NotesFAQContact Us
Search Tips
ERIC Number: ED532268
Record Type: Non-Journal
Publication Date: 2012
Pages: 7
Abstractor: ERIC
The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning
Kezar, Adrianna; Maxey, Daniel
Pullias Center for Higher Education
It is important for administrators, faculty, and policy makers to understand and consider how policies commonly associated with non-tenure-track faculty roles and working environments impact student learning. Many policies impede the ability of faculty to provide effective instruction that is aligned with departmental and institutional goals for learning outcomes. On many campuses, current policies create conditions wherein these faculty are inaccessible to students outside of scheduled class time and are not permitted to have a role in decision-making, including decisions about the courses they teach. While many policies and practices negatively impact equity and morale, this paper discusses how certain conditions created by policies--or a lack of policies--influence the ability of institutions to maximize the benefits of non-tenure-track faculty contributions to student learning. [For the accompanying report, "The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes," see ED532270.]
Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Spencer Foundation; Teagle Foundation; Carnegie Foundation for the Advancement of Teaching
Authoring Institution: Association of American Colleges and Universities; University of Southern California, Pullias Center for Higher Education