Contingent Faculty as Teachers

2011 ◽  
Vol 55 (11) ◽  
pp. 1485-1509 ◽  
Author(s):  
Roger G. Baldwin ◽  
Matthew R. Wawrzynski
Keyword(s):  
Teaching Practices ◽  
National Study ◽  
Contingent Faculty ◽  
Full Time ◽  
Undergraduate Level ◽  
Academic Environments ◽  
Policy Practice ◽  
Learning Centered ◽  
Part Time ◽  
The Subject

Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenured and tenure-eligible) faculty differ in their use of subject-centered and learning-centered teaching strategies. Holland’s academic environments model was also used to examine the subject-centered and learning-centered teaching practices of permanent and contingent faculty within broad academic areas. Findings indicate that the teaching practices of part-time contingent faculty differ in important ways from their other faculty colleagues. In contrast, the teaching practices of full-time contingent faculty more closely parallel those of their tenured and tenure-eligible colleagues. Based on these findings, implications for policy, practice, and additional research on this growing segment of the U.S. professoriate are included.

Using New Case Studies for Evaluation of Marketing Student’s Academic Performance

2018 ◽  
Vol 22 (1) ◽  
pp. 61-67 ◽  
Author(s):  
Jaydeep Mukherjee
Keyword(s):  
Time Management ◽  
Management Education ◽  
Work And Family ◽  
Case Method ◽  
Full Time ◽  
Evaluation Tool ◽  
Formal Evaluation ◽  
Part Time ◽  
The Subject ◽  
Evaluation Mechanism

Case method has been a popular pedagogy in management education. It is a preferred evaluation tool which is inherently subjective in nature. This article compares the results of case-based evaluation in marketing discipline, in announced and unannounced settings, for full-time and part-time management programmes and discusses its implications. The data were collected from the formal evaluation made by a faculty of an Association of MBAs (AMBA) accredited management institute of India. The results suggests that for full-time residential MBA programmes, use of relative marks for grading each component of the evaluation is likely to be a more robust evaluation mechanism than using just the marks or using the consolidated marks for final grading. However, neither surprise quiz nor announced quiz provide any robust and unbiased method of evaluating the performance of the students of part-time non-residential MBA programme as the result are also dependent on variables like work and family, which are extraneous to the student’s interest and proficiency in the subject.

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. 

scholarly journals A COMPARISON OF THE TEACHING PRACTICES OF NOVICE EDUCATORS IN ENGINEERING AND OTHER POST-SECONDARY DISCIPLINES

2020 ◽  
Author(s):  
Nancy Nelson ◽  
Robert Brennan
Keyword(s):  
Student Engagement ◽  
Skill Acquisition ◽  
Teaching Practices ◽  
Worked Examples ◽  
Full Time ◽  
Post Secondary ◽  
Education Experience ◽  
Part Time ◽  
Faculty Surveys ◽  
Novice Educators

There is a perception in higher education that engineering educators teach differently than those in other disciplines. Surveys of student engagement consistently rank the undergraduate engineering experience lowest among ten disciplines, as do faculty surveys of student engagement. These results suggest there is opportunity and need to improve the engineering education experience.  This research sets out to identify differences in the teaching practices of beginning engineering educators from those in other disciplines. Using the Dreyfus and Dreyfus model of skill acquisition as a framework, this study examines institutional data collected during four consecutive terms of mandatory teaching observations of new full-time and selected part-time instructors.  Descriptive statistics found that the performance of novice educators in engineering-related disciplines did rank lowest overall compared to all other disciplines. This analysis also found that there is little difference in the teaching practices of novice engineering educators from those of their more experienced colleagues. Thematic analysis found that traditional engineering classroom practices such as lecture and worked examples are common, and could be enhanced by including opportunities for meaningful active learning.  These results can inform both engineering educators and those responsible for their educational development about the common teaching practices of novice instructors and will be useful in shaping the professional development opportunities offered to engineering educators. 

scholarly journals APPLICATION OF A COMPLEX OF ELECTRONIC PROBLEM-ORIENTED TRAINING SYSTEMS ON THEORETICAL MECHANICS

2017 ◽  
pp. 69-76
Author(s):  
Aleksandr Vasilevich Khokhlov ◽  
Elena Ponomareva ◽  
Olga Aleksandrovna Khokhlova
Keyword(s):  
Full Time ◽  
Training Systems ◽  
Training Methodology ◽  
Part Time Students ◽  
Part Time ◽  
Time Part ◽  
The Subject ◽  
And Control ◽  
Independent Work ◽  
Theoretical Mechanics

