A Full-Time Dilemma: Examining the Experiences of Part-Time Faculty

Autor/inn/en	Kimmel, Krista M.; Fairchild, Jennifer L.
Titel	A Full-Time Dilemma: Examining the Experiences of Part-Time Faculty
Quelle	In: Journal of Effective Teaching, 17 (2017) 1, S.52-65 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7869
Schlagwörter	Part Time Faculty; Teacher Effectiveness; Nontenured Faculty; College Faculty; Adjunct Faculty; Grade Inflation; Qualitative Research; Student Centered Learning; Technology Uses in Education; Interviews; Kentucky + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fakultät; Qualitative Forschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interviewing; Interviewtechnik
Abstract	Part-time faculty now account for more than half of all faculty in American colleges and universities. Existing scholarship primarily has focused on the teaching effectiveness of part-time faculty. In this exploratory study, the authors employ a qualitative approach to examine the perspectives of part-time faculty members at a public, regional institution. We identify several significant themes related to the experiences of part-time faculty members, including teaching evaluation; student-centered instruction; instructors' use of technology in the classroom; and disconnection from the university. We also offer pragmatic recommendations for administrators and other faculty designed to improve the overall experience of part-time faculty. (As Provided).
Anmerkungen	Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01