Caveat Emptor: Is There a Relationship between Part-Time Faculty Utilization and Student Learning Outcomes and Retention? Professional File. Number 91, Spring 2004

Autor/inn/en	Schibik, Timothy; Harrington, Charles
Institution	Association for Institutional Research
Titel	Caveat Emptor: Is There a Relationship between Part-Time Faculty Utilization and Student Learning Outcomes and Retention? Professional File. Number 91, Spring 2004
Quelle	(2004), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Introductory Courses; Academic Achievement; School Holding Power; Part Time Faculty; Teaching Load; Outcomes of Education; Teacher Influence; College Faculty; Academic Persistence; College Freshmen + Suchen Sie Ihr Suchwort? Einführungskurs; Schulleistung; Lehrdeputat; Lernleistung; Schulerfolg; Fakultät; Studienanfänger
Abstract	One important factor neglected in the literature involves an investigation into whether the increased utilization of part-time faculty impacts student retention. Are part-time faculty, who are employed primarily to teach introductory courses, having an adverse affect on student retention? Are universities recognizing and studying the potential issues that might arise when a substantial portion of incoming freshmen receive the majority of their instruction from part-time faculty? This paper presents the results of an ongoing study of the relationship between faculty status and student retention at a comprehensive Midwestern university. Of particular interest is the degree to which first-time full-time freshmen are exposed to part-time faculty and whether there are ways to determine if faculty status, defined here as part-time versus full-time, has a discernable and direct impact on student retention. (Contains 1 figure and 6 tables.) (As Provided).
Anmerkungen	Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air@airweb.org; Web site: http://www.airweb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10