ERIC Number: ED520495
Record Type: Non-Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 43
Contingent Instructors and Student Outcomes: An Artifact or a Fact?
Johnson, Iryna Y.
Association for Institutional Research (NJ1), Paper presented at the Annual Forum of the Association for Institutional Research (50th, Chicago, IL, May 29-Jun 2, 2010)
This study addresses methodological problems surrounding existing research on exposure to contingent instructors and student outcomes. By applying non-aggregated and aggregated measures of exposure to contingent instructors to the same data, this analysis demonstrates that effects of commonly used measures of exposure to contingent instructors have little to do with actual contingent instructor effects on student outcomes. Two multi-level approaches--cross-classified and multiple membership models--are applied in the single-institution analysis of faculty status effect on student outcomes--grades and one-year retention. The analysis showed no variability in student retention and a significant variability in grades by faculty characteristics. Compared to their tenured and tenure-track peers, contingent instructors are likely to assign higher grades, which may lead to lowered levels of academic challenge and student motivation to do their best work. (Contains 8 tables, 5 figures and 3 endnotes.)
Descriptors: Grades (Scholastic), Academic Achievement, School Holding Power, Academic Persistence, Teacher Characteristics, Student Motivation, Nontenured Faculty, Part Time Faculty, Research Universities, Teacher Influence, College Faculty
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: Association for Institutional Research