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“There are a lot of part-time teache s

  • that I’ve fallen] in love with

because of their teaching style. Is there a petition I can sign for you to stay here?”

  • Male student

As hard as it is to teach part-time at night, I still try to do what I can to help students. I think if they feel a good connection with you, they re comfortable about their expe ience.”

  • Faculty member

20 2009 Findings

To engage part-time students, colleges must make the most of the minimal time they are on campus. Colleges can make support services available at times convenient to part-time students or integrate services into required coursework. ey can link student success courses to developmental courses so that part-time students who need remediation will be more likely to succeed. ey can require orientation and advising for part-time students and make participation in study groups mandatory.

Part-time instructors need professional development to learn about their colleges and discover new and more eective teaching strategies. Not surprisingly, part-time faculty members are more likely to participate in these activities if their participation is required and if they are compensated for their time.

  • e extensive use of part-time faculty is unlikely to change, given the economic realities

of community colleges. Moreover, there is ample evidence that part-time faculty bring real value and commitment to their work. To close the connection gap, colleges will need to grapple with ways to oer part-time faculty the same kinds of instructional support and development opportunities that are available to their full-time colleagues.

Colleges Making Connections

Northwest Vista College (TX) made cooperative learning a central teaching strategy by introducing cooperative learning workshops and mentoring for full-time and part-time faculty. New tenure-track faculty are required to attend the workshop, and the training sessions are part of the college’s ongoing faculty development. e workshops are oered in evenings and on weekends to accommodate adjunct faculty schedules, and those who complete the training are given a $100 stipend along with a certicate of completion.

  • rough its Center for Excellence in Teaching and Learning, Parkland College (IL) oers

a yearlong orientation course to new full-time faculty to provide support and to form a cohort of colleagues who can learn from each other. Part-time faculty are invited to attend a two-hour general orientation session and given access to all workshops, seminars, and discussions oered through the center. To meet the schedules of part-time faculty, semi- nars are oered in the evenings and on weekends.

In calculating paid hours for part-time faculty, Vancouver Community College (BC, Canada) considers time spent outside the classroom on tasks such as holding oce hours, grading papers, preparing course materials, supervising practicums, and tending to administrative duties. Contracts specify how much time each part-time instructor will devote to each job-related activity. e college, moreover, prorates compensation for part-time instructors so that their hourly earnings are comparable to those of full-time faculty members with similar levels of experience.

Making Connections: Dimensions of Student Engagement

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