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ERIC Number: EJ827362
Record Type: Journal
Publication Date: 2008
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0190-2946
Contingent Faculty and Student Outcomes
Jaeger, Audrey J.
Academe, v94 n6 p42-43 Nov-Dec 2008
While it may provide greater economic efficiency, the increased use of part-time faculty in colleges and universities has been strongly criticized. The criticisms of increased employment of contingent faculty are based on research that supports the idea that faculty-student interaction leads to positive outcomes, including increased cognitive and affective development, improved academic performance, increased likelihood of persisting, and increased overall satisfaction with the college experience. Yet until recently there is little knowledge about how the use of contingent faculty affects student outcomes. In this article, the author describes the findings of a series of research she and her colleagues have conducted to examine the use of contingent faculty. They have sought to answer the following questions: (1) What is the effect of contact with contingent faculty instruction on student persistence?; (2) What is the effect of exposure to contingent faculty instruction in introductory courses on student persistence into the second year?; (3) Does exposure to contingent faculty in community colleges negatively affect students' likelihood of completing an associate's degree?; and (4) Does exposure to contingent faculty in community colleges negatively affect students' likelihood of transferring to a four-year college or university? Their findings include: (1) Students were more significantly less likely to persist than their counterparts with the least exposure (25 percent or less) to part-time instructors; and (2) There is a significant and negative relationship between students' likelihood of transfer and their exposure to contingent faculty instruction.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A