Contingent Faculty and Student Learning: Welcome to the Strativersity

Autor/in	Thompson, Karen
Titel	Contingent Faculty and Student Learning: Welcome to the Strativersity
Quelle	In: New Directions for Higher Education, (2003) 123, S.41-47 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.119
Schlagwörter	Stellungnahme; College Faculty; Nontenured Faculty; Teaching Conditions; Educational Quality; Teacher Student Relationship; Faculty Development; Teacher Participation; Teacher Supply and Demand; Teacher Salaries; Academic Freedom; Governance; Civil Rights; Educational Improvement; Faculty Advisers + Suchen Sie Ihr Suchwort? Fakultät; Lehrbedingungen; Unterrichtsbedingungen; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerbedarf; Lehrerbesoldung; Lehrervergütung; Akademische Freiheit; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bürgerrechte; Grundrechte; Zivilrecht; Teaching improvement; Unterrichtsentwicklung
Abstract	If we deconstruct the university--and set aside the trendy rhetoric of a multiversity--are we not actually approaching a "strativersity," a hierarchy of teaching that imposes a hierarchy of learning? In this article, the author discusses the ways in which typical contingent working conditions may undermine student learning conditions. Highlighted here are the issues of (1) faculty (in)accessibility; (2) inadequate student advising; (3) shortchanging in the classroom; (4) professional development; (5) collegial involvement; (6) workforce stability; (7) pay and benefits; (8) academic freedom; (9) faculty governance; and (10) and due process protections. Conditions of employment that would contribute to improved student learning are discussed. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10