The subject of the article is a complex of electronic problem-oriented training systems on theoretical mechanics, developed at the Department of Mechanics and Engineering Graphics of the Astrakhan State Technical University. Components of the complex are: an electronic textbook (including sections "Theoretical material", "Tests and tasks", "Workshop"); bank of multivariate tasks for independent work of students and control of their knowledge; generator of training tasks of a given complexity with automatic verification of results; complex of mws-programs (Maple) for computer simulation and automation of calculation of mechanical systems with visualization of results; a training website where the listed components are located. The article describes the software that is being developed aiming step-by-step solution of model problems of theoretical mechanics. A technique for solving static problems is presented, as an example is taken a model task on the subject "Determination of the reactions of solid support" using the training website. The complex is used for the full-time-, part-time students and distance learning students in the autonomous and networked modes. The advantages of the complex have been described. Today a special relevance of the complex is stipulated by a significant decrease of the number of classroom tutorials and an increase of the number of hours for students’ independent work. The effectiveness of the training methodology using the electronic problem-oriented training systems has been confirmed by the implementation certificates approved by three Russian universities.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Women and Entrepreneurship – Albanian Case

2016 ◽  
Vol 1 (1) ◽  
pp. 249
Author(s):  
Anna Xheka
Keyword(s):  
Gender Equality ◽  
Gender Gap ◽  
Secondary Data ◽  
Special Focus ◽  
Full Time ◽  
Men And Women ◽  
Women’S Entrepreneurship ◽  
Part Time ◽  
Women's Entrepreneurship ◽  
The Difference

Women’s entrepreneurship is a powerful source, regarding to the women’s economic independence and empowerment, as well as regarding employment generation, economic growth and innovation, development and the reduction of poverty as well as one of the terms of gender equality. This poster presents the situation of women's entrepreneurship in Europe in comparative terms, with special focus in Albania. The paper has a descriptive nature. Describes three different plans in comparative terms; the representation of men and women in entrepreneurship, the representation of women in entrepreneurship in different countries of Europe and of Europe as a whole, as well as compare to gender quota. Through the processing of secondary data from various reports and studies, this poster concludes that although that the gender equality goal is the equal participation of men and women in all sectors, including the entrepreneurship, in this sector, gender gap it is still deep. Another significant comparative aspect, it is the difference between full and part –time women entrepreneurship. While in full time entrepreneurship in a convince way, men are those that dominate, in part time entrepreneurship clearly it’s evident the opposite trend, women's representation is much higher. It’s very interesting the fact, that the women’s entrepreneurship in Albania, presented in a significant optimistic situation, ranking in the second place, after Greece in the European level

THE USE OF INFORMATION TECHNOLOGY IN DISTANCE, PART-TIME AND FULL-TIME COURSES

2020 ◽  
pp. 41-50
Author(s):  
Almaziya G. Kataeva ◽  
◽  
Sergei D. Kataev ◽  
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Professional Competence ◽  
Time Frame ◽  
Full Time ◽  
Internet Resources ◽  
Modern Development ◽  
Grammatical Skills ◽  
Part Time ◽  
Time Courses

The modern development of society determines the forms and content of the process of teaching foreign languages. The quantity and quality of information in the field of mastering a foreign language is constantly growing as a means of sociocultural, linguistic and cultural and professional development of an individual. A foreign language is currently considered as an integral part of intercultural communication in various fields of objective reality and the development of a culture of interethnic communication. In the process of teaching a foreign language, technologies are becoming increasingly important which makes it possible to achieve the required level of communicative competence in speaking and writing in a shorter time frame and to recreate a virtual spatial temporal communication environment with native speakers. In this regard, the form of distance learning can be more and more prospective, being psychologically more comfortable for students and teachers; many of its elements can be integrated into other forms of training. The article exposes certain information technologies, the use of which increases the effectiveness of teaching a foreign language in distance, part-time and full-time courses. On the example of specific interactive multimedia Internet resources in the field of learning the German language, the urgent importance of using computerized teaching methods for acquiring and enhancing pronunciation, lexical and grammatical skills and knowledge with the aim of forming linguistic and cultural and professional competence of students is emphasized. At the same time, the article highlights importance of non-verbal forms of communication for achieving the desired effect of verbal communication, while relying on relevant audiovisual Internet resources.

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