James L. Hