Caveat Emptor: Is There a Relationship between Part-Time Faculty Utilization and Student Learning Outcomes and Retention Professional File. Number 91, Spring 2004Reportar como inadecuado




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Association for Institutional Research (NJ1)

One important factor neglected in the literature involves an investigation into whether the increased utilization of part-time faculty impacts student retention. Are part-time faculty, who are employed primarily to teach introductory courses, having an adverse affect on student retention? Are universities recognizing and studying the potential issues that might arise when a substantial portion of incoming freshmen receive the majority of their instruction from part-time faculty? This paper presents the results of an ongoing study of the relationship between faculty status and student retention at a comprehensive Midwestern university. Of particular interest is the degree to which first-time full-time freshmen are exposed to part-time faculty and whether there are ways to determine if faculty status, defined here as part-time versus full-time, has a discernable and direct impact on student retention. (Contains 1 figure and 6 tables.)

Descriptors: Introductory Courses, Academic Achievement, School Holding Power, Part Time Faculty, Teaching Load, Outcomes of Education, Teacher Influence, College Faculty, Academic Persistence, College Freshmen

Association for Institutional Research. 1435 East Piedmont Drive Suite 211, Tallahassee, FL 32308. Tel: 850-385-4155; Fax: 850-383-5180; e-mail: air[at]airweb.org; Web site: http://www.airweb.org





Autor: Schibik, Timothy; Harrington, Charles

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5069&id=ED512352







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