NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1022756
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1066-8926
A Critical Challenge: The Engagement and Assessment of Contingent, Part-Time Adjunct Faculty Professors in United States Community Colleges
Jolley, Michael R.; Cross, Emily; Bryant, Miles
Community College Journal of Research and Practice, v38 n2-3 p218-230 2014
In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012). The same report indicates part-time faculty in community colleges exceeds 70% of instructional staff. Perhaps more alarming are the numbers of contingent instructional staff-faculty without long-term employment commitments. According to this measure, nearly 70% of faculty members in all areas of higher education have little-to-no job stability (American Association of University Professors [AAUP], 2013 ; Schuster & Finklestein, 2006). However, limited research exists on the working experiences of this major subpopulation of United States professors. The purpose of this qualitative study was to explore the experiences of part-time contingent community college faculty regarding the assessment processes their institutions implemented. Through interviews, researchers gathered data identifying what 20 part-time contingent faculty professors reported regarding teaching conditions and institutional assessment procedures. Participant interviews revealed two major themes centered on a lack of institutional engagement and meaningful assessment policies or procedures.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Two Year Colleges; Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A