A Critical Challenge: The Engagement and Assessment of Contingent, Part-Time Adjunct Faculty Professors in United States Community Colleges

Autor/inn/en	Jolley, Michael R.; Cross, Emily; Bryant, Miles
Titel	A Critical Challenge: The Engagement and Assessment of Contingent, Part-Time Adjunct Faculty Professors in United States Community Colleges
Quelle	In: Community College Journal of Research and Practice, 38 (2014) 2-3, S.218-230 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2014.851969
Schlagwörter	Community Colleges; Adjunct Faculty; Interviews; Part Time Faculty; Teaching Conditions; Work Experience; Teacher Evaluation; Teacher Role; College Faculty; Tenure; Teacher Attitudes; Qualitative Research + Suchen Sie Ihr Suchwort? Community college; Community College; Interviewing; Interviewtechnik; Lehrbedingungen; Unterrichtsbedingungen; Employment experience; Job experience; Occupational experience; Berufserfahrung; Teacher appraisal; Lehrerbeurteilung; Lehrerrolle; Fakultät; Amtszeit; Beschäftigungsdauer; Lehrerverhalten; Qualitative Forschung
Abstract	In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012). The same report indicates part-time faculty in community colleges exceeds 70% of instructional staff. Perhaps more alarming are the numbers of contingent instructional staff-faculty without long-term employment commitments. According to this measure, nearly 70% of faculty members in all areas of higher education have little-to-no job stability (American Association of University Professors [AAUP], 2013 ; Schuster & Finklestein, 2006). However, limited research exists on the working experiences of this major subpopulation of United States professors. The purpose of this qualitative study was to explore the experiences of part-time contingent community college faculty regarding the assessment processes their institutions implemented. Through interviews, researchers gathered data identifying what 20 part-time contingent faculty professors reported regarding teaching conditions and institutional assessment procedures. Participant interviews revealed two major themes centered on a lack of institutional engagement and meaningful assessment policies or procedures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10