Mentoring and Career Stages and the Effect on Adjunct Faculty Job Satisfaction and Organizational Commitment in Community Colleges PDF Download

Author: Cheryl Ann Doll
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 194

View

Book Description

Author: Roy Fuller
Publisher: Taylor & Francis
ISBN: 1000979369
Category : Education
Languages : en
Pages : 154

View

Book Description
As the debate regarding the increasing use of adjunct faculty in higher education continues to swirl, the voices of adjunct faculty themselves are rarely heard. Stories abound regarding the poor working conditions in which most adjunct faculty labor, yet many of those that employ adjunct faculty are unaware of how the conditions impact an adjunct's ability to teach effectively. Adjunct Faculty Voices gives a voice to this growing population. It shares the experiences and clear benefits adjuncts gain from having access to professional development opportunities. In spite of a shortage of resources, there are institutions offering development programs that target the pressing needs of this population.The first part of the book features the voices of adjunct faculty who tell their stories of finding professional development and creating or connecting with communities of colleagues for mutual support. These adjunct voices represent a range of disciplinary perspectives, career stages, and institutional types. In the second section, the authors draw upon a benchmarking study of adjunct faculty developing programs, examine specific challenges and highlight successful practices. Institutions can support adjunct faculty through teaching academies and faculty learning communities; mentor programs; conference support; and adjunct faculty liaison positions.Topics discussed include:• Best professional development practices that support and benefit adjunct faculty• Faculty social isolation and community-building opportunities• An overview of changes affecting the academic workforce• An outline of issues and working conditions• Current demographics and types of adjunct faculty• Survey results from adjunct faculty developers• Adjunct faculty narratives featuring their professional development and community experiencesTeaching and Learning centers across the country are responding to the growing adjunct cohort in innovative and efficient ways. Administrators, deans, department chairs, and adjunct faculty will all benefit by hearing the voices of adjuncts as they express the challenges faced by adjunct faculty and the types of professional development opportunities which are most beneficial.

Author: Marie Ferguson
Publisher:
ISBN:
Category : Community college teachers
Languages : en
Pages : 155

View

Book Description
This quantitative causal comparative research study, guided by Herzberg's (1964) Two Factor Theory of Motivation, and conducted with 106 online adjunct faculty members teaching at a community college in a Southeastern state, examined the effects of four types of professional development (PD) training for online instruction (i.e., fully online, fully face-to-face, blended [online and face-to-face], and none) on online adjunct faculty members' levels of motivation and hygiene job satisfaction. Data were analyzed using two one-way MANCOVAs. The first one-way MANCOVA addressed the first research question, which inquired if there were significant differences across online instruction PD training groups on the motivation job satisfaction factors of general job satisfaction, recognition, and autonomy, controlling for online instruction self-efficacy and age. The second one-way MANCOVA addressed the second research question, which queried if there were significant differences across PD training groups on the hygiene job satisfaction factors of faculty support, salary, and teaching schedule, controlling for online instruction self-efficacy. Results from the first one-way MANCOVA showed that participants in the four online instruction PD training groups did not have significantly different levels of general job satisfaction, recognition and autonomy. Results from the second one-way MANCOVA were significant. Participants in the entirely online PD training group had a significantly lower mean faculty support score than did participants in the blended PD training group. Participants who had not received PD training for online instruction had a significantly lower mean teaching schedule score than did participants in the other three PD training groups.

Author: Elizabeth Ann Grenn Franklin
Publisher:
ISBN:
Category :
Languages : en
Pages : 332

View

Book Description

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 790

View

Book Description

Author: Andrea Mary Olson
Publisher:
ISBN:
Category :
Languages : en
Pages : 278

View

Book Description

Author: Vicki L. Baker
Publisher: Taylor & Francis
ISBN: 1000981487
Category : Education
Languages : en
Pages : 351

