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Subject:

Community College Week

From:

Norman Stahl <[log in to unmask]>

Reply-To:

Open Forum for Learning Assistance Professionals <[log in to unmask]>

Date:

Tue, 29 Apr 2014 11:00:24 -0400

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (84 lines)

Part-Time Partners
Compiled by CCW Staff
A special report issued by the Center for Community College Student Engagement found that while community colleges depend on part-time faculty to teach more than half of their students, colleges typically do not treat part-timers as full partners in promoting student success.

















A special report issued by the Center for Community College Student Engagement found that while community colleges depend on part-time faculty to teach more than half of their students, colleges typically do not treat part-timers as full partners in promoting student success.


Here are some highlights from the report:


Typology of Part-Time Faculty
Part-time faculty are a diverse group of professionals who bring a broad range of skills and expertise to community colleges. This group includes the following:

Faculty hoping to use part-time teaching as a springboard to a full-time appointment.
Faculty who piece together a full work load by teaching classes at multiple institutions or on multiple campuses of the same institution. They are often called “freeway fliers.”
Faculty who choose to work part-time while balancing other life demands.
Career professionals who teach about the fields in which they are working, either offering practical expertise or filling a need for a specific specialty, such as teaching a foreign language, or for a new class in an emerging field, like green technology.
Online faculty who work for one or more colleges
Graduate students
Retirees
Administrators and staff

Characteristics of Community College Part-Time Faculty

Fewer Advanced Degrees

Part-time faculty are more likely to report their highest degree earned is a bachelor’s degree (13 percent vs. 8 percent for full-time faculty) and less likely to report that they hold a doctoral degree (11percent vs. 18 percent for full-time faculty).
Part-Time (%)/Full-Time (%) 
Master’s Degree: 67/66
Bachelor’s Degree: 13/8
Doctoral Degree: 11/18
First Professional Degree: 3/2
Associate Degree: 3/4
Other: 2/2

Less Teaching Experience

Part-time faculty are more likely to be new to teaching: 37 percent of part-time faculty have fewer than five years of teaching experience, compared with 13% of full-time faculty. Also, 39 percent of part-time faculty have 10 or more years of teaching experience, compared with 65 percent of full-time faculty.
YEARS OF TEACHING EXPERIENCE
Part-Time (%)/Full-Time(%)
First-year teacher: 9/2
1 to 4 years: 28/11
5 to 9 years: 26/22
10 to 29 years: 33/55
30 years or more: 6/10

More Likely to Teach Developmental Education

Part-time faculty are more likely to teach the students who need the most help: 16 percent of part-time faculty and 5 percent of full-time faculty report that they teach only developmental education courses.
Developmental Courses Taught
Part-time/Full-Time
ONLY college-level courses: 66/75
ONLY developmental courses: 16/5
Both developmental and college level courses: 18/20

Source: 2009-13 CCCSE Data


Norman Stahl
[log in to unmask]


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