Examining How Full Time And Part Time Faculty Make Sense Of Their Professional Experiences With And Relationships To Each Other As Faculty Members At The Same Community College

"Higher education no longer consists of a traditional student body, a venue, a method of delivery and a single faculty population (Betts & Heaston, 2014). Colleges and universities increasingly depend on conditional, non-tenure track adjuncts who frequently lack resources, development and training (Smith, 2015, p. 236). Two-thirds of all college and university instructors in the United States are non-tenured or off-tenure track faculty, commonly referred to as contingent faculty (Gappa, 2000; Leslie & Gappa, 2002; Kezar & Sam, 2013). This increase corresponds with a decrease in full-time faculty positions at some higher education institutions. The 2006 American Association of University Professors (AAUP) Contingent Faculty Index reported that between 1995 to 2003, full-time, tenured faculty positions declined by more than 2000 (AAUP 2006). Although there is literature about adjunct populations (Lorenzetti, 2016) and adjunct onboarding (Shattuck, Dubins, & Zilberman, 2011), the experiences community college part-time and full-time faculty have as they teach on the same campus has been mostly ignored. Community colleges tend to use a large number of adjunct faculty with professional (as opposed to traditionally academic) backgrounds to train skilled, vocational workers for the professional environment (Milliron & Wilson, 2004). It is vital to include research on how faculty interact with one another, and how these interactions affect perceived individual roles on campus. Role Theory will be applied to this study in order to show that individual experiences contribute to individual satisfaction and the role that one assigns to him or herself as a colleague and educator"--Author's abstract.

The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more.

This timely volume will help teachers on the front line to tackle the challenges they face in today’s classrooms with children ages 3–8. The authors show how good project work can provide solutions to problems that seem overwhelming to many teachers of young children. They offer practical strategies with examples to maximize the benefits of project work in classrooms where teachers face these 5 key challenges: Overcoming the ill effects of poverty Moving young children towards literacy Responding to children’s special needs Helping children learn a second language Meeting standards effectively. “Teachers can respond to challenges and at the same time help to set the foundations for the children’s future by incorporating good project work into the early childhood curriculum.” —Excerpt from chapter by Lilian G. Katz “Those committed to excellence in the teaching of young children will find the specific methods needed in this work. The teacher practices that increase achievement are all here.” —Martin Haberman, author of Star Teachers of Children in Poverty

Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.