Toward a Theory and a Model for Integrating Adjuncts into the Department of Student Development.

Autor/in	Santa Rita, Emilio
Institution	Bronx Community Coll., NY. Dept. of Student Development.
Titel	Toward a Theory and a Model for Integrating Adjuncts into the Department of Student Development.
Quelle	(1995), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adjunct Faculty; Andragogy; College Faculty; Community Colleges; Faculty College Relationship; Faculty Development; Inservice Teacher Education; Models; Part Time Faculty; Participative Decision Making; Teacher Improvement; Teaching Methods; Two Year Colleges + Suchen Sie Ihr Suchwort? Andragogics; Andragogik; Fakultät; Community college; Community College; Lehrerfortbildung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Although the conditions under which adjunct faculty work do not encourage them to form deep connections to their institutions, the quality of their instructional and counseling services depends upon their level of integration into departments. However, models for integrating adjuncts are often based on a novice-professional paradigm, a top-down approach which primarily addresses administrative concerns and ignores the fact that adjuncts are often highly experienced. To truly help adjuncts become valued members of the department, their training should follow the principle of andragogy, or the assumption that learners are self-directed and should be given problem-centered activities with immediate applications. One model that has been developed offers a series of professional development activities in 3 semesters that add to an adjunct faculty member's knowledge of basic teaching practices while building new links to the department and other counseling faculty members. The first phase of the program is a course in specific, fundamental instructional skills, while the second semester provides exposure to more advanced teaching topics. In the third phase, participants design and perform an analysis of the effectiveness of their own teaching skills. Finally, if adjuncts are to feel in control of their own destinies, they must have a voice in the governance of the student development department. Contains 18 references. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01