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• W105811132 abstract "As community colleges struggle with keeping their disciplines and programs up-to-date, offer more courses to an ever-increasing student population, and battle shrinking budgets, save the day (Roueche, Roueche, & Milliron, 1995). To retain quality members already employed in community colleges, as well as new hires that offset retirement of full-time faculty, careful strategies are absolutely necessary. The authors discuss a number of successful strategies. Introduction Community colleges are challenged, even more so than in the past, to meet greater demands with shrinking resources. The challenge has resulted in the increased hiring of Steadily escalating enrollment and expanded program offerings in community colleges seem to be the most important reasons behind the rise in hiring (Leslie, 1998). Overall, from 1970 to 1995, the number of members at two-year institutions grew by 210 per cent, compared with 69 per cent at four-year institutions (Schneider, 1998). Banachowski (1996, p. 1) indicates In 1978, the American Association of Community and Junior Colleges (AACJC) reported that part-timers comprised more than one-half of all in two-year colleges (Leslie, Kellams, & Gunne, 1982, p. 19). In 1980, nearly 60% of the in two-year colleges was employed part-time, 63% in 1990, and 65% by 1993. In the past two decades there has also been a slow, but steady, evolution from the term faculty to the term faculty. Cohen (1992) indicates: The switch from the term part-time to the term adjunct is symbolic of change to a perception that I believe is more appreciative and fair to They are, in Webster's terms, something joined or added to another thing. When they've been at the same campus for ten years or more, when they teach as many as three sections per semester, or nine per year, there hardly seems to be anything partial about the service. (p. 1) However, at many community colleges the two terms convey subtle differences in meaning. An member is defined as one employed on a per term basis with no guarantee of being rehired for the next academic year or term. A member, on the other hand, can be defined as one who teaches from term to term and year to year literally becoming a permanent member. For the purpose of the following discussion, however, the terms and will be treated as the same to denote hired on a contingency basis. Part-time demographics Part-time members are, indeed, a diverse lot. Their characteristics differ depending upon local conditions, institutional size, and other unique characteristics of a college. There are, however, some general traits that describe the group. In summarizing the findings of a survey performed by the Center for the Study of Community Colleges (CSCC) as well as the National Survey of Postsecondary Faculty performed by the National Center for Education Statistics in 1992-93, Leslie and Gappa (2002) give the following descriptions of members in community colleges: 1. Part-timers are equally likely to be men or women. They are likely to be both older and younger than full-time 2. Part-time average five to six years of teaching experience. Over half of all community college have five or more years experience at their current institution. 3. Fifty-two percent of all members in community colleges hold a master's degree. Eleven percent hold a doctorate degree. Part-time instructors are more likely to teach occupational or professional subjects for which a doctorate is not relevant. 4. Most part-timers are specialists, experts, and professionals with their primary occupations outside of academe, those who prefer to work simultaneously at different occupations, or those who are migrating from established careers outside of higher education. …" @default.
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• W105811132 date "2005-04-01" @default.
• W105811132 modified "2023-09-28" @default.
• W105811132 title "Retention of Adjunct Faculty in Community Colleges." @default.
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