The academy has long acknowledged teaching, service, and research as the threefold work of its members. Those members in community colleges primarily engage in teaching, as opposed to research and service, but historical trends show an increase in the percent of courses taught by contingent instructors as opposed to full-time faculty members. This trend, when considered with the fact that almost half of the students now pursuing postsecondary educational opportunities do so in community colleges, provides a rich landscape for investigation.
This dissertation examines, through description correlation methods, the existence of relationships between characteristics of community college contingent faculty and the planning, preparation, class environment, instruction, and professional development activities used by contingent faculty in community colleges, specifically those instructors in the Arts and Sciences or general education divisions.
Those varied teaching activities are the components of Danielson's Framework for Teaching, a model developed to address wide-ranging aspects of instruction. That model serves as the conceptual framework for this study, which included participants from across the nation who work in community colleges differentiated by size and the populations they serve.
The analysis of the results of this correlational study leads to recommendations for more effective instructional practices in contingent faculty and improved integration of this group into the academic life of community colleges.
|Commitee:||Edwards, Mary E., McDougle, Larry G., Ning, Bin, Scott, Renay|
|School:||The University of Toledo|
|School Location:||United States -- Ohio|
|Source:||DAI-A 74/09(E), Dissertation Abstracts International|
|Subjects:||Community college education, Pedagogy|
|Keywords:||Adjunct faculty, Community colleges, Contingent faculty, Instructional practices, Pedagogy, Teaching practices|
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