The Choices Before Us: An Administrator's Perspective on Faculty Staffing and Student Learning in General Education Courses

Reichard, Gary W.

doi:10.1002/he.121

Cited by 1 publication

(2 citation statements)

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“…It seems that Gappa and Leslie (1993) and Reichard (2003) were correct in their early propositions. More emphasis, integration, and development of part-time faculty are warranted, if not deserved.…”

Section: Resultsmentioning

confidence: 89%

“…As Schuster (2003) noted, "inputs are not the best potential measures of educational effectiveness" (p. 16). Reichard (2003) went a step farther declaring that, "contingent faculty can be at least as effective in achieving general education learning objectives as their tenured, senior colleagues" (p. 63), given the right amount of support.…”

Section: Previous Researchmentioning

confidence: 97%

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Part-Time Faculty and Community College Student Success

Rogers

2015

Community College Journal of Research and Practice

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With the Completion Agenda taking such political prominence, community colleges are experiencing even more pressure to find ways to promote and improve student success. One way that has been suggested is to limit the reliance on part-time faculty under the premise that the employment status of faculty has a direct influence on student success. The tacit assumption is that full-time faculty are more engaged with their home institution, and this engagement translates into the engagement of the students taught. The present study examined employment status of faculty on the success of students enrolled in four, two-course sequences. Using Pearson chi-square and binary logistic regression analyses, it was concluded that employment status of the faculty has no statistical influence on student success as has been previously claimed. These results suggest that community colleges should not assume that hiring more full-time faculty will improve student success and, instead, should possibly consider utilizing funds otherwise allocated to hiring new full-time faculty on the development and compensation of part-time faculty.Made so often and with such certainty that few challenge the veracity of this statement: full-time faculty are better for student success than contingent faculty. That a full-time faculty member says it, and that full-time faculty have done a vast majority of the research on the topic, goes without notice. The fact there has been an increased reliance on contingent faculty, particularly in community colleges, is without dispute. The use of part-time faculty has become the norm over the years in community colleges. Part-time faculty held 27% of all faculty appointments in 1969, 52% in 1987, and 66.

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Section: Resultsmentioning

confidence: 89%

Section: Previous Researchmentioning

confidence: 97%