Faculty development: Considering the values and needs of part-time and tenured faculty

Session Time and Location

Fri, 8 Jun 2018
8:00am to 9:30am
Room: Room:
Advance HE Pre-function Area
Session Track
Session Format

The needs of both tenured and part-time teachers should be considered in faculty development. An online survey, assessing identification with teaching, motivations to teach, and needs, was completed by 78 tenured and 160 part-time teachers. The results demonstrated many similarities in motivations to teach, identification with teaching, and needs. Part-time teachers, often comprising most of the workforce, expressed greater needs for instruction and connectedness to their department, including appreciation for improving their teaching methods. These results suggest areas for improvement in faculty development to address the needs of both part-time and tenured faculty to increase the quality of student learning.

  • Session References +

    Jolley, M. R., Cross, E., & Bryant, M. (2014). A Critical Challenge: The Engagement and Assessment of Contingent, Part-Time Adjunct Faculty Professors in United States Community Colleges. Community College Journal of Research and Practice, 38(2-3), 218-230. doi:10.1080/10668926.2014.851969

    Jones, B., Paretti, M., Hein, S., & Knott, T. (2010). An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans. Journal of Engineering Education, 99(4), 319-336.

    Watts, J., Econmou, K., & McGoldrick, B. (2015). US Postsecondary Faculty in 2015. Retrieved from http://postsecondary.gatesfoundation.org/wp-content/uploads/2015/02/US-Postsecondary-Faculty-in-2015.pdf

    Weimer, M. (2016). Essential teaching principles: A resource collection for adjunct faculty. Madison, WI: Magna Publications.