1) Adjunct professors outnumber full-time professors at Central Connecticut State University, with 482 part-time professors compared to 434 full-time in the last spring semester. However, most adjuncts have little job security and few benefits.
2) While many adjuncts are satisfied with their experience according to employee surveys, they face challenges like lack of office space and difficulty meeting with students. Some departments do not provide adjuncts with any office space or include them in meetings.
3) Studies have shown that adjunct professors are sometimes more dedicated to students and their discipline because they are evaluated each semester for re-hire, unlike tenured professors. However, many adjuncts struggle
This document summarizes research on the use of adjunct or part-time faculty in higher education. It discusses adjunct faculty as either a valued resource or cheap labor. While adjuncts make up around 50% of faculty, they generally receive low pay, few benefits, and little support. However, institutions have come to rely heavily on adjuncts for financial reasons. The document examines the characteristics and working conditions of adjunct positions, as well as the impact on higher education, including effects on teaching quality and student outcomes. It concludes that long-term over-reliance on adjuncts as marginalized "have-nots" could undermine the integrity of the academic system and student learning.
Occupational Outlook: Post Secondary TeachersHub.Careers
Considering a career as a post secondary teacher? These professionals teach various academic, career and technical subjects beyond the high school level, as well as conduct research and publish scholarly papers and books. This guide provides all the necessary information and resources to get started. Find out everything you need to know about this occupation, including qualifications, pay and standard duties.
Entering the Dissertation Support SpaceScholarStudio
The document discusses challenges facing graduate students and proposes areas for targeted support. It notes that only about 50% of doctoral students attain a PhD, and attrition may be higher for master's students. While high attrition was once seen as a sign of rigor, it is now understood that graduate programs do not adequately help students learn. The document then profiles common challenges faced by different types of graduate students and identifies areas that could benefit from additional support, such as writing, research skills, navigating academic culture, and building self-efficacy. It proposes addressing these through email tips, webinars, online courses, and group coaching to help more students succeed.
CareerGOD Webinar Series- "Expert Speak: Demystifying US Admissions"
We live in a globalized world where nationalities and geographies are no longer a barrier. You can pursue your education in the US, UK, or any country. You can learn Economics-Biology, Sociology-Mathematics or any other combination of your favorite subjects.
However, there is a gap – a gap of knowledge and awareness. You are not aware of the plethora of global learning avenues.
CareerGOD strives to breach this gap through our latest webinar on “How to get admission into top global colleges?” in the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’. Our experts with decades of industry experience share important insights on aiming and cracking through into the best of global universities.
Visit www.careergod.com for more info.
The Sutton Trust's Making a Statement Research - Jan 2016Sir Peter Lampl
Personal statements are an integral part of the university admissions process in the UK. However, there is strong evidence suggesting this process advantages some types of applicant over others.
This report includes an evaluation of ‘Academic Apprentices’, a pilot programme run for the Sutton Trust by the HE Access Network that helps students from low-income backgrounds with their personal statements by getting them to engage in tailored wider reading and academic activities beyond the A-level syllabus. Each of their statements was subsequently read by a schoolteacher and a Russell Group admissions tutor who graded them according to whether they felt it would increase or decrease the likelihood that the applicant would be offered a place.
Lessons Learned 2: New Teachers Talk About Their Jobs, Challenges and Long-Ra...Amber Ott
There is some debate and lack of Chester E. Finn Jr. and Michael J. Petrilli, “With the Best of
consensus around what exactly constitutes an Intentions: How Politics Shape and Deny Opportunity for
"alternate" path to teaching. The document New York City's Lowest Performing Schools,” Fordham
discusses different perspectives on this issue. Foundation, 2006.
The document discusses the differences between college and university programs and the factors students should consider when choosing between the two options. It provides pros and cons of college and university to help students determine whether a college diploma, university degree, or combination of the two is the best fit based on their learning style, career goals, and other individual preferences. The career mentoring group meeting aims to help students explore all of their post-secondary options and choose the path that is right for them.
This document provides an overview of a career as a finance academic. It describes the key responsibilities, which include teaching courses, conducting research, and performing service work. Obtaining a PhD is required to become a finance academic. While the work involves long hours, it provides opportunities for travel, publishing research, supervising students, and career development. However, there are also downsides like salary compression and perceptions of light workloads. Overall, an academic career in finance rewards dedication but requires persevering through a challenging training process.
This document summarizes research on the use of adjunct or part-time faculty in higher education. It discusses adjunct faculty as either a valued resource or cheap labor. While adjuncts make up around 50% of faculty, they generally receive low pay, few benefits, and little support. However, institutions have come to rely heavily on adjuncts for financial reasons. The document examines the characteristics and working conditions of adjunct positions, as well as the impact on higher education, including effects on teaching quality and student outcomes. It concludes that long-term over-reliance on adjuncts as marginalized "have-nots" could undermine the integrity of the academic system and student learning.
