Community College Part-Time Faculty and Student Services: A Working Model

1984 ◽  
Vol 11 (4) ◽  
pp. 30-34 ◽  
Author(s):  
Barry S. Davidson
Keyword(s):  
Community College ◽  
Student Services ◽  
Part Time Faculty ◽  
Working Model ◽  
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.

scholarly journals Instruction Quality or Working Condition? The Effects of Part-Time Faculty on Student Academic Outcomes in Community College Introductory Courses

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090149
Author(s):  
Florence Xiaotao Ran ◽  
Jasmine Sanders
Keyword(s):  
Community College ◽  
Fixed Effects ◽  
Individual Characteristics ◽  
Full Time ◽  
Negative Effects ◽  
Professional Experiences ◽  
Part Time Faculty ◽  
Part Time ◽  
Course Outcomes ◽  
Time Faculty

More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that inferior working conditions for part-time faculty, rather than inferior instructional practices, contribute to the negative effects we observed on students’ subsequent course enrollment.

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