View

Book Description
This book brings together leading practitioners and scholars engaged in professional development programming for and research on mid-career faculty members. The chapters focus on key areas of career development and advancement that can enhance both individual growth and institutional change to better support mid-career faculties.The mid-career stage is the longest segment of the faculty career and it contains the largest cohort of faculty. Also, mid-career faculty are tasked with being the next generation of faculty leaders and mentors on their respective campuses, with little to no supports to do so effectively, at a time when higher education continues to face unprecedented challenges while managing continued goal of diversifying both the student and faculty bodies.The stories, examples, data, and resources shared in this book will provide inspiration--and reality checks--to the administrators, faculty developers, and department chairs charged with better supporting their faculties as they engage in academic work. Current and prospective faculty members will learn about trends in mid-career faculty development resources, see examples of how to create such supports when they are lacking on their campuses, and gain insights on how to strategically advance their own careers based on the realities of the professoriate.The book features a variety of institution types: community colleges, regional/comprehensive institutions, liberal arts colleges, public research universities, ivy league institutions, international institutions, and those with targeted missions such as HSI/MSI and Jesuit.Topics include faculty development for formal and informal leadership roles; strategies to support professional growth, renewal, time and people management; teaching and learning as a form of scholarship; the role of learning communities and networks as a source of support and professional revitalization; global engagement to support scholarship and teaching; strategies to recruit, retain, and promote underrepresented faculty populations; the policy-practice connection; and gender differences related to key mid-career outcomes.While the authors acknowledge that the challenges facing the mid-career stage are numerous and varying, they offer a counter narrative by looking at ways that faculty and/or institutions can assert themselves to find opportunities within challenging contexts. They suggest that these challenges highlight priority mentoring areas, and support the creation of new and innovative faculty development supports at institutional, departmental, and individual levels.

Author: Ross A. Seligman
Publisher: Taylor & Francis
ISBN: 1040099610
Category : Education
Languages : en
Pages : 142

View

Book Description
Designed to mentor aspiring and current faculty, Becoming a Successful Community College Professor analyzes the ways in which the current institution of community colleges affects both staff and students, and presents strategies for effectively navigating the community college professor role from the point of job search to tenure status. With emphasis on key elements such as getting hired, class preparation, student needs, college policies and culture, and an abundance more, this book focuses on training professors to successfully overcome the challenges that the current academic climate presents. Through the inclusion of interview vignettes with faculty across the United States, this book represents a wide range of disciplines and closely examines socioeconomic classes, racial and ethnic identities, gender and sexuality, and the varying faculty positions within the community college. Coverage also consists of syllabi creation, assessment and grading, faculty mentoring, problem-solving in the classroom, and the nuances of online learning. Intended for graduate students and existing faculty, this book will provide insight into what community college professorship entails through discussions of equity and engagement, as well as offer valuable tips for keeping up with the field as it continually evolves.

Author: Daneene L. Barton
Publisher:
ISBN:
Category : College teachers, Part-time
Languages : en
Pages : 274

View

Book Description

Author: Winsome S. Brooks
Publisher:
ISBN:
Category : College teachers, Part-time
Languages : en
Pages : 0

View

Book Description
Adjunct faculty have become a significant part of the collegiate workforce in times of financial constraints; however, they are not supported like their full-time counterparts and have lower career and job satisfaction. Some institutions have responded to the increase in dependence on adjuncts by developing support systems in the form of teaching and learning centers. This phenomenological case study’s purpose was to explore the lived experiences of adjunct faculty using a center for teaching and learning (CTL) and explore the impacts the CTL has on adjunct job satisfaction. A purposive sample of six adjunct faculty, two CTL leaders, and one American Association of Community Colleges leader participated in in-depth interviews recorded through Zoom. The collected data were transcribed and used to construct four major themes and six subthemes through the processes of using in vivo coding, initial coding, and descriptive coding. The major themes included the CTL practices, inclusiveness, confidence, and satisfaction. The findings from this study imply that factors which enhance job satisfaction are totally distinct from those associated with job dissatisfaction; the presence of certain job attributes (motivators) lead to satisfaction, and the presence of hygiene factors, such as working conditions, prevents dissatisfaction. Overall, the results of this study could encourage institutions’ administrators to refine certain features within the CTL to manage adjunct faculty’s job satisfaction.