Banking on the Future: Student Academic Performance, Retention, Graduation, and Instructor Type

Autor/inn/en	Heath, Sarah E.; Darr, Christopher R.; Acharya, Lalatendu
Titel	Banking on the Future: Student Academic Performance, Retention, Graduation, and Instructor Type
Quelle	In: Journal of the Scholarship of Teaching and Learning, 22 (2022) 4, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Academic Achievement; School Holding Power; Graduation; College Students; Adjunct Faculty; General Education + Suchen Sie Ihr Suchwort? Schulleistung; Abschluss; Graduierung; Collegestudent; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	Students experience challenges with persistence, retention, graduation, and overall academic success in colleges and universities, particularly when courses are taught by adjunct instructors. Using a sample of 21,274 student results in three different general education disciplines from 2010 to 2019, the authors found that there was a disparity between adjunct and full-time faculty members in those key outcomes. The purpose of this study is to analyze data about student persistence, retention, and academic skills and its relationships with type of instructor (adjunct or non-adjunct) to consider the means by which the results may help to respond effectively to negative indicators in those areas. In addition to including adjunct instructors in professional development and student engagement activities on campuses, strategically hiring full-time faculty may result in gains that offset the higher financial outlay for those instructors. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01