A Full-Time Dilemma: Examining the Experiences of Part-Time Faculty

Part-time faculty now account for more than half of all faculty in American colleges and universities. Existing scholarship primarily has focused on the teaching effectiveness of part-time faculty. In this exploratory study, the authors employ a qualitative approach to examine the perspectives of pa...

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Bibliographic Details
Published inThe journal of effective teaching Vol. 17; no. 1; pp. 52 - 65
Main Authors Kimmel, Krista M, Fairchild, Jennifer L
Format Journal Article
LanguageEnglish
Published Journal of Effective Teaching 2017
Subjects
Adjunct Faculty
College Faculty
Grade Inflation
Interviews
Nontenured Faculty
Part Time Faculty
Qualitative Research
Student Centered Learning
Teacher Effectiveness
Technology Uses in Education
Kentucky
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Summary:Part-time faculty now account for more than half of all faculty in American colleges and universities. Existing scholarship primarily has focused on the teaching effectiveness of part-time faculty. In this exploratory study, the authors employ a qualitative approach to examine the perspectives of part-time faculty members at a public, regional institution. We identify several significant themes related to the experiences of part-time faculty members, including teaching evaluation; student-centered instruction; instructors' use of technology in the classroom; and disconnection from the university. We also offer pragmatic recommendations for administrators and other faculty designed to improve the overall experience of part-time faculty.
ISSN:1935-7869