Impact of Working Conditions on Faculty Teaching: Analysis of Full-Time Tenure Track and Part Time Non-Tenure Track Faculty

Autor/inn/en	Berlin, Kathryn; Brock, DoMonique
Titel	Impact of Working Conditions on Faculty Teaching: Analysis of Full-Time Tenure Track and Part Time Non-Tenure Track Faculty
Quelle	In: Journal of the Scholarship of Teaching and Learning, 21 (2021) 3, S.71-78 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Teaching Conditions; College Faculty; Tenure; Nontenured Faculty; Part Time Faculty; Teacher Attitudes; School Policy + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Fakultät; Amtszeit; Beschäftigungsdauer; Lehrerverhalten; Schulpolitik
Abstract	The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce "disconnects" and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full-time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01