Part-Time Instructional Faculty and Staff: Who They Are, What They Do, and What They Think. 1993 National Study of Postsecondary Faculty (NSOPF:93). Statistical Analysis Report (original) (raw)
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Part-Time Instructional Faculty and Staff: Who They Are, What They Do, and What They Think
PsycEXTRA Dataset
Part-time faculty members are a sizeable part of the workforce in postsecondary institutions today. Forty-two percent of all instructional faculty and staff were employed part time by their institutions in the fall of 1992, and 44 percent of those individuals were teaching in two-year institutions. Data from the 1993 National Study of Postsecondary Faculty provide valuable insight into the characteristics of this group of faculty from a national perspective. Responses were received from 817 eligible institutions and 25,780 faculty and staff members. A nationally representative sample of faculty and instructional staff received questionnaires in 1993 that asked about their employment in the fall of 1992. This report contains estimates of the characteristics, qualifications, motivations, work patterns, and attitudes of part-time instructional faculty and staff in four-year and two-year institutions by program area in fall 1992. The report compares part-time and full-time faculty, examines some common perceptions about part-time faculty, and provides a comprehensive source of descriptive statistics about part-time faculty. Appendixes contain technical notes and a glossary. (Contains 69 tables, 7 figures, and 23 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
Instructional Practices of Part-Time Faculty at Two-Year Institutions: Observations and Implications
International Journal of Higher Education, 2020
This paper attempts to shed more light on the teaching practices of part-time faculty members and their impacts on community college students. It has been found that part-time faculty members employ traditional teaching practices compared to full-time faculty members. These teaching practices have, to varying degrees, negative effects on community college students. It has also been found that some of the compelling factors that hinder part-time faculty from utilizing effective teaching practices are institutional and departmental policies and practices. This paper identifies some gaps in the literature and calls future studies. It delineates a couple of recommendations aiming at improving the teaching practices of part-time faculty as well as their working condition.
Part-Time Faculty: A Statewide Model for Development
1978
The_staff development program for part-time teachers, designed and_ first implemented at HagersVown Junior College (Maryland):, became the basis of. a model for a Staiewide.program_in June,19784 The goalOf the program, which consisted: of an interest: inventory and workshops focusing.on the teachers...five greatest concerns as revealed by the iiiventory, was to meet:the'needs:of the part-time teachers in a. litited time .using instructors whose expertise had credibility; The interest inventory, which sought to identify:the topics_judged td-be central to vibe-teaching7learning piocess,-an4 which asked for_a.ranking of topics.of greate4t concern and-about:willingness to participate-in-a-worksloT4-Was r-turm44:by half of the 400 part-time teachers at the-17 MariIandj community colleges. Workshop topics were developing performanceobjectives, developing, effective lecture techniques, increasing student motivation;.-diagnosing teachiiq-learning problems;. and using group prodess skills.in the classroom. To facilitate dissemination of the results of the workshopsi; the sessions'were videotaped for use_on. individual campuses as a basis_ for initiating-Staff development. * H4prOuctions supplied, by EDRS are-the best that can be made * from the original dacument.
Are there Instructional Differences between Full-Time and Part-Time Faculty?
College Teaching, 2009
Using data from 8 academic departments and 361 courses taught during a semester, I examined differences between fulltime and parttime faculty in the areas of general demographic variables, student evaluation of teaching outcomes, and the distribution of grades earned. I expected fulltime faculty to exhibit higher teaching evaluations and less lenient grade distributions, yet neither hypothesis was supported. However, substantial differences exist in the support mechanisms provided to parttime and fulltime faculty. These results are discussed in the context of a growing national reliance on parttime faculty, and the potential implications of this trend. Differences Between Fulltime and Parttime Instructional Faculty It is undeniable that in the United States, higher education's reliance on adjunct/parttime faculty is growing. In examining the data from the National Center for Education Statistics (2005), in 1992 parttime faculty comprised 41.7% of the instructional faculty at degree-granting institutions; by 2003, 43.7% of the instructional faculty were parttime faculty. Not only are the ranks of parttime faculty growing larger (in proportion to all faculty ranks), but parttime faculty increases are occurring at an accelerated rate. From 1992 to 2003, there was a 29.2% increase in the number of fulltime faculty, but during the same time period, there was a 40.6% increase in the number of parttime faculty. My particular interest in this topic addresses pedagogical (e.g., grade distributions) and performance issues (e.g., student evaluations of teaching) of fulltime and parttime faculty.
A Full-Time Dilemma: Examining the Experiences of Part-time Faculty
Journal of Effective Teaching
Part-time faculty now account for more than half of all faculty in American colleges and universities. Existing scholarship primarily has focused on the teaching effectiveness of part-time faculty. In this exploratory study, the authors employ a qualitative approach to examine the perspectives of part-time faculty members at a public, regional institution. We identify several significant themes related to the experiences of part-time faculty members, including teaching evaluation; student-centered instruction; instructors' use of technology in the classroom; and disconnection from the university. We also offer pragmatic recommendations for administrators and other faculty designed to improve the overall experience of part-time faculty.
Association For Institutional Research, 2004
One important factor neglected in the literature involves an investigation into whether the increased utilization of part-time faculty impacts student retention. Are part-time faculty, who are employed primarily to teach introductory courses, having an adverse affect on student retention? Are universities recognizing and studying the potential issues that might arise when a substantial portion of incoming freshmen receive the majority of their instruction from part-time faculty? This paper presents the results of an ongoing study of the relationship between faculty status and student retention at a comprehensive Midwestern university. Of particular interest is the degree to which first-time full-time freshmen are exposed to part-time faculty and whether there are ways to determine if faculty status, defined here as part-time versus full-time, has a discernable and direct impact on student retention.
Using Part-Time Faculty Effectively
New Directions for Community Colleges, 1980
In the first sec`ion cf this collection of essays on art-time faculty development, Carol Eliason'outlines the problems inherent in current staff development practices and a systems approach +o their solution. Then, David Harris voices concerns and challenges from the college president's perspective. Richard Smth explains the benefits of participatory programs for, developing the potential of loart-time faculty. Jack Friedlander discusses two national surveys, revealing the differences in the instructional practices of full-ard Part-time faculty. The second section presents four mcdels for part-time faculty development. Harmon Pierce and Rosemary Miller describe the program a+ a large urban institution, while Michael Parsons outlines the operation of a staff development program for smaller colleges. Pichard Greenwood describes activities designed to integrate part-time faculty into college lite. Edward Decker focuses on colleges with a pvdcminantly part-time staff. In the third section, Joseph DeSantis advances a design for a state support system: Louis Albert and Pollin Watson address currer': legal issues: 'and Pichard Beman recounts the rewards and frustrations of being a part-time instructor. Finally, Michael Parsons recommends specific actions to achieve parity for cart-time faculty atd Donna Sillman cites relevant documents from the ERIC 'Junior colleges collection. (AYC)
41st Annual Meeting of the Association for Institutional …, 2001
The relationship between the use of part-time faculty and student retention was studied at a comprehensive Midwestern university. Of particular interest was the degree to which first-time full-time freshmen were exposed to part-time faculty and whether there are ways to determine if faculty status, defined as part-time versus full-time, have a discernible impact on student retention and student learning outcomes. Data were available for 7,174 students, entering freshmen from fall 1997 through fall 2001. Between 73.1% and 80.9% of all first-time freshmen had at least 75% of their first semester coursework taught by part-time faculty, and between 6.9% and 12.9% had their entire course load taught by part-time faculty. Overall, first-time freshmen took an average 48% of their coursework form part-time faculty, while 40% of undergraduates as a whole were taught by part-time faculty. The analysis shows that students who were retained into the spring semester took a lower proportion of coursework from part-time faculty than did the overall first-time cohort. Implications from these preliminary findings suggest that institutions should give more thoughtful consideration to where part-time faculty are used and the potential effects of such use on students during the freshman year. (Contains 1 figure, 6 tables, and 39 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.
Inclusion of Part-Time Faculty for the Benefit of Faculty and Students
College Teaching, 2010
The new majority of faculty in today's colleges and universities are part-time, yet sizable gaps exist in the research on their needs, interests, and experiences. Further, the peer-reviewed scholarship is largely quantitative. Principally, it focuses on the utility of the adjunct work force, ...