Critical Factors to Approach the Emergency Online Teaching Due to the COVID-19

This study analyzed the critical factors to approach the emergency online teaching due to the COVID-19 pandemic in a business school in Latin America. The data were collected through a semi-structured online questionnaire administered to 94 full-time and part-time faculty members. The study identified 10 critical factors for the successful implementation of emergency online teaching. The originality of the study lies in analyzing the experience in migrating to online teaching in a Hispanic higher education academic institution.

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.

I am not worthy: How interpersonal experiences influence perceived value and worth of full- and part-time faculty

Positive interpersonal relationships between college administration and faculty are necessary as they contribute to organizational climate measures, such as a sense of belonging and perceived organizational worth. Furthermore, such relationships may combat against faculty cynicism. Interpersonal experiences are particularly relevant in a post-coronavirus disease 2019 workplace in which interactions with colleagues are infrequent. Little is known about the effects of interpersonal experiences on part-time faculty specifically, as compared with full-time faculty. This study investigates teamwork experiences and interpersonal constraints as predictors of the attitudes and perceptions of full- and part-time faculty at a four-year public teaching college in the southwestern United States. After controlling for years working at the college, teamwork was a consistent predictor of higher sense of belonging, perceived organizational worth, and lower cynicism among full- and part-time faculty. Furthermore, the presence of negative coworker relationships was a significant predictor of lower sense of belonging and perceived organizational worth among full-time faculty. Inadequate help or lack of contact with co-workers was not a significant predictor of faculty attitudes and perceptions. The results of this study suggest the need for fostering teamwork and positive relationships among full- and part-time faculty in a meaningful and systemic manner within institutions of higher education. Additionally, this study provides support for institutionalizing a team-based approach to working among all faculty to foster perceived belonging and worth, while limiting cynicism.

Family Medicine Academic Workforce of Medical Schools in Taiwan: A Nationwide Survey

Little is known about family medicine academic staff in Taiwan, and basic data about this workforce may aid healthcare decision makers. We analysed data on Taiwan’s 13 medical schools collected by the Taiwan Association of Family Medicine from June to September 2019. Items included medical school names and total staff, and the gender, age, degree, working title (part-time/full-time), academic level, and sub-specialty of each current family medicine faculty member. A total of 116 family medicine faculty members were reported; most were male (n= 85, 73.3%). Ages ranged between 30 and 69 years, with a mean (SD) age of 43.3 (8.09). Faculty members with a master’s degree were the largest group (n= 49, 42.2%), and most were academic lecturers (n=49, 42.2%). Additionally, only about one-fourth (n=26, 22.4%) of family medicine faculty in medical schools were full-time, while the other three-fourths (n=90, 77.6%) were part-time faculty; most were located in northern Taiwan (n=79, 68.1%) and specialized in gerontology and geriatrics (n=55, 47.4%) and hospice palliative care (n=53, 45.7%). Our research provides the most complete census of family medicine academic physicians in medical schools in Taiwan. The results inform efforts to improve the establishment and development of family medicine departments in Taiwan.

Self-Efficacy and the Future Selves Construct

This chapter assesses and evaluates whether or not positive interfaces between adult learners and their instructors and academic advisors affect their learning experience and the concept of their possible positive future selves. This chapter promotes the importance of strategies that support self-efficacy and the future selves construct, and raises awareness of the impact this concept can have on undergraduate adult learners' academic and personal success. In addition, this chapter focuses on an in-depth perspective from the undergraduate adult learner as to whether or not they believe they were supported by educators with regards to developing or strengthening self-efficacy and the future selves construct, and whether or not they believed these factors impacted their academic performance. The aim is to enhance the abilities of instructors and contribute ideas to full and part-time faculty members by sharing strategies to enhance teaching efforts that positively impact learning for the undergraduate adult learner.

Organizational Strategies for Building Community Among Remote Adjunct Faculty

This chapter presents a case study to address the question: What are the perceptions of academic program directors and adjunct faculty about institutional and program-specific practices to build community among remote adjunct faculty? A review of literature evidences that part-time faculty have become a substantial component of the delivery of higher education, but there is a need to assess the nature of the relationship between part-time faculty and the institutions they work for. Through a series of telephone interviews, faculty and program directors' perceptions were analyzed to articulate themes associated with defining the nature of community at a college or university and to identify activities or practices at the institutional and program levels that lend themselves to building community. Results suggest that colleges and universities should focus on strategies that build and solidify faculty relationships and focus on the allocation of resources.

Some Memorable Faculty Members at Pacific University College of Optometry in the Early 1970s

This article continues discussion of optometry faculty at Pacific University in the early 1970s. Part 1 profiled Charles Margach, O.D., M.S., Colin Pitblado, Ph.D., and Don West, O.D.; Part 2 presented notes on John Gerke, Ph.D., Margaret Gilbert, Ph.D., Mort Gollender, Ph.D., Leonard Levine, Ph.D., Jurgen Meyer-Arendt, M.D., Ph.D., Theodore Oakberg, Ph.D., Oscar Richards, Ph.D., and Frank Thorn, Ph.D.; and Part 3 provided brief bios of Bradford Wild, O.D., Ph.D., Earle Hunter, O.D., and Richard Septon, O.D., M.S.1-3 Considered first in this part will be some of the optometrists whose instructional duties were mostly in the classroom and laboratory. The latter part of this article will present notes on a few of the part-time faculty who worked in the clinic.

Supply side fantasies and precarious part-time academic labor

Reliance upon part-time instructors within U. S. post-secondary institutions has received a great deal of attention, particularly as the percentage of such faculty has become the largest single category of faculty in academia. Understanding how part-time markets operate may allow better policy. Most current studies on the subject examine national markets, and emphasize demand factors motivating expansion of the part-time workforce. Although the subject of supply was once critical to discussions it has received less attention of late in part due to a faulty understanding of how part-time markets operate. Cross sectional regression analysis is performed to explore potential correlations between the number of graduating masters and doctoral students and reliance upon part-time faculty at neighboring institutions of higher education. Where previous researchers have found that institutions in more urbanized settings exhibit greater reliance upon part-time faculty, this analysis indicates that local availability of recently minted masters and PhD degrees within commuting distances of the hiring institution more closely fits staffing data. Policy actors may be able to use these results to better coordinate regional or local demand to supply, which has implications for unions and other policy actors attempting to limit reliance upon part-time faculty.