Literaturnachweis - Detailanzeige
| Autor/inn/en | Cummins, Phyllis A.; Arbogast, Annabelle; McGrew, Kathryn; Bahr, Peter Riley |
|---|---|
| Titel | Barriers and Facilitators for Mid- and Later-Life Community College Students: The Role of Faculty |
| Quelle | (2021), (12 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Barriers; Community Colleges; Two Year College Students; College Faculty; Adjunct Faculty; Teacher Role; Faculty Development; Academic Achievement; Tenure; Teacher Attitudes; Student Attitudes; Teacher Student Relationship; Adult Students; Nontraditional Students |
| Abstract | This qualitative study of students in mid- and later-life (MLL; age 40 and older) sought to address the role faculty play in facilitating student success and how institutions support faculty, especially adjunct faculty. Adjunct faculty teach a majority of classes at community colleges but are not provided the same professional development opportunities as tenure track faculty and are often not well integrated into the college system. Data were collected in focus groups with faculty (both adjunct and tenured) and students, supplemented by key informant interviews, at multiple community colleges in a Midwestern state. MLL students are a heterogeneous group and often have more demands on their time than do younger students. Our findings on the critical role faculty members play in helping MLL students succeed suggest that providing additional support for faculty is a valuable investment for community colleges. [This paper will be published in "Community College Journal of Research and Practice."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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