The purpose of this study was to determine faculty members' self-reported use and implementation of good practices in their developmental mathematics classrooms. Participants in this study were full-time or part-time (adjunct) mathematics instructors that taught developmental mathematics courses at two-year colleges. Participants completed a…

Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and…

Compares full- and part-time community college faculty members with respect to the following indicators of teaching effectiveness: teaching experience, continuity of employment, degree attainment, selection of course materials, reading requirements for students, use of instructional media and support services, grading practices, availability to…

Drawing upon data from nationwide surveys of science and humanities instructors, compares the teaching strategies and audiovisual media used by full- and part-time humanities and science faculty. Reveals that conservatism and traditionalism pervade the teaching approaches and attitudes of community college instructors. (DMM)

Discusses differences between part- and full-time faculty demographics, work profiles, attitudes and motives, and opinions about teaching and learning in the community college. Asserts that investing in part-time faculty's capabilities, instead of treating them like replaceable parts, will yield long-term returns in teaching effectiveness and…

Explores differences between instructional practices of full- and part-time faculty using results of a survey of more than 1,500 community college instructors. Reports that discrepancies emerged regarding time spent in various classroom practices, availability of faculty to students outside class, and faculty connections with colleagues and the…

Presents data from a national study of professional development programs for two-year college occupational faculty regarding part-time faculty perceptions of the form, topics, and delivery methods of professional development activities at their colleges, and incentives offered for participation. Compares perceptions of full- and part-time faculty.…

This paper examines the characteristics of an emerging new type of postsecondary institution, the noncampus college--its facilities, learning activities, organization, financing, students, faculty, and special problems. While maintaining traditional curricular offerings and classroom instructional patterns, noncampus colleges dispense with the…

The authors teach upper-level science courses in cell biology, genetics, and biochemistry at a public, four-year "community university" that serves a demographically diverse population of traditional and nontraditional students. In this article, they describe some of the issues they have found to be particularly significant at their "community…

Data from the 1993 National Study of Postsecondary Faculty are analyzed for patterns in part-time faculty characteristics in vocationally oriented and liberal arts-oriented two- and four-year colleges, by discipline group. Characteristics examined include qualifications, job satisfaction, economic condition (income, additional employment), reasons…

During the 1970's the increase in the proportion of faculty teaching part-time has been dramatic. The percentage of part-time faculty has risen from 40% in 1971 to 56% in 1977. The rationale for hiring part-time rather than full-time faculty is based on the premises that substantial sums of money can be saved and curriculum scheduling and…

Compares part-time and full-time faculty in the areas of teaching experience; selection of course materials; use of instructional media, out-of-class activities, and support services; grading practices; and involvement in professional activities, indicating that the part-time teacher works under much less favorable conditions. (MB)

This report presents a discussion of the educational philosophy of community college instructors and provides results of a study of full-time faculty members at Elizabethtown Kentucky Community College (EKCC) conducted to compare the philosophy and values of community college faculty and the implications of the differences among faculty for…

Offers citations for publications that provide general overviews of various issues related to part-time faculty. Issues include part-time faculty roles and functions, teaching methods and effectiveness, training, institutional integration and professionalism, job satisfaction, and compensation and benefits issues. (Contains 10 annotated references…

Surveys part-time faculty teaching transfer courses and finds that the most popular teaching techniques are lecture, class discussion, written feedback, and methods that encourage critical thinking. Reports that faculty who had participated in professional development were more likely to use small group discussions, demonstrations, and activities…