Hybrid Flexible Instruction:  Exploring Faculty Preparedness

The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b) shared which pedagogical strategies they felt prepared to use in this instructional modality, and c) listed the resources and support that they felt were needed to successfully implement their course. The results indicated that faculty members felt prepared to successfully engage in competencies related to HyFlex instruction that were significantly similar to competencies required for in-person instruction. However, they admitted to feeling less prepared to manage the intricacies that are unique to the HyFlex modality. Also, instructors believe a variety of pedagogical strategies can be integrated into HyFlex instruction; however, for those unfamiliar with this instructional modality, significant support and resources are needed before designing and implementing a course.

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Comparison of Productivity and Cost of Full-Time and Part-Time Faculty Members in an Academic Department of Radiology

Journal of the American College of Radiology ◽

10.1016/j.jacr.2006.01.010 ◽

2006 ◽

Vol 3 (5) ◽

pp. 335-339 ◽

Cited By ~ 7

Author(s):

James H. Thrall ◽

Margaret J. Meehan ◽

Dianne G. Whelton

Keyword(s):

Academic Department ◽

Faculty Members ◽

Full Time ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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Women as part-time faculty members

Higher Education ◽

10.1007/bf00129130 ◽

1981 ◽

Vol 10 (2) ◽

pp. 169-179 ◽

Cited By ~ 7

Author(s):

Barbara H. Tuckman ◽

Howard P. Tuckman

Keyword(s):

Faculty Members ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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MLA Recommendation on Minimum Per-Course Compensation for Part-Time Faculty Members

ADE Bulletin ◽

10.1632/ade.147.82 ◽

2009 ◽

pp. 82-82

Keyword(s):

Faculty Members ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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MLA Recommendation on Minimum Per-Course Compensation for Part-Time Faculty Members

ADFL Bulletin ◽

10.1632/adfl.40.2.82 ◽

2009 ◽

pp. 82-82

Keyword(s):

Faculty Members ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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Engaging Baccalaureate Clinical Faculty

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1186 ◽

2006 ◽

Vol 3 (1) ◽

Cited By ~ 14

Author(s):

Ruth E Kelly

Keyword(s):

Role Theory ◽

Program Planning ◽

Faculty Members ◽

Full Time ◽

Clinical Faculty ◽

Part Time Faculty ◽

Empirically Supported ◽

Part Time ◽

Role Engagement ◽

Time Faculty

Role theory was utilized in this descriptive study to investigate clinical faculty in baccalaureate nursing programs. The Clinical Faculty Role Questionnaire was developed and employed to study 134 full-time and part-time clinical faculty members. Theory derivation was used and the concept of role engagement was empirically supported. Pearson's correlation analysis was used to investigate the relationships among the variables. T-test results identified differences between full-time and part-time faculty members on role variables of status, role conception, and role engagement. The relationships between study concepts and areas of educational content related to the teaching role were explored and identified as supportive of the clinical educator role. Ancillary qualitative investigation resulted in the identification of several themes: the need for clinical competence; for part-time faculty, a desire to be included in program planning.

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Examining how full-time and part-time faculty make sense of their professional experiences with, and relationships to, each other as faculty members at the same community college

10.17760/d20328924 ◽

2019 ◽

Author(s):

◽

Rachel Lyke

Keyword(s):

Community College ◽

Faculty Members ◽

Full Time ◽

Professional Experiences ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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MLA Recommendations on Salaries for Entry-Level Full-Time and Part-Time Faculty Members

ADE Bulletin ◽

10.1632/ade.132.82 ◽

2002 ◽

pp. 82-82

Keyword(s):

Faculty Members ◽

Full Time ◽

Entry Level ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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Pharmacy Practice Department Chairs’ Perspectives on Part-Time Faculty Members

American Journal of Pharmaceutical Education ◽

10.5688/ajpe76459 ◽

2012 ◽

Vol 76 (4) ◽

pp. 59 ◽

Cited By ~ 3

Author(s):

Nancy Fjortoft ◽

Susan R. Winkler ◽

Thy Mai

Keyword(s):

Department Chairs ◽

Pharmacy Practice ◽

Faculty Members ◽

Part Time Faculty ◽

Part Time ◽

Time Faculty

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

International Journal of Higher Education ◽

10.5430/ijhe.v9n2p156 ◽

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.

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