Part Time Faculty in the Community College: Fostering Student Success Through Policy Development
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National Symposium on Student Retention(2010), Mobile, AL
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Part Time Faculty in the Community College: Fostering Student Success Through Policy Development
- 1. Holly Ayers Ozarka College Division Chair-Math, Science and Education hayers@ozarka.edu
- 2. •How many of you work in higher education? •...two year institutions? •How many of your institutions have “enough” full-time faculty? •How many of your institutions utilize part-time faculty? • ...to teach 50% or more of your course sections? •How many of you have been or are a part-time faculty member?
- 3. We know that it doesn’t always “pay” to be an adjunct instructor at a community college.
- 4. We know that many adjunct faculty positions often lack the appropriate benefits
- 5. ADJUNCT FACULTY Why? Who? How? BEST PRACTICES IN SUPPORTING ADJUNCT FACULTY Professional Employment Integration Development STUDENT SUCCESS Policy Development Research Conclusions
- 6. •Integral in the mission of community colleges •Also the greatest challenge for community colleges •Research is controversial regarding their impact on student success •Ratio of part time to full time is increasing •Face of community colleges is changing •Shared institutional focus on student success
- 7. Increasing Enrollment Why Part- Inadequate Professional Experience Time Fiscal Resources Faculty Industry Knowledge
- 8. • Future of higher education • Fiscally sound resource • Applicable knowledge base • Connection to workforce • Response to enrollment increases • “Priceless resource” • “Indispensable”
- 9. •Moonlighters? •Freeway Fliers? •Teachers in Training? •Special Program Faculty? •THE SILENT MAJORITY…….
- 10. •Varying definitions of “part-time” •Pay: Financial relief for colleges? •Job security: Contract Length? •How does you institution view part-time
- 11. •Strong Employment Policies and Procedures •Focused and Intentional Professional Development •Successful Orientation and Integration Policies and Procedures •Assessment and Communication
- 12. •Recruitment and Retention •Employment Classification •Comprehensive Employment Plans •Institutional Policies
- 13. •Model Programs •Structured Orientation •Teaching Methods and Resources •Mentoring •Learning College Approach
- 14. •Social Interaction •General Introduction •Overview of Effective Teaching •Departmental Faculty Linkages •Inclusion in Decision Making Processes
- 15. •Remediation/Basic Skills Education •Technical Instruction •Institutional Support Networks •Resource Provision
- 16. A Policy Analysis for Employment, Professional Development, and Institution Integration of Part-Time Faculty in the Community College •Higher Learning Commission North Central Association •Public 2 Year Higher Education Institutions •Non-Unionized •Not Affiliated with 4-Year Higher Education Systems •Existing Policies Available on Institution Website •Employment Procedures, Professional Development, and Institutional Integration of Part-Time Faculty •Model Policy Development
- 17. •Adjunct Faculty as a Resource •Improved Retention and Completion Efforts •Policy Development •Employment •Professional Development •Institutional Integration
- 18. Holly Ayers Ozarka College Division Chair-Math, Science and Education 218 College Drive, PO Box 10 Melbourne, AR 72556 Phone: 870-368-2040 hayers@ozarka.edu www.ozarka.edu
Editor's Notes
- Today we will explore the growing use of adjunct faculty in the community college. We will discuss who adjunct faculty are and their demographic characteristics, why the American Community College has utilized adjunct faculty as a vital resource, and how institutions can address the issue of increasing adjunct use and student success.Secondly we will review the best practices set forth in the existing literature for supporting adjunct faculty, including employment practices and procedures, professional development, and institutional integration.Finally, we will explore adjunct faculty and the possibilities that policy research and development can positively influence student success. We will review my research focus and methodology, and we will develop conclusions regarding the future of adjunct faculty as a vital resource rather than a risky alternative for community colleges and student success.
- In 2005 community colleges served approximately half of the undergraduate students in the United States, an estimated 6.5 million credit students. Since that time this number has increased to well over 11 million. This increase occurred at a time when community colleges have significantly slashed their budgets causing them to reduce operating expenses by increasing their dependence on part-time faculty. This trend brings with it a series of questions that will be addressed in this talk.
- Why has the American Community College utilized adjunct faculty as a vital resource?
- Who adjunct faculty are and their demographic characteristics in the American community college:What does the “average” adjunct faculty look like? Are they “moonlighters”,”freeway fliers”, “teachers in training”, or full-members of a program who just happen to work part-time?
- Who adjunct faculty are and their demographic characteristics in the American community college:What does the “average” adjunct faculty look like? Are they “moonlighters”,”freeway fliers”, “teachers in training”, or full-members of a program who just happen to work part-time?
- How can institutions address the issue of increasing adjunct use and student success?