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ERIC Number: ED339403
Record Type: Non-Journal
Publication Date: 1991-Nov
Pages: 133
Abstractor: N/A
Reference Count: N/A
A Comparison of Full-Time to Part-Time Faculty and Full-Time to Part-Time Science Faculty in Terms of Student Success at Pima Community College.
Iadevaia, David G.
Following an accreditation site visit which determined that the part-time faculty at Pima Community College (PCC) accounted for 80% of the total faculty on a headcount basis, a study was conducted comparing the characteristics of full- and part-time faculty, and, in particular of full- and part-time science faculty. In addition, student grades were examined to determine whether being taught by a full- or part-time faculty member affected student success. Faculty information was collected by the PCC administration via surveys distributed to 1,500 part-time faculty, and to all full-time department chairpersons, while student data were collected from PCC's student information files for the previous 5 years. Major findings included the following: (1) no national standards were discovered for determining an ideal ratio between full- and part-time faculty, and all accreditation agencies, in one form or another, were found to address part-time faculty ratios as an individual institution's concern; (2) a chi square analysis revealed no differences in student success rates for full- and part-time faculty in general, or for science faculty in particular; (3) while significant differences in success rates seemed to be related to student gender, when course completion rates for a random sample of students were examined no significant gender differences were found; and (4) the dominant faculty profile at PCC was a white male, 44 years of age, with a master's degree and 5 years of teaching experience. Appendixes include related memorandums, data summaries, and the survey form. (JMC)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A