for student success in and out of the classroom motivated community college science faculty to fulfill their ancillary role of teaching.