The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning

Autor/inn/en	Kezar, Adrianna; Maxey, Daniel
Institution	Association of American Colleges and Universities; University of Southern California, Pullias Center for Higher Education
Titel	The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning
Quelle	(2012), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tenure; Outcomes of Education; College Faculty; Part Time Faculty; College Instruction; Educational Research; Research Reports; Correlation; Work Environment; Curriculum Development; Job Security; Teacher Student Relationship; Nontenured Faculty; Employment Practices; Teacher Selection; Faculty Recruitment; Teacher Orientation; Educational Policy; Policy Analysis; Educational Practices; Teacher Role; Administrative Policy; Faculty Development + Suchen Sie Ihr Suchwort? Amtszeit; Beschäftigungsdauer; Lernleistung; Schulerfolg; Fakultät; Hochschullehre; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht; Korrelation; Arbeitsmilieu; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Arbeitsplatzsicherheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Berufspraxis; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungspraxis; Lehrerrolle
Abstract	It is important for administrators, faculty, and policy makers to understand and consider how policies commonly associated with non-tenure-track faculty roles and working environments impact student learning. Many policies impede the ability of faculty to provide effective instruction that is aligned with departmental and institutional goals for learning outcomes. On many campuses, current policies create conditions wherein these faculty are inaccessible to students outside of scheduled class time and are not permitted to have a role in decision-making, including decisions about the courses they teach. While many policies and practices negatively impact equity and morale, this paper discusses how certain conditions created by policies--or a lack of policies--influence the ability of institutions to maximize the benefits of non-tenure-track faculty contributions to student learning. [For the accompanying report, "The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes," see ED532270.] (ERIC).
Anmerkungen	Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10