Sociology Faculty Members Employed Part-time in Community Colleges

Abstract

Among all faculty members teaching in colleges and universities in the United States today, the proportion employed part-time has been increasing steadily and represents the fastest growing segment of the postsecondary faculty (Anderson 2002; Coalition on the Academic Workforce 2012). In 1975-1976, 31 percent of all faculty members were employed part-time; by 2011, they represented 51 percent (Curtis 2014). Looking within the parttime faculty, the distribution across institution types is far from even. In 2011, about 33 percent of faculty members in doctoral and research universities were employed part-time. At master's degree universities, that proportion was 55 percent. But in public colleges granting associate's degrees (community colleges), fully 70 percent of the faculty was employed part-time in 2011 (Curtis 2014). Community colleges enrolled some 45 percent of all undergraduates in 2014 (American Association of 654744T SOXXX10.

The Probing-Prompting Method to Overcome the Monotonous Learning Process in Class

“…Dalam penyampaian materi, masih berpusat pada guru dan siswa kurang aktif. Apabila suasana belajar tersebut dibiarkan, maka akan berakibat pada kejenuhan dan kebosanan belajar di kelas dan akan berdampak pada hasil belajar siswa tidak mencapai KKM (Curtis, Mahabir, & Vitullo, 2016). Melihat kenyataan diatas, maka perlu perbaikan proses belajar di kelas dengan menerapkan metode-metode pembelajaran yang melibatkan siswa secara aktif (Royani, 2015).…”

Examining how full-time and part-time faculty make sense of their professional experiences with, and relationships to, each other as faculty members at the same community college

“…The experiences of several participants agreed with this literature, indicating that because their students were focused on either transferring to four-year colleges or seeking employment directly after receiving an associate degree, the need for faculty to have information on the policies and logistics surrounding such goals was critical for student success. Supporting the finding of Curtis et al (2016), three of the part-time participants in the study felt that not being provided with updated information had left them at one time or another feeling unsupported or unappreciated as critical members of the campus community. This underscores Smith's (2015) finding that the part-time, non-tenure track adjunct instructors that colleges and universities are hiring at increasing rates frequently lack resources, development and training.…”

“…The perceptions faculty have of one another's roles as educators (and subsequent quality of teaching), be they full or part-time, can influence future best practices for creating a single faculty body. Through a study of part-time, community college sociology faculty, Curtis, Mahabir, & Vitullo (2016) concluded that administrators and full-time faculty needed to provide support and introduction to their adjunct colleagues in order to increase student success. This study and others like it, while beneficial to understanding the need for adjunct faculty inclusion, continue to promote the separation of full-time and part-time faculty.…”

“…Although there has been a significant amount of literature written on adjunct faculty and the evolution of their presence on college campuses, an in-depth literature review revealed that very little has been written about their relationships with their full-time faculty counterparts. The literature that did mention the co-existence of the groups lacked first-person accounts or interviews (Curtis, Mahabir, & Vitullo, 2016;Ott and Cisneros, 2015). In order to conduct a study that considered the "who," "how," and "why" as opposed to just the "what" and "when."…”

“…One part-time adjunct referenced having been given a faculty handbook when she first began teaching at the study site but noted that the information was no longer accurate. Curtis, Mahabir, and Vitullo (2016) found that administrators needed to provide support and introduction to their part-time adjunct colleagues to increase student success. Their study presented evidence that the more knowledge adjunct faculty had of campus resources and policies, the better they were able to support their students in matters outside of course content.…”