William J. Butler-Paisley
- Courses4
- Reviews9
- School: Portland Community College
- Campus:
- Department: Writing
- Email address: Join to see
- Phone: Join to see
-
Location:
12000 SW 49th Ave
Portland, OR - 97219 - Dates at Portland Community College: May 2014 - February 2017
- Office Hours: Join to see
Biography
Portland Community College - Writing
Academic Advising Coordinator (interim)
William
Butler-Paisley, Ed.D.
Portland, Oregon Area
My career mission is to serve students. My focus is on the intersection of academic advising and adult learning. I subscribe totally to the perspective that academic advising is a multidimensional learning and developmental experience for students. I believe in promoting learning and work environments that emphasize equity, collaboration, and growth. As an educational professional with experience in instruction, student affairs, and program coordination, my goal is to help fulfill the community college mission of providing access and success to everyone who seeks educational opportunities.
Summary of Experience and Skills:
Academic Advising
Student Retention
Program Leadership
Supervision and Training
Curriculum Oversight and Development (secondary)
Project Development
Accreditation Leadership (secondary)
Community College Scholarship/Research
Diversity and Inclusion
Interdepartmental Collaboration
Outreach and Marketing
Instruction
Data Analysis
Program Review
Evaluation and Assessment
Experience
Education
Foothill College
Two-Year Transfer Completion Certificate
University of California, Santa Barbara
Bachelor of Arts (B.A.) English and American Cultural Studies
San Jose State University
Master of Arts (M.A.)
English and Comparative Literature
San Jose State University
English Lecturer
Oregon State University
Doctor of Education (Ed.D.)
Community College Leadership
Dissertation/Research Title: Facilitating The Community College Social Experience: The Role of Faculty on Social Integration within the Classroom
Publications
The value of peer interaction in the first- term community college classroom: A faculty perspective
Community College Journal of Research and Practice
Existing literature suggests that social connection with peers is beneficial for first-term college students. First-term community college students are less likely to experience social interactions than their counterparts at residential universities. However, recent attention has pointed to the classroom as the main place where social interaction can occur. The objective of this study was to understand the value in promoting social integration in the first-term community college classroom. This qualitative study used a multiple case-study design to interview 13 instructors who promote social interaction in their community college classrooms filled with primarily first-term students. The sampling was reputational. Coding and thematic analysis was applied to each completed interview, and then a cross-case analysis was used to generate comprehensive themes for the entire study. According to the data generated by this study, the value of promoting social interaction in the community college classes is found in: (a) enhanced learning, (b) appealing classroom atmosphere, (c) student development and growth, (d) membership in supportive community, (e) student success, and (f) safety and comfort. The themes that emerged from the data indicate that there is qualitative value for both the student and the instructor when social interaction is present in a community college classroom. This study also suggests further research is needed to better understand how social interaction activities impact the student, and how practices can be delivered effectively and beneficially.
