Part-time faculty development at Johnson County Community College

10.1002/cc.85 ◽  
2002 ◽  
Vol 2002 (120) ◽  
pp. 17-26
Author(s):  
Helen M. Burnstad
Keyword(s):  
Community College ◽  
Faculty Development ◽  
Part Time Faculty ◽  
Johnson County ◽  
Part Time ◽  
Time Faculty

scholarly journals Instructional Practices of Part-Time Faculty at Two-Year Institutions: Observations and Implications

2020 ◽  
Vol 9 (2) ◽  
pp. 156
Author(s):  
Yahya Mohammad Alshehri
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Teaching Practices ◽  
Faculty Members ◽  
Full Time ◽  
Negative Effects ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty

This paper attempts to shed more light on the teaching practices of part-time faculty members and their impacts on community college students. It has been found that part-time faculty members employ traditional teaching practices compared to full-time faculty members. These teaching practices have, to varying degrees, negative effects on community college students. It has also been found that some of the compelling factors that hinder part-time faculty from utilizing effective teaching practices are institutional and departmental policies and practices. This paper identifies some gaps in the literature and calls future studies. It delineates a couple of recommendations aiming at improving the teaching practices of part-time faculty as well as their working condition. 

Navigating the Transfer Process

2011 ◽  
Vol 55 (11) ◽  
pp. 1510-1532 ◽  
Author(s):  
Audrey J. Jaeger ◽  
M. Kevin Eagan
Keyword(s):  
Community College ◽  
Transfer Process ◽  
Academic Discipline ◽  
Negative Relationship ◽  
Academic Program ◽  
Instructional Time ◽  
Differential Effects ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty

Researchers are beginning to understand that there are some differential effects on students in relation to exposure to part-time faculty; one possible explanation may be differences depending on program area. This study explores whether exposure to part-time faculty differentially affects students’ likelihood of transferring across academic program areas. The findings confirm prior research identifying a negative relationship between students’ instructional time with part-time faculty and their probability of transferring from a community college to a 4-year institution; however, the results indicated no differential effects of exposure to part-time faculty depending on program area. As scholars highlight differences among part-time faculty depending on academic discipline, this research suggests that these differences do not translate into differential effects on students’ likelihood of transferring.

Sign in / Sign up

Export Citation Format

Share Document