The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes

Autor/inn/en	Kezar, Adrianna; Maxey, Daniel
Institution	Association of American Colleges and Universities; University of Southern California, Pullias Center for Higher Education
Titel	The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes
Quelle	(2012), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tenure; Outcomes of Education; Interaction; Educational Environment; College Faculty; Part Time Faculty; Nontenured Faculty; Higher Education; Administrative Policy; College Instruction; Educational Trends; Correlation; Work Environment; Curriculum Development; Teacher Student Relationship; School Holding Power; Academic Persistence; Educational Policy; Policy Analysis; Educational Practices; Teacher Role; Employment Practices; Employment Patterns; Comparative Analysis; Visual Aids; Concept Mapping + Suchen Sie Ihr Suchwort? Amtszeit; Beschäftigungsdauer; Lernleistung; Schulerfolg; Interaktion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschullehre; Bildungsentwicklung; Korrelation; Arbeitsmilieu; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungspraxis; Lehrerrolle; Berufspraxis; Beschäftigungsstruktur; Anschauungsmaterial; Concept Map
Abstract	The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, more than two-thirds of the professoriate in non-profit postsecondary education is now comprised of non-tenure-track faculty. New hires across all institutional types are now largely contingent and this number will continue to grow unless trends change. This paper presents conceptual diagrams that show interactions of non-tenure-track policies and practices on student learning outcomes. [For the full report, "The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning," see ED532268.] (ERIC).
Anmerkungen	Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10