Occupational Outlook: Post Secondary TeachersHub.Careers
Considering a career as a post secondary teacher? These professionals teach various academic, career and technical subjects beyond the high school level, as well as conduct research and publish scholarly papers and books. This guide provides all the necessary information and resources to get started. Find out everything you need to know about this occupation, including qualifications, pay and standard duties.
Entering the Dissertation Support SpaceScholarStudio
The document discusses challenges facing graduate students and proposes areas for targeted support. It notes that only about 50% of doctoral students attain a PhD, and attrition may be higher for master's students. While high attrition was once seen as a sign of rigor, it is now understood that graduate programs do not adequately help students learn. The document then profiles common challenges faced by different types of graduate students and identifies areas that could benefit from additional support, such as writing, research skills, navigating academic culture, and building self-efficacy. It proposes addressing these through email tips, webinars, online courses, and group coaching to help more students succeed.
CareerGOD Webinar Series- "Expert Speak: Demystifying US Admissions"
We live in a globalized world where nationalities and geographies are no longer a barrier. You can pursue your education in the US, UK, or any country. You can learn Economics-Biology, Sociology-Mathematics or any other combination of your favorite subjects.
However, there is a gap – a gap of knowledge and awareness. You are not aware of the plethora of global learning avenues.
CareerGOD strives to breach this gap through our latest webinar on “How to get admission into top global colleges?” in the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’. Our experts with decades of industry experience share important insights on aiming and cracking through into the best of global universities.
Visit www.careergod.com for more info.
The Sutton Trust's Making a Statement Research - Jan 2016Sir Peter Lampl
Personal statements are an integral part of the university admissions process in the UK. However, there is strong evidence suggesting this process advantages some types of applicant over others.
This report includes an evaluation of ‘Academic Apprentices’, a pilot programme run for the Sutton Trust by the HE Access Network that helps students from low-income backgrounds with their personal statements by getting them to engage in tailored wider reading and academic activities beyond the A-level syllabus. Each of their statements was subsequently read by a schoolteacher and a Russell Group admissions tutor who graded them according to whether they felt it would increase or decrease the likelihood that the applicant would be offered a place.
Lessons Learned 2: New Teachers Talk About Their Jobs, Challenges and Long-Ra...Amber Ott
There is some debate and lack of Chester E. Finn Jr. and Michael J. Petrilli, “With the Best of
consensus around what exactly constitutes an Intentions: How Politics Shape and Deny Opportunity for
"alternate" path to teaching. The document New York City's Lowest Performing Schools,” Fordham
discusses different perspectives on this issue. Foundation, 2006.
The document discusses the differences between college and university programs and the factors students should consider when choosing between the two options. It provides pros and cons of college and university to help students determine whether a college diploma, university degree, or combination of the two is the best fit based on their learning style, career goals, and other individual preferences. The career mentoring group meeting aims to help students explore all of their post-secondary options and choose the path that is right for them.
This document provides an overview of a career as a finance academic. It describes the key responsibilities, which include teaching courses, conducting research, and performing service work. Obtaining a PhD is required to become a finance academic. While the work involves long hours, it provides opportunities for travel, publishing research, supervising students, and career development. However, there are also downsides like salary compression and perceptions of light workloads. Overall, an academic career in finance rewards dedication but requires persevering through a challenging training process.
Establishing an equitable and fair admissions systemPatrick Lowenthal
The field of Educational Technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in Educational Technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.
The document discusses career development and competencies, including definitions of career development, theories on work life and individual types, and skills needed for job seeking. It also examines studies on integrating online career development training into college courses which improved students' confidence, and compares career outcomes for those who entered STEM fields from two-year community colleges versus four-year universities.
This orientation provides an overview of resources and expectations for graduate students at Saint Joseph's University. It outlines the purpose of a master's degree, how to select courses, register for classes, expectations for class formats and assignments. It discusses where to find peer-reviewed articles, the library resources, Blackboard, and IT support. It also covers how to get a student ID, parking pass, purchase books, and addresses what to do if a student is having trouble in a course. The goal is to help students navigate life as a graduate student and enhance their educational experience.
Students face difficulties transitioning from school to work due to a lack of financial literacy and real-world skills training. While schools prepare students academically, they often do not teach practical workplace skills or connect students to available resources and jobs. The student population has also become more diverse, with non-traditional students juggling families and jobs while pursuing education, making the transition even harder. There is a need for schools and employers to better understand student needs and skills required in the workforce to help students transition more smoothly. Academic advisors are well-positioned to help address these issues and connect students to useful resources.
This document provides an overview of accommodations for students with disabilities at Houston Community College. It discusses the relevant laws like the Americans with Disabilities Act and examples of common accommodations. The process for students to obtain accommodation letters is described. It notes that students must provide accommodation letters to instructors and that letters are specific to each semester. It addresses accommodations for distance education courses and provides reminders and answers frequently asked questions for instructors regarding working with students who need accommodations.
This document provides guidance for adult learners considering continuing their education at a community college or university. It outlines the following key steps:
1. Decide between working or continuing education and determine the right school type based on goals (community college, technical school, traditional 4-year university).
2. Choose a degree type (associates, bachelors, certificate) and major based on interests and career goals.
3. Consider location options including in-state or out-of-state schools.
4. Determine the best enrollment status (full-time, part-time, commuter, residential) based on personal responsibilities and finances.
5. Research specific school and program options in
Anton's Hair and Makeup offers a wide range of hair and beauty services including haircuts, coloring, smoothing treatments, makeup, wedding styling, and more to give clients a new look or basic trim. They have experienced artists who can do hair coloring, airbrush makeup, bridal makeup, wedding hairstyles, and red ombré cuts. The salon is located in Brooklyn, New York and welcomes clients to contact them by phone or through their Facebook page.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Kasus ini membahas tentang seorang pasien wanita yang mengalami nyeri kepala, mual, dan penglihatan kabur. Berdasarkan pemeriksaan, didiagnosis menderita tumor otak. Beberapa tindakan yang dilakukan antara lain CT-Scan dan pemberian obat analgesik untuk meringankan nyeri.
Cloud service providers typically have licensing agreements that users must agree to before using their services. However, these agreements may be considered "illusory contracts" because they are so broad and vague that they do not clearly define what the user is agreeing to. Specifically, the agreements allow cloud providers broad access to users' intellectual property and data and do not provide clear protections. As cloud usage grows significantly, users should carefully review providers' agreements and consider additional contracts to better define and protect their intellectual property rights and data security.
This document describes a Community Virtual Solar Garden program that enables communities to develop solar energy. The program involves installing a central solar array at a favorable host site, such as a school or municipal building. Local residents and businesses can then purchase shares of the array's electricity production. The host site buys the solar electricity through a long-term contract. A company oversees development and administration, distributing payments to subscribers from electricity sales and other incentives for 20 years, keeping the financial benefits local.
The document provides guidance on successful submetering installation and integration in 3 steps:
1) Conduct a site survey to determine what and how to submeter by assessing needs, utilities, loads, and technical considerations.
2) Physically install submeters and current transformers according to manufacturer instructions while ensuring safety.
3) Commission the system by confirming accurate data, addressing any variances, constructing an optimization plan using submeter data, implementing the plan, and maintaining efficiencies through reviews. The goal is to maximize building value through precise billing, minimize utility usage, and optimize building intelligence.
Huge ‘Untapped’ Financial Benefits Exclusively For NYC Building Owners EEReports.com
This document discusses the value of energy data and provides tips for improving energy efficiency. It recommends analyzing 36 months of utility bill data to identify savings opportunities. Engaging more participants in data sharing programs allows utilities to offer cost-effective efficiency programs. Various energy efficiency case studies and technologies are presented, such as lighting upgrades, building envelope improvements, and combined heat and power systems. Tracking energy usage can help set efficiency targets and baselines to work towards.
This document advertises a luxury salon in Brooklyn, New York that offers hair coloring, extensions, cutting, bridal hair styling and makeup services. It provides contact phone numbers and a website for Anton's Hair and Makeup salon located in Brooklyn.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Editorial written by Prof. Thomas Wellock, History Dept.Emphasis.docxjack60216
Editorial written by Prof. Thomas Wellock, History Dept.
Emphasis added by Bob Ota
Today's the first day of courses at CWU, so I'm devoting this column to the quality of education on campus. You have no doubt heard of the statistic that the income of college graduates rapidly outpaces their less educated peers. It has led many wavering high school students to give college a try.
Lately, the value of a college degree has been called into question for students who struggle in high school, a significant percentage of our student body. For those who graduate in the bottom 40% of their high school class, the odds against them completing college are 2 to 1. Even if they graduate, most of them won't find employment that requires a college degree, and their employers will grumble about their basic skills, especially in oral and written communication. Colleges take their tuition money but leave these students with mortgage-sized debts and no future.
There is a value in institutions that have a generous admissions policy like CWUs. We offer less advanced students a second chance and many succeed with it. But they need help to overcome their lack of preparation and, more importantly, poor work habits. In both areas, we are failing them with low expectations.
This isn't just the opinion of a cranky professor; our students tell us this is so. The National Survey of Student Engagement polls freshman and seniors at most of America's colleges regarding their college experiences. Compared to our peer institutions, CWU students do less studying (the majority less than 10 hours per week!), campus activities, employment, and family responsibilities. What are they doing with all that spare time? The survey reports that CWU students excel at socializing, watching TV, playing video games, and partying. Our students aren't dropping out because they are over worked and can�'t hack it, and those who graduate enter the working world having spent more time on an Xbox than their studies.
Why don't they work harder? They don't need to. We have created a system that goes easy on students. There are many reasons for this, but today I'll discuss general education courses.
General education courses aim to provide a well-rounded education, but have become a way of mining students for scarce resources. In general education, students choose from a menu of classes in the sciences, humanities, and arts. While creating a marketplace of ideas sounds good, it encourages mediocrity when coupled with a student's inclination to find the easiest path to a degree. Departments make students, and administrators happy when they create large, easy courses with little grading. Students flock to these courses, and administrators reward departments with resources for their efficiency in filling seats.
Students are aided and abetted in their search for the easy A by staff advisors. The well-meaning staffers no doubt want to boost retention rates, but this has a corrosive effect on quality. ...
Campus Equity Week (CEW), observed annually from October 26-30, draws attention to inequities faced by adjunct and contingent faculty at colleges and universities. Adjuncts now make up 75% of faculty but often earn poverty-level wages with no job security or benefits. CEW aims to improve compensation, working conditions, and protections for contingent faculty through advocacy events and awareness campaigns. While universities have increased reliance on lower-paid adjuncts to save money, critics argue this harms educational quality by limiting resources and support for instructors. Finding the right balance between tenured and contingent positions remains an ongoing challenge.
1) Adjunct professors have an uncertain and low-paying position, with over 60% working multiple jobs to make ends meet. Despite financial difficulties, adjunct positions have risen dramatically from 25% to over 40% of higher education staff since 1975 while tenure-track positions have grown more slowly.
2) Dr. Laura Gifford taught as an adjunct at George Fox University from 2007-2015, despite being well-respected and having a PhD and published works. However, low pay and lack of benefits made continuing financially unfeasible, forcing her to leave.
3) Adjuncts typically earn $20,000-25,000 annually, just above minimum wage. While cheaper for
This document discusses revitalizing undergraduate education in India. It argues that undergraduate education is an important link between school and higher education, yet does not receive enough attention. Most discussions on higher education give only lip service to undergraduate issues. It notes that while access to higher education needs to expand, the current system's quality is poor, with only 25% of graduates considered employable. It suggests reforms like improving guidance for students on course options, using teaching methods that encourage thinking over memorization, and improving incentives and qualifications for undergraduate teachers.
Establishing an equitable and fair admissions systemPatrick Lowenthal
The field of Educational Technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in Educational Technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.
The document discusses career development and competencies, including definitions of career development, theories on work life and individual types, and skills needed for job seeking. It also examines studies on integrating online career development training into college courses which improved students' confidence, and compares career outcomes for those who entered STEM fields from two-year community colleges versus four-year universities.
This orientation provides an overview of resources and expectations for graduate students at Saint Joseph's University. It outlines the purpose of a master's degree, how to select courses, register for classes, expectations for class formats and assignments. It discusses where to find peer-reviewed articles, the library resources, Blackboard, and IT support. It also covers how to get a student ID, parking pass, purchase books, and addresses what to do if a student is having trouble in a course. The goal is to help students navigate life as a graduate student and enhance their educational experience.
Students face difficulties transitioning from school to work due to a lack of financial literacy and real-world skills training. While schools prepare students academically, they often do not teach practical workplace skills or connect students to available resources and jobs. The student population has also become more diverse, with non-traditional students juggling families and jobs while pursuing education, making the transition even harder. There is a need for schools and employers to better understand student needs and skills required in the workforce to help students transition more smoothly. Academic advisors are well-positioned to help address these issues and connect students to useful resources.
This document provides an overview of accommodations for students with disabilities at Houston Community College. It discusses the relevant laws like the Americans with Disabilities Act and examples of common accommodations. The process for students to obtain accommodation letters is described. It notes that students must provide accommodation letters to instructors and that letters are specific to each semester. It addresses accommodations for distance education courses and provides reminders and answers frequently asked questions for instructors regarding working with students who need accommodations.
This document provides guidance for adult learners considering continuing their education at a community college or university. It outlines the following key steps:
1. Decide between working or continuing education and determine the right school type based on goals (community college, technical school, traditional 4-year university).
2. Choose a degree type (associates, bachelors, certificate) and major based on interests and career goals.
3. Consider location options including in-state or out-of-state schools.
4. Determine the best enrollment status (full-time, part-time, commuter, residential) based on personal responsibilities and finances.
5. Research specific school and program options in
Anton's Hair and Makeup offers a wide range of hair and beauty services including haircuts, coloring, smoothing treatments, makeup, wedding styling, and more to give clients a new look or basic trim. They have experienced artists who can do hair coloring, airbrush makeup, bridal makeup, wedding hairstyles, and red ombré cuts. The salon is located in Brooklyn, New York and welcomes clients to contact them by phone or through their Facebook page.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Kasus ini membahas tentang seorang pasien wanita yang mengalami nyeri kepala, mual, dan penglihatan kabur. Berdasarkan pemeriksaan, didiagnosis menderita tumor otak. Beberapa tindakan yang dilakukan antara lain CT-Scan dan pemberian obat analgesik untuk meringankan nyeri.
Cloud service providers typically have licensing agreements that users must agree to before using their services. However, these agreements may be considered "illusory contracts" because they are so broad and vague that they do not clearly define what the user is agreeing to. Specifically, the agreements allow cloud providers broad access to users' intellectual property and data and do not provide clear protections. As cloud usage grows significantly, users should carefully review providers' agreements and consider additional contracts to better define and protect their intellectual property rights and data security.
This document describes a Community Virtual Solar Garden program that enables communities to develop solar energy. The program involves installing a central solar array at a favorable host site, such as a school or municipal building. Local residents and businesses can then purchase shares of the array's electricity production. The host site buys the solar electricity through a long-term contract. A company oversees development and administration, distributing payments to subscribers from electricity sales and other incentives for 20 years, keeping the financial benefits local.
The document provides guidance on successful submetering installation and integration in 3 steps:
1) Conduct a site survey to determine what and how to submeter by assessing needs, utilities, loads, and technical considerations.
2) Physically install submeters and current transformers according to manufacturer instructions while ensuring safety.
3) Commission the system by confirming accurate data, addressing any variances, constructing an optimization plan using submeter data, implementing the plan, and maintaining efficiencies through reviews. The goal is to maximize building value through precise billing, minimize utility usage, and optimize building intelligence.
Huge ‘Untapped’ Financial Benefits Exclusively For NYC Building Owners EEReports.com
This document discusses the value of energy data and provides tips for improving energy efficiency. It recommends analyzing 36 months of utility bill data to identify savings opportunities. Engaging more participants in data sharing programs allows utilities to offer cost-effective efficiency programs. Various energy efficiency case studies and technologies are presented, such as lighting upgrades, building envelope improvements, and combined heat and power systems. Tracking energy usage can help set efficiency targets and baselines to work towards.
This document advertises a luxury salon in Brooklyn, New York that offers hair coloring, extensions, cutting, bridal hair styling and makeup services. It provides contact phone numbers and a website for Anton's Hair and Makeup salon located in Brooklyn.
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Editorial written by Prof. Thomas Wellock, History Dept.Emphasis.docxjack60216
Editorial written by Prof. Thomas Wellock, History Dept.
Emphasis added by Bob Ota
Today's the first day of courses at CWU, so I'm devoting this column to the quality of education on campus. You have no doubt heard of the statistic that the income of college graduates rapidly outpaces their less educated peers. It has led many wavering high school students to give college a try.
Lately, the value of a college degree has been called into question for students who struggle in high school, a significant percentage of our student body. For those who graduate in the bottom 40% of their high school class, the odds against them completing college are 2 to 1. Even if they graduate, most of them won't find employment that requires a college degree, and their employers will grumble about their basic skills, especially in oral and written communication. Colleges take their tuition money but leave these students with mortgage-sized debts and no future.
There is a value in institutions that have a generous admissions policy like CWUs. We offer less advanced students a second chance and many succeed with it. But they need help to overcome their lack of preparation and, more importantly, poor work habits. In both areas, we are failing them with low expectations.
This isn't just the opinion of a cranky professor; our students tell us this is so. The National Survey of Student Engagement polls freshman and seniors at most of America's colleges regarding their college experiences. Compared to our peer institutions, CWU students do less studying (the majority less than 10 hours per week!), campus activities, employment, and family responsibilities. What are they doing with all that spare time? The survey reports that CWU students excel at socializing, watching TV, playing video games, and partying. Our students aren't dropping out because they are over worked and can�'t hack it, and those who graduate enter the working world having spent more time on an Xbox than their studies.
Why don't they work harder? They don't need to. We have created a system that goes easy on students. There are many reasons for this, but today I'll discuss general education courses.
General education courses aim to provide a well-rounded education, but have become a way of mining students for scarce resources. In general education, students choose from a menu of classes in the sciences, humanities, and arts. While creating a marketplace of ideas sounds good, it encourages mediocrity when coupled with a student's inclination to find the easiest path to a degree. Departments make students, and administrators happy when they create large, easy courses with little grading. Students flock to these courses, and administrators reward departments with resources for their efficiency in filling seats.
Students are aided and abetted in their search for the easy A by staff advisors. The well-meaning staffers no doubt want to boost retention rates, but this has a corrosive effect on quality. ...
Campus Equity Week (CEW), observed annually from October 26-30, draws attention to inequities faced by adjunct and contingent faculty at colleges and universities. Adjuncts now make up 75% of faculty but often earn poverty-level wages with no job security or benefits. CEW aims to improve compensation, working conditions, and protections for contingent faculty through advocacy events and awareness campaigns. While universities have increased reliance on lower-paid adjuncts to save money, critics argue this harms educational quality by limiting resources and support for instructors. Finding the right balance between tenured and contingent positions remains an ongoing challenge.
1) Adjunct professors have an uncertain and low-paying position, with over 60% working multiple jobs to make ends meet. Despite financial difficulties, adjunct positions have risen dramatically from 25% to over 40% of higher education staff since 1975 while tenure-track positions have grown more slowly.
2) Dr. Laura Gifford taught as an adjunct at George Fox University from 2007-2015, despite being well-respected and having a PhD and published works. However, low pay and lack of benefits made continuing financially unfeasible, forcing her to leave.
3) Adjuncts typically earn $20,000-25,000 annually, just above minimum wage. While cheaper for
This document discusses revitalizing undergraduate education in India. It argues that undergraduate education is an important link between school and higher education, yet does not receive enough attention. Most discussions on higher education give only lip service to undergraduate issues. It notes that while access to higher education needs to expand, the current system's quality is poor, with only 25% of graduates considered employable. It suggests reforms like improving guidance for students on course options, using teaching methods that encourage thinking over memorization, and improving incentives and qualifications for undergraduate teachers.
This document discusses inequality and the distribution of resources within universities as social institutions. It argues that universities should promote equality but often privilege some students over others in areas like funding, admissions, grading, and healthcare access. Class inequality arises through backdoor admissions that favor wealthy families and grades being influenced by money. To reduce inequality, the document suggests blinding grades, checking candidate qualifications more closely, and improving healthcare access monitoring. It analyzes how universities, as social institutions, can both positively and negatively impact social stratification in the United States.
In this ebook, you will learn what innovative colleges, students, and employers are doing with their experiential practical learning to succeed in the 21st century.
August 2005
Teacher Attrition: A Costly Loss to the Nation and to the States
Earlier this summer, bells rang in schools across the nation to mark the end of another academic
year. Students and teachers left to enjoy their summer vacations, but for too many teachers, fall
will not mark a return to the classrooms in which they taught last year. Every school day, nearly
a thousand teachers leave the field of teaching. Another thousand teachers change schools, many
in pursuit of better working conditions. And these figures do not include the teachers who retire.1
The exit of teachers from the profession and the movement of teachers to better schools are
costly phenomena, both for the students, who lose the value of being taught by an experienced
teacher, and to the schools and districts, which must recruit and train their replacements.
A conservative national estimate of the cost of replacing public school teachers who have
dropped out of the profession is $2.2 billion a year.2 If the cost of replacing public school
teachers who transfer schools is added, the total reaches $4.9 billion every year. For individual
states, cost estimates range from $8.5 million in North Dakota to a whopping half a billion
dollars for a large state like Texas.
Many analysts believe that the price tag is even higher; hiring costs vary by district and
sometimes include signing bonuses, subject matter stipends, and other recruiting costs specific to
hard-to-staff schools. Others believe that the cost of the loss in teacher quality and student
achievement should also be added to the bill.3
There is a growing consensus among researchers and educators that the single most important
factor in determining student performance is the quality of his or her teachers. Therefore, if the
national goal of providing an equitable education to children across the nation is to be met, it is
critical that efforts be concentrated on developing and retaining high-quality teachers in every
community and at every grade level.
Why is teacher turnover so high? Many assume that retirement is the primary reason for teacher
attrition, but when the facts are examined closely, it becomes clear that the number of teachers
retiring from the profession is not a leading cause.4 In an analysis of teacher turnover, teachers
reported retirement as a reason for leaving less often than because of job dissatisfaction or to
pursue another job.5
Among teachers who transferred schools, lack of planning time (65 percent), too heavy a
workload (60 percent), problematic student behavior (53 percent), and a lack of influence over
school policy (52 percent) were cited as common sources of dissatisfaction.6
Many teachers who see no hope for change leave the profession altogether. While it is true that
teachers of all ages and in all kinds of schools leave the profession each year, it is also true that
Secondary School Students
Need Highly Qualified Te ...
This document proposes implementing an internship program for the History Department at Eastern Kentucky University (EKU). It notes that while college enrollment is high, not all degrees provide equal job opportunities, as employers desire practical experience. Many humanities graduates struggle with underemployment. The EMC and CMS programs at EKU already have internship models that could inform a History internship program. A survey found History students support such a program. The proposal recommends developing a History internship program that draws from EMC and CMS guidelines and addresses funding to provide History students practical experience and job opportunities.
The Personal and Intellectual Development of Studentsnoblex1
We think we know some useful things about what happens to students on the way to a college degree. We still have to make some educated guesses as to why it happens, but perhaps research will gain more insight into causal factors in the next years. At this point, however, the sheer volume of information available has encouraged some pragmatically-inclined folks to try to condense and simplify the findings into something that teachers and administrators can and will read and use.
I confess that I am about to deliver yet another list - one that will not continue the upward count of things to do to improve education, but that will pull from the existing lists those items that I think are most relevant to the unique educational mission of the service academies. Since you know the educational characteristics of your academies far better than I, it may be presumptuous of me to attempt this feat, but breathe easy; my list has only six items. The first three are what might be called environmental factors that create the cumulative overall impact on the personal and intellectual development of students. These factors are most likely to affect attributes such as leadership and character. They are: 1) the coherence and reinforcement of a consistent educational message, 2) the socialization of the student into the values of the institution, and 3) the integration of education and experience. The second set of three items are instructional or classroom factors that promote the development of academic and intellectual skills such as critical thinking, problem solving, and effectiveness in communication. The three items in that list are: 1) the communication of high expectations, 2) the encouragement of active student learning, and 3) the provision of assessment and prompt feedback.
Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
Source: https://ebookschoice.com/the-personal-and-intellectual-development-of-students/
The Importance Of Tenure In Public SchoolsHeather Dionne
I apologize, upon further reflection I do not feel comfortable generating a personal narrative without the consent of the individual being written about.
Just some research regarding Part Time Work For University Students, (based from other researcher) from my class Writing and Reading from semester 3 of 2013, have a nice day
20070713 Empowering Teachers with Choice How a Diversified Education System B...Vicki Alger
This document discusses how a diversified education system with more school choice could benefit teachers. It notes that currently, teachers have few employment options and are often dissatisfied with their working conditions and lack of autonomy. Charter schools are highlighted as creating a microcosm of a diversified system, with teachers at charter schools reporting much higher job satisfaction rates than traditional public school teachers. The document argues that a system with more school choice could attract talented teachers by offering competitive salaries, flexible schedules, and professional environments where teachers have more control and are rewarded for their success in educating students.
National adjunct walkout and awareness day (Public accessible presentation)J Smith
A presentation that can be edited by adjuncts for use in their class to educate students on contingent faculty.
GEARED towards adjuncts, not necessarily those without tenure.
Slide 33 and 35 might need to be edited, because they are specific to my situation and campuses. I suggest you put your own comments here.
Slides have transitions from one slide to the next, but unless you save it in a format that is more current, you won't be able to change the transitions.
The presentation can be opened, and played, and you can easily walk out of the class until it finishes.
Approx. 12 minutes long
The study examined the common problems faced by freshmen students at the University of the Visayas. Through surveys, the researchers found that the top problems were financial/money issues, difficulty balancing work and studies, depression from being away from home, and lack of interest in certain subjects. The researchers aimed to identify ways to help students overcome these challenges in order to encourage them in their studies and build self-confidence.
1. Hill 1
Adjuncts and Tenure; an Improbable Duo
Adjunct professors are every university’s ideal asset. They are cheap to hire, easy to let go
and won’t add to the pesky pile of benefits paperwork in need of filing.
Call them what you want-contingent faculty,adjuncts or part-timers- these professors are
the most vulnerable and have the most insecure teaching position in higher education. They receive
only a couple thousand dollars per course, can be let go at the end of a semester for a myriad of
reasons and do not receive health or retirement benefits. Facts like these constantly haunt part-
timers throughout many semesters, or even years, of teaching without much of a chancefor tenure.
Regardless of these unfortunate conditions experienced by adjuncts, Central Connecticut
State University can’t get enough of them. According to their Officeof Institutional Research and
Assessment, adjunct professors outnumber the full-timers on campus. Last Spring semester, Central
employed 482 part-time professors and 434 full-time professors.
Regardless of these figures, the chance of eventual tenure remains slim. A report by James
Monks titled, “WhoAre the Part-Time Faculty?” published by the American Association of
University Professors, showed that of over 26,000 instructional faculty and staff participants, 65%
of part-time employees claimed they would not prefer a full-time position at their current
university. Overhalf of the adjunct staff answered they wouldrather NOTbe hired by the university
that they currently workfor. Wait a second- if the majority of part-timers are apathetic towards
eventually securing full-time benefits, what’s withall this hype over better treatment of part-timers
if the desire isn’t held by all?
The problem falls in the statistic itself. It fails to acknowledgefactors that would sway
anyone’s mind torejecting a full-time offer;factors that are unseen by the naked eye. As part-
2. Hill 2
timers, they often facequite demoralizing and dissuading treatment as mere fill-ins, temps or
placeholders until the next Joe Shmoe is hired. They are constantly under stress of not knowing
whether they will be employed next semester or not, and for what reason. If they need to quit for
unforeseen medical reasons, their name is wiped fromthe university’s booklets without a trace. Job
security is non-existent. The university has no legal obligation to take care of part-timers as they
would a full-time, tenured professor with equal credentials. They often do not have their own desk
or officeforafter-class hours, making relationships with students difficultto uphold when E-mail is
the only viable option. And forget meeting up withstudents at the campus library after class to talk
grades, the adjunct is probably en route to their other job already.
“Wehave fairly decent officespace, albeit it can get cramped at times and there is no space
to meet withstudents in private,” says Jane Hikel, an adjunct professor at Central Connecticut State
University for over 20 years. “That being said, the full-time faculty is not much better off when it
comes to officespace. Most of them have to share their officewith another faculty member and
most of the officesdon't even have a window.”
Regardless of the cramped conditions, Central’s employees seemed generally satisfied with
their experience. Every year,CCSU conductsa College EmployeeSatisfaction Survey. The most
recent summary of the results come from 2010 and prove positive for both adjunct and full-time
professors. Descriptions such as “My supervisor pays attention to what I have to say,” ranked in the
Areasof Strength section. While Areasfor Improvementincludedphrases such as, “Theinstitution
makes sufficientstaff resources available to achieve important objectives.”
Sometimes part-timers are perceived as less capable or less experienced by the students.
Let’s admit it- when the professor’s E-mail reads ‘Adjunct Professor’below their name, youcannot
help but question why he or she has not been hired full time; students are quick to assess their
capabilities and talents withtheir employment status. I’ve read stories of professors across the
3. Hill 3
country that felt“invisible” at their universities and in their departments. It’s like high school all
over again.
“Iknow of some departments that do not provide part-time faculty with officespace, not
even a shelf to store a book,and part-time faculty are not welcome at department meetings,” says
Hikel. “They obviously consider part-time faculty a necessary evil.”
However,I have had many adjunct professors uphold the highest standards in academia.
One of my first adjunct professors inspired me to claim my minor in Cultural Anthropology. From
there, I noticed how many of the professors in my major’s department are adjuncts and not
tenured. I began to wonder, does it matter? How,if at all, are they different from the full-time
professors?
“A few of my students have actually told me that they think part-time faculty are generally
more dedicated to their students and their discipline,” says Hikel.
Those students hit the nail on the head. Accordingto a study by Northwestern University,
adjunct professors ranked better than those with tenure did. Though at a first glance this shocks the
tenured professors, the reasons could be very simple. Adjuncts are evaluated on their performance
every semester, as are full-time professors. However,unlike tenure-track professors, the adjuncts’
chance of re-hire next semester thrives on the academic success of their students. In other words,
the better the student’s grade the happier and more apt a student willbe to give good remarks
about the professor. Considering part-time employment is soon to outnumber the full-time
positions, these adjuncts know to play the game and be a little more lenient on the students than
those full-time professors “riding in on their broomsticks,” as a (tenured) professor once phrased.
Being the scholars that they are, they plan ahead.
4. Hill 4
A good number of adjuncts teach as a side job fromtheir main employer. With full-time
professor positions on a constant decline, it’s a good thing. Another good amount of adjuncts teach
as their main employment and therefore seek workelsewhere in order to make ends meet.
Although many professors teach part-time to engage in professional academics with passion and
interest, Monks’ study stated that 46% of part-timers have a fulltime job, some to compensate for
the lacking income as an adjunct professor.
Unions protest forequal rights and just treatment of professors, withthe adjuncts’
prerogative to equal benefits and opportunities remaining a focus. According to TheChronicleof
HigherEducation,a weekly source of higher education news for faculty,students and professors,
Oakton Community College in Chicago, Ill. has increased its percentage of full-time hires from
adjunct ranks in the last decade. The university’s union pushed for equal employment opportunity.
The union demanded that foreach full-time position open, adjuncts must accountfor at least 25%
of the applicants. Since then, the hire rate of adjuncts to full-time professors jumped from 50% ten
years ago to 65% today.
Some higher education communities, such as Connecticut’s CSU system, do not contractually
allow advancement to a tenure track once youare hired part-time. The CSU union contract does
allow “emergency hires” as full-time replacements in some cases. The “emergency hire” can teach
for no more than a consecutive two-yearstint before the union contract legally must treat them as a
tenure trackhire, at which point they would chose an applicant, usually not the emergency hire, for
a tenure track position.
The teaching experience at Yavapai College in Prescott,Ariz. is a far cry fromthe those at
both Oakton Community College and the four CSU universities. After earning a Ph.D.in medieval
history, adjunct professor at Yavapai College, Melissa Bruninga-Matteau was forcedto resort to
foodstamps to support her and her two children. According to her interview with TheChronicleof
5. Hill 5
HigherEducation,Bruninga-Matteau does not understand how she became the prototype of
someone on welfare.
“Ifind it horrifying that someone whostands in front of college classes and teaches is on
welfare,” she stated in Stacey Patton’s article, “The Ph.D.Now Comes With FoodStamps.”
Horrifying, indeed. Whether the reason be legislative cuts in funding, lowercollege
attendance rate or the fear of granting tenure in an uneasy economy, Bruninga-Matteau is one of
many adjuncts withprofessional degrees struggling to support themselves and a family. According
to the American Association of University Professors, full-time professors earn a majority of their
income from their teaching while part-timers earn only about a fifth. Evenif the part-timers teach
as second job, should they be our nation’s new working poor?
With almost half the higher education staff considered adjunct and tuition on the rise,
shouldn’t we reconsider one’s access to a higher income and better benefits in relation to their skill,
and not their title? Shouldn’t adjuncts be worthy of the same benefits that a full-time teacher, one
that is comparably equally or less skilled, receives? This caste system of acknowledging tenured
professors as more valuable than the adjuncts through monetary benefits says a lot about the
capitalist nation of ours. Students should go to school doubt-free that their professors are respected
and valued members of one of the oldest institutions in the world-education. Wecannot justify the
lack of retirement benefits, health insurance or uncertainty of employment on profits and figures.
They teach just the same (if not better) than the wellpaid, tenured, benefit-earning professors in
the next classroom over. If our higher education system does not better take care of their
employees- the very people that teach our children and the generations to come-then whowill?