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Author: Dustin Black Publisher: ISBN: Category : Languages : en Pages : 158
Book Description
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.
Author: Dustin Black Publisher: ISBN: Category : Languages : en Pages : 158
Book Description
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.
Author: Thomas George Buzan Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 143
Book Description
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.
Author: Rachel Lyke Publisher: ISBN: Category : College teachers, Part-time Languages : en Pages : 160
Book Description
"Higher education no longer consists of a traditional student body, a venue, a method of delivery and a single faculty population (Betts & Heaston, 2014). Colleges and universities increasingly depend on conditional, non-tenure track adjuncts who frequently lack resources, development and training (Smith, 2015, p. 236). Two-thirds of all college and university instructors in the United States are non-tenured or off-tenure track faculty, commonly referred to as contingent faculty (Gappa, 2000; Leslie & Gappa, 2002; Kezar & Sam, 2013). This increase corresponds with a decrease in full-time faculty positions at some higher education institutions. The 2006 American Association of University Professors (AAUP) Contingent Faculty Index reported that between 1995 to 2003, full-time, tenured faculty positions declined by more than 2000 (AAUP 2006). Although there is literature about adjunct populations (Lorenzetti, 2016) and adjunct onboarding (Shattuck, Dubins, & Zilberman, 2011), the experiences community college part-time and full-time faculty have as they teach on the same campus has been mostly ignored. Community colleges tend to use a large number of adjunct faculty with professional (as opposed to traditionally academic) backgrounds to train skilled, vocational workers for the professional environment (Milliron & Wilson, 2004). It is vital to include research on how faculty interact with one another, and how these interactions affect perceived individual roles on campus. Role Theory will be applied to this study in order to show that individual experiences contribute to individual satisfaction and the role that one assigns to him or herself as a colleague and educator"--Author's abstract.
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
One fundamental aspect of engagement in higher education is faculty-student interaction. Faculty-student interaction has been associated with student success and persistence in both four- and two-year higher education institutions. Due to a lack of research concerning community college students, understanding student engagement in higher education is based on White, traditional-age students who attend four-year institutions. However, community colleges enroll almost half of US undergraduates. Community college studentsâ€"!primary involvement or interaction typically occurs inside the classroom due to their part-time status, employment responsibilities, lack of involvement in student activities, and attendance at non-residential campuses. Increasing faculty-student interaction does seem to be a possible approach to assist students in their educational endeavors while enrolled at community colleges. Only a limited number of researchers have examined faculty-student interaction in a community college setting. The purpose of this study was to explore the variables that predict faculty-student interaction of community college students. This research project was guided by two theories that examine student engagement and faculty-student interaction: Astinâ€"! (1985) student involvement theory and Paceâ€"! (1979) student development and college impress model. Descriptive and inferential statistics examined the data and answered three research questions. Of the 15 independent variables, multiple regression revealed that five (age, grants/scholarships, GPA, orientation program/course, and learning community) were significant predictors of faculty-student interaction for full-time community college students and four (first-generation status, GPA, orientation program/course, and learning community) were significant predictors of faculty-student interaction for part-time community college students. Both models had three of the same significant independent variables (GPA, orienta.
Author: Richard L. Wagoner Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 108
Book Description
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.
Author: Dustin Black
Author: Dustin Black
Author: Kemah Eugene Paul Washington
Author: Thomas George Buzan
Author: 
Author: George L. Gifford
Author: Claude de Chastillon
Author: James M. Williams
Author: Rachel Lyke
Author: 
Author: Richard L. Wagoner