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ERIC Number: ED310798
Record Type: RIE
Publication Date: 1988-Oct-24
Pages: 11
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Matches and Mismatches: What Part-Time English Instructors Know and Want To Learn.
Gordon, Carolyn
This paper examines the problems encountered by part-time English instructors at Cuyahoga Community College (CCC) and describes an effort undertaken to address them. An informal survey in the spring of 1988 of 36 part-time instructors as well as administrators and program coordinators found general agreement that, despite the provision of sample syllabi, lists of resource faculty and mentors, part-time faculty development efforts fell short of the need. Specifically, from the 22 questionnaires returned, five points were identified as matches and/or mismatches between part-time teachers and the delivery and management of instruction: teaching experience, degree preparation, self-engagement, the diversity of the pool, and the expressed need for professional development. With respect to teaching experience, only six of the respondents were full-time tutors, a few had no previous teaching experience, and those with experience generally had not taught adults. In the area of degree preparation, seven of the respondents had degrees in English, which does not guarantee experience in teaching the writing process; and some had only degrees in related fields, such as speech or education. Only four of the respondents were actively engaged in some kind of advanced degree program, and three of those degrees were related to language learning and literature. The diversity of the pool presented a problem in that most of the instructors were white, whereas the student population was predominantly Black, Hispanic, and Asian. Thus, a problem existed in the cultural definitions which the part-time instructors brought to the classroom. Finally, a discrepancy was found between expressed needs for professional development and programs offered by CCC. In an effort to alleviate these problems, the college has developed Sustaining Academic Literacy, a professional development program consisting of six sessions, spread out over two quarters. It is intended to give part-time teachers a clear overview of the English curriculum and to identify and respond to their concerns. (JMC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Cuyahoga Community College and Info-Tec, Inc. Adjunct Faculty Workshop (Cleveland, OH, October 24, 1988).