Download or read book Faculty Perceptions Regarding Institutional Inclusion and Effectiveness of Part time Academic and Technical Faculty at Gadsden State Community College written by Thomas George Buzan and published by . This book was released on 2017 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: The interaction with, accountability for, and inclusion of part-time instructors is a growing concern of higher education. The increase and development of virtual classrooms, online courses, and other transformative technologies have also impacted this particular phenomenon. As students become more focused on a customized education that fits their lives, it is evident that the traditional form of lecture in the classroom as the primary source of teaching will continue to evolve and change. This new normal of how education is delivered and taught in higher education institutions of today leads to the primary question of this study, which is who is and who will be teaching. According to the American Federation of Teachers, as cited in Charlier and Williams (2011), it is estimated that part-time instructors account for more than 68% of the professoriate teaching in the country's community colleges. Based on their perceived role and value incurred by their institutions, it is clear that this segment of faculty will continue to be significant contributors or detractors to the core mission of their institutions. The purpose of this study was to gain insight into the perceptions of part-time and full-time faculty members at Gadsden State Community College regarding the inclusion or exclusion of this growing population of educators. Utilizing an online survey instrument, the study will provide a framework of practices and strategies with the potential to bring about a higher level of involvement and job satisfaction for part-time faculty.
Download or read book Perceptions of Full time Faculty and Part time Faculty Regarding Institutional Inclusion of Part time Faculty at Shelton State Community College written by Fran Johnson Turner and published by . This book was released on 2003 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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:
Download or read book Perceptions of Administrators Full time Faculty and Part time Faculty Regarding the Economic Implications of the Future of Part time Faculty in Alabama s State Community Colleges written by Gayla Brown Ashford and published by . This book was released on 1993 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bridging the Gap written by Barbara Jean Kelberer and published by . This book was released on 2002 with total page 462 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Potential for Engaging Part time Faculty in Community Colleges in Additional Roles written by Robert George Bernhardt and published by . This book was released on 2009 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Current Landscape and Changing Perspectives of Part Time Faculty written by Richard L. Wagoner and published by Jossey-Bass. This book was released on 2007 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on nationally representative quantitative data from the National Study of Postsecondary Faculty, qualitative fieldwork, and the lived experiences of administrators and faculty members, this volume provides a variety of perspectives on part time community college faculty. The multiple perspectives are intended to offer a complex and conflicted picture of community college part-time faculty, as there are no easy answers to the questions that arise from colleges' heavy reliance on their service. This volume seeks to encourage discussion and debate on the topic, update and advance the scholarship on part-time faculty and to highlight best practices and useful examples that can help two-year colleges continue to play a vital role in American higher education. Community colleges are the only sector of public, nonprofit postsecondary education in the United states where part-time faculty outnumber full-time faculty. This has significant implication for community college administrators who are responsible for recruiting, hiring, and supporting part-time faculty; for college, district, and state leaders who help set policies regarding the use of part-timers; and for all part-time faculty who seek to receive equitable treatment as they strive to enhance the quality of education for community college students. This is the 140th volume of the Jossey-Bass quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Developing Community College Faculty Toward Inclusive Approaches to Teaching written by Xiwei Zhu (Ph.D.) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Following a 3-study format, this multi-methods dissertation investigates three prominent issues surrounding inclusive approaches to faculty development, instructional approaches, and student learning in the community college. The first study employs text mining techniques to examine how centers for teaching and learning at community colleges articulate their mission statements. The results show that, while these centers' mission statements are positively communicated, they do not place enough emphasis on diversity, equity, and inclusion. Nor do they describe sufficient support for part-time faculty. The second study draws on structural equation modeling applied to survey data to explore the relationship among community college math faculty participation in professional development, teaching practices, and student momentum. The results show that professional development participation is related to adoption of high-impact practices such as contextualization, which connects to improved student outcomes. The third study examines how community college faculty define and engage in inclusive teaching practices based on qualitative interviews. This inquiry reveals faculty commitment to inclusive teaching while highlighting the tensions and conflicts that they negotiate in aligning their sensemaking and actions. Findings underscore the need for supporting faculty development opportunities that facilitate change while actively engaging faculty assumptions and beliefs as vital assets in their development toward teaching inclusively. Overall, this dissertation pinpoints the need for increased attention to diversity, equity, and inclusion in the mission statements of community college centers for teaching and learning. The study also underscores the positive link between professional development on teaching practices and student outcomes, while recognizing the challenges and tensions that arise in defining and implementing inclusive teaching practices. Taken together, this dissertation's results call on institutions to provide resources and support structures that empower faculty to engage with the challenges and rewards of inclusive teaching.
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.
Download or read book Changes in Perceived Instructional development Needs of New Part time Faculty in Community Colleges written by Richard D. Yarger and published by . This book was released on 1982 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Community College Part time Faculty Self perceptions of Teaching Performance written by James Paul Williams and published by . This book was released on 1991 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Contingent Faculty Publishing in Community Case Studies for Successful Collaborations written by L. Guglielmo and published by Springer. This book was released on 2014-12-23 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contributors argue that the key to innovative teaching and scholarship lies in institutional support for the contingent labor force, and they encourage contingent faculty to organize self-mentoring groups, create venues for learning/disseminating their experiences and findings, and connect scholarship to service and teaching in novel ways.
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:
Download or read book Perceptions of Employment and Use of Part time Faculty Among Chief Instructional Officers at Southern Association of Colleges and Schools accredited Public Associate s Colleges written by Charlotte A. Speer and published by . This book was released on 2013 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on Yackee's (2000) study of the perceptions of chief instructional officers (CIOs) at community colleges accredited by North Central Association of Colleges and Schools (NCA), this study identified, described, and compared the perceptions of CIOs at institutions accredited by Southern Association of Colleges and Schools Commission on Colleges (SACS-COC). The CIOs' perceptions regarding difficulty accreditation criteria for part-time faculty, challenges in implementing commonly cited good practices for employing and using part-time faculty, and reasons for employing part-time faculty were included. The population included CIOs from all SACS-COC-accredited associate's colleges. A questionnaire was adapted from Yackee's survey instrument for distribution using an online software program and was sent to all 256 chief instructional officers; 107 questionnaires were returned for a response rate of 42%. The data were analyzed using descriptive and inferential statistics. The one-way ANOVA and Tukey's HSD test for multiple comparisons were used to analyze significant differences (p
Download or read book The Impact of Age on Faculty Perceptions of Academic Leadership in Community Colleges written by Julie White Gooding and published by . This book was released on 1991 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Staff Development Needs of New Jersey Community College Part time Faculty written by Barbara Lukasik Piasta and published by . This book was released on 1991 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Becoming and Supporting Online Adjunct Faculty in a Gig Economy written by Robinson, Jennifer L. and published by IGI Global. This book was released on 2023-10-04 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: A gig economy is a system where employers hire independent and qualified workers for short-term contracts. While this might seem like a system worlds away from higher education, this is very much a common system embraced by colleges and universities. Being an adjunct faculty member has resulted in many highly educated people becoming part of the gig economy. Becoming and Supporting Online Adjunct Faculty in a Gig Economy provides information on the many challenges and potential solutions that can be leveraged as an online adjunct faculty member. Covering topics such as collaboration with full-time colleagues, curating resources for online courses, and maintaining working relationships, this book is ideal for adjunct faculty, administrators, students, researchers, and academicians.
