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Book Towards a Deeper Understanding of Community College Part Time Faculty

Download or read book Towards a Deeper Understanding of Community College Part Time Faculty written by Kemah Eugene Paul Washington and published by . This book was released on 2011 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Connecting Non Full time Faculty to Institutional Mission

Download or read book Connecting Non Full time Faculty to Institutional Mission written by Leora Baron-Nixon and published by Taylor & Francis. This book was released on 2023-07-03 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Non full-time faculty—whether adjunct, part-time or contingent—has become the lifeline of a vast majority of colleges and universities. They teach many of the foundation and core courses taken by first- and second-year students, teach professional courses in which their own life experiences are invaluable, and step in at short notice to fill-in for regular faculty engaged in research or away on sabbaticals.A survey of over 4,000 institutions conducted by the US Department of Education reveals that such faculty are being hired at a much higher rate than their full-time counterparts--whether in response to increased enrollments, reduced budgets, or changing administrative strategies.The increasing presence of such faculty on campus can conflict with today’s demands for accountability and the pursuit of institutional mission. This book provides academic administrators and faculty developers with proactive, practical and results-producing approaches that can help transform fragmented faculties into integrated and cohesive teaching and scholarly communities.In an easy-to-follow format, this book constitutes a resource of thoughtful and pragmatic strategies to ensure quality and satisfaction both on the part of the institution and the adjuncts. Topics are presented in a thematic sequence that allows decision-makers to focus on their priority areas. The author offers guidance for systematic planning and implementation.The contents are focused on connecting non full-time faculty to core institutional functions and structures: Connection #1--to the institution; Connection #2--to the department; Connection #3--to teaching; Connection #4--to Students; and Connection #5--to scholarship.Originally announced as "Connecting Adjunct Faculty to the Academic Institution"

Book Roles and Self perceptions of Community College Faculty

Download or read book Roles and Self perceptions of Community College Faculty written by Judith Toman and published by . This book was released on 1995 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Part time Community College Faculty Perceptions of Assessment

Download or read book Part time Community College Faculty Perceptions of Assessment written by Sarah Elizabeth Martin and published by . This book was released on 2019 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Resources in Education

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Texas Community College Faculty Attitudes and Perceptions about Professional Development

Download or read book Texas Community College Faculty Attitudes and Perceptions about Professional Development written by Sharon Kay Geistman Hyak and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: As community colleges focus on increasing accountability, a growing number of community colleges have implemented professional development programs. Studies have demonstrated the effectiveness of faculty professional development, yet faculty participation and attitude toward training may impede improvement efforts. Therefore, the purpose of this quantitative study was to increase understanding of Texas community college faculty attitudes and perceptions about faculty (teacher training) professional development. This quantitative study identified faculty characteristics, such as teaching experience, level of teacher training received, and academic degree earned; as well as environmental factors including college culture, administrative support, colleague influence, funding, time availability, self-efficacy and faculty perceptions toward development activities. A Likert-style online survey was developed and administered at 14 Texas community campuses, where 997 faculty members participated. The faculty list included campus members that taught at least one course in a typical semester, including teaching administrators, deans, part-time faculty, and full-time faculty. The Likert items mostly consisted of five points based on the scales from "Strongly Disagree" to "Strongly Agree," or from "Never" to "Very Frequently." Other questions established participation in faculty development activities and demographic information such as teaching load, prior teacher training, academic degree earned, teaching discipline, teaching experience, and position at the college. Survey data were analyzed using Excel and SPSS statistical software. One-way Analysis of Variance (ANOVA) and multiple regressions was performed to determine the relationship among survey variables. A priori level of significance for all statistical analyses was set at an alpha level of 0.05. Participants included 997 Texas community college faculty members at 14 campuses. Results indicated that (a) differences exist in the ways these various faculty groups experience and value training opportunities; (b) campus culture, administrative support, and funding, are statistically significant predictors of faculty member participation, attitudes, and perceptions; (c) faculty members' self-efficacy is significant in predicting attitudes about professional development; and (d) faculty beliefs in their teaching capacity influence their motivation and behavior in the classroom. The researcher recommends that leadership (a) legitimize professional development by promoting, supporting, and participating in strategically aligned programs; (b) evolve training strategies to incorporate diverse objectives, learning strategies, and shared culture for all generations and experience levels; (c) present training using best practices, reflection, and a comprehensive approach; and (d) model high-achieving systems of education. Several recommendations for future research include (a) continually and consistently collect and analyze data regarding faculty attitudes and faculty experiences; (b) evaluate how faculty development training affects student learning; (c) expand research to systems of education that reflect high-achieving models and alignment with the desired culture and strategic directions.

Book Research in Education

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Part Time Instructors and Faculty Student Interaction A Study of Perception and Practice in the Community College Classroom

Download or read book Part Time Instructors and Faculty Student Interaction A Study of Perception and Practice in the Community College Classroom written by Dustin Black and published by . This book was released on 2019 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to examine part-time (PT) community college instructors' experiences with (and perceptions of) faculty-student interaction in their classrooms, and to describe the extent to which these faculty participate in (and benefit from) professional development activities aimed at improving those interactions. I administered online surveys to roughly equivalent samples of PT and part-time faculty (39 total), then conducted semi-structured interviews with a sample of ten adjuncts from one Southern California campus. To explore their perceptions and reported practices related to classroom FSI, I posed the following research questions: 1) How do part-time community college faculty perceive their in-class faculty-student interaction? 2) What institutional, departmental, and external barriers and opportunities influence classroom interactions according to part-time faculty? Through a sequential process of comparative, pattern/focus, and axial coding, I developed themes that led to primary and secondary findings. The study's primary findings centered on part-time instructors' self-reported roles in fostering high-quality classroom FSI, which were focused on selective personal disclosure, employing social skills & subject expertise to mentor students, varying attitudes toward faculty/student power differentials, and the degree to which their FSI is marked by a balance between building connections and negotiating boundaries. Secondary findings pertained to adjuncts' descriptions of classroom FSI. Interviewee's narratives highlighted the importance of practices which include engaging students in non-academic pre-class chit chat to bond socially, moderating inclusive class discussions to ensure that students are "heard" and have a degree of "say" in the nature and direction of those discussions, and the use of classroom management techniques aimed at fostering positive relationships with students while upholding appropriate relational boundaries that reinforce classroom conduct policies. With increasing proportions of adjunct faculty teaching at community colleges on the one hand, and at-risk students' growing reliance on these institutions as a gateway to higher education on the other, this study was, in part, a response to scholars like Yu, et al (2015), who have signaled the need for more qualitative research on the roles of adjunct faculty in college classrooms, and their impact on students' outcomes. To this end, I've employed my findings to offer a series of actionable recommendations for part-time CC faculty and the administrators tasked with supporting them.

Book The Perceived Leadership Styles of Academic Team Leaders and the Self reported Job Satisfaction of Community College Adjunct Faculty

Download or read book The Perceived Leadership Styles of Academic Team Leaders and the Self reported Job Satisfaction of Community College Adjunct Faculty written by Carlotta S. Walker and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges have become increasingly reliant on adjunct faculty members to deliver content to their students. The impact adjunct faculty members have on the success of community college students is profound. Researchers found students taught by part-time faculty had less favorable outcomes in terms of persistence, completion, and transfer. Improvement of working conditions for community college adjunct faculty is imperative, as student success may be contingent on these improvements. Researchers have found job satisfaction to be related to performance, effectiveness, and other outcomes. Presumably, adjunct faculty members who are more satisfied with their jobs will have higher performance outcomes. Thus, understanding the level of job satisfaction and the role of leadership styles thereof can have a lasting impact on the success of students. There is a gap in the literature on job satisfaction and the role of leadership styles on job satisfaction of community adjunct faculty. The purpose of this explanatory sequential mixed methods study was to examine the relationship between the leadership style employed by the academic team leader and the job satisfaction of community college adjunct faculty members.

Book Called to Teach

Download or read book Called to Teach written by Christy Leigh Timmons Tyndall and published by . This book was released on 2017 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found in the K-12 literature demonstrating the link between teachers' beliefs, instructional practices, and subsequent student outcomes. Teaching self-efficacy, beliefs in one's capabilities to perform specific tasks in a particular context, is an important contributor to motivation and performance (Tschannen-Moran et al., 1998). This research advances teaching and learning literature in higher education and provides insight into an understudied population of educators by exploring adjunct faculty's teaching self-efficacy and factors that influence those beliefs. In this mixed methods study, an explanatory sequential design was used to explore teaching-self efficacy among adjunct faculty at a Mid-Atlantic community college. Adjunct faculty were surveyed using the College Teaching Self-Efficacy Scale (Prieto Navarro, 2006). Data were selected from the surveys for further explanation in subsequent interviews. Quantitative and qualitative data were merged to form an overall interpretation of teaching self-efficacy and factors that influenced those beliefs. Teaching self-efficacy was highest in creating a positive learning environment, followed by overall teaching self-efficacy, and then instructional skills. Assessing student learning was rated lowest. Adjunct faculty with fewer than five years teaching experience had lower self-efficacy scores than those teaching for six or more years. Mastery experiences and feedback from students and full-time faculty mentors emerged as the most influential sources of teaching self-efficacy. Student evaluations and attending Convocation were positively correlated with scores in overall teaching self-efficacy, instructional skills, and creating a positive learning environment. Adjunct faculty identified working to accommodate the needs of a diverse range of learners as the most significant challenge to teaching self-efficacy followed by challenges related to working conditions including inadequate pay and job insecurity. Key recommendations for promoting adjunct faculty's teaching self-efficacy beliefs include increasing opportunities for interaction with departmental colleagues to share best practices and teaching resources, and offering trainings at flexible times and in creative formats on instructional skills, assessment practices, and learning theories. Improving onboarding processes, recognizing different needs of adjunct faculty based on experience, and reassessing pay and employment structures are also needed.

Book The Practice of Faculty Performance Evaluation

Download or read book The Practice of Faculty Performance Evaluation written by Yoswa Gwalamubisi and published by . This book was released on 1985 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: