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ERIC Number: ED566653
Record Type: Non-Journal
Publication Date: 2014-Jun
Pages: 15
Abstractor: As Provided
Reference Count: 64
Campus-Based Practices for Promoting Student Success: Faculty Policy Issues. Research Brief
Horn, Aaron S.; Reinert, Leah; Kamata, Takehito
Midwestern Higher Education Compact
The academic profession has encountered significant change over the past several decades, such as a higher priority on research; increasing enrollment of non-traditional students; the need to manage, advise, and instruct larger student bodies; and greater expectations to use instructional technologies (Gappa & Leslie, 1993: Geiger, 2011; Schuster & Finkelstein, 2006, 2007; Umbach & Wawrzynski, 2005). The faculty profession has transformed over time from a body of full-time tenured or tenure-track academics to a diverse group of employees with myriad designations: full- and part-time, tenure and non-tenure track, adjunct, lecturer, instructor, and post-doctoral fellow (Kezar & Eaton, 2014). Full-time, tenured and tenure-track faculty are characterized by duties related to teaching, research, and service. In contrast, full- and part-time non-tenure track or "contingent" faculty members often have more limited responsibilities. This brief examines key issues that confront institutional leaders in creating faculty policies conducive to student success, including employment status, faculty roles and reward systems, and faculty development.
Midwestern Higher Education Compact. 1300 South Second Street Suite 130, Minneapolis, MN 55454-1079. Tel: 612-626-8288; Fax: 612-626-8290; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Midwestern Higher Education Compact