part-time faculty: who? what? how?
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Part-Time Faculty: Who? What? How?. Courtney Adkins, Ph.D. Assistant Director Center for Community College Student Engagement Misha Turner, Ph.D. Associate Director Center for Community College Student Engagement. - PowerPoint PPT PresentationTRANSCRIPT
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Part-Time Faculty: Who? What? How?
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Courtney Adkins, Ph.D.
Assistant Director
Center for Community College Student Engagement
Misha Turner, Ph.D.
Associate Director
Center for Community College Student Engagement
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Keys to Student Success: Strengthening the Role of Part-time Faculty in Community Colleges
rview Funded by MetLife
Foundation College Visits
Focus groups with part- and full-time faculty
Interviews with presidents
Center Data Analyses College Vignettes Web Resources Special Report
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Part-time faculty teach approximately 58% of U.S. community college classes…and 53% of community college students.
JBL, 2008
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Why are so many instructors named “Staff?”
- Student
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Part-time faculty: Who are they?
CCFSSE Item RolePart-time, n=30,248
Full-time, n= 35,142
What is your faculty rank?
Other 9% 2%
Lecturer 5% 1%
Instructor 73% 40%
Assistant Professor
3% 15%
Associate Professor
4% 16%
Professor 7% 26%
CCFSSE, 2009-2013
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Part-time faculty: Who are they?
How many years of teaching
experience do you have?
Four or fewer years
37% 13%
Five to nine years 26% 22%
10 to 29 years 33% 55%
30 years or more 6% 10%
CCFSSE Item StatusPart-time, n=30,594
Full-time, n=35,142
CCFSSE, 2009-2013
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Why I Teach…
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“Those adjuncts”
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Those who teach only dev. ed are more likely to have…
Part-time employment 76% A position of instructor 73% Fewer years of teaching experience 66% fewer
than 10 years
Less likely… Tenure-track position Master’s degree or higher
Profile of a Developmental Education Faculty Member
CCFSSE, 2009-2013
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Discussion Question
How is your college preparing part-time faculty to teach these important courses?
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Instructors’ Academy – Coastal Carolina Community College (NC)
Goal: Strengthen college’s focus on engaging teaching and learning strategies
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PT faculty participation in high-impact practices
Part-time faculty are less likely than full-time faculty to report
– Teaching in an organized learning community
– Participating in a student success course
– Being involved with a fast-track or accelerated learning course
CCFSSE, 2011-2013
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Discussion Question
How, if at all, are part-time faculty at your college encouraged to participate in and use high-impact educational practices and other effective teaching strategies?
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Involving Part-Time Faculty in Course Design – Bristol Community College (MA)
Goal: Increase first-year student success in all gateway courses
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Faculty referrals to academic and support services
How often do you refer students to academic advising/planning services?
Rarely/Never– Part-time – 25% and Full-time - 14%
I’ve referred students to college tutoring services or I require students to participate in college tutoring.
Yes– Part-time – 50% and Full-time - 57%
CCFSSE, 2009-2013
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Strengthening the Role…
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Discussion Question
How does your college ensure part-time faculty are aware of support services for students?
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Strengthening the Role…
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Strengthening the Role…
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Strengthening the Role…
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Strengthening the Role…
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Discussion Questions
What do you already know (or need to know) about the experience of part-time faculty at your college?
Consistent hiring processes?
Part-time faculty orientation? Mandatory?
Availability of office space or designated work space and access to instructional materials?
Professional development opportunities & expectations?
Opportunities to meet with colleagues?
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Discussion Question
What is your advice to colleges?
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Advice to colleges
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Faculty Engagement – What Can We Do?- Express high expectations and provide high support.
- Conduct campus conversations about policy and practice related to part-time faculty. Involve part-time faculty in the discussions.
- Create an integrated pathway for part-time faculty: hiring, orientation, professional development, evaluation, incentives, integration into college community and student success agenda
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Faculty Engagement – What Can We Do?- Design pathways to full-time employment.
- Recognize part-time faculty in monetary ways, when possible, and in non-monetary ways as well.
- Keep the focus on student success and effective educational practice.
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A Focus on Student Success…
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Students!
What Matters Most?
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Contingent Commitments Web Toolshttp://www.ccsse.org/center/initiatives/ptf/special/
Tools and Resources:Campus Discussion GuideConducting Focus GroupsNotes from the LiteratureMethodologyAdditional Resources – Delphi Project, Achieving the Dream and othersFaculty Video Clips
Contingent Commitments Web Tools