A Regional Accreditation Perspective on Contingent Faculty Appointments

Autor/in	Elman, Sandra E.
Titel	A Regional Accreditation Perspective on Contingent Faculty Appointments
Quelle	In: New Directions for Higher Education, (2003) 123, S.71-78 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.122
Schlagwörter	Stellungnahme; Integrity; Accreditation (Institutions); College Faculty; Community Colleges; Learning Experience; Teacher Role; Governance; Administrator Role; Part Time Faculty; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Integrität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Fakultät; Community college; Community College; Lernerfahrung; Lehrerrolle; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Colleges and universities have become increasingly reliant on part-time faculty without, in most cases, adequately establishing policies to assess the consequences for student learning. As administrators and faculty confront increasing demands from a variety of constituents, there is often less time for engaging in important dialogue on core issues that directly affect the quality of the student learning experience. Institutions should develop guidelines for ensuring institutional effectiveness and integrity in the use of contingent faculty in keeping with three principles. First, the use of part-time or other contingent faculty should not be considered an isolated issue. Instead, it should be deliberated in light of the overall mission, purposes, and educational objectives of the institution. Second, the institution should clarify and make explicit its expectations for these and other faculty. In conjunction with department chairs or division heads, and as appropriate, deans, full-time and core faculty should be actively involved in, and take responsibility for, explicating the roles and responsibilities of both full-time and part-time faculty. Finally, contingent faculty themselves should have a voice in these and other matters of academic governance, and in the decision-making processes that affect departmental policies and procedures. In the coming decades, higher education is more than likely to increase even further its reliance on contingent faculty. Accordingly, these faculty members will have an even greater impact on student learning. It is therefore the responsibility of all faculty and administrators, either through the accreditation process or by other means, to ensure the effectiveness of contingent faculty in contributing to the teaching-learning process. To do otherwise is to jeopardize the academic vitality and the integrity of our colleges and universities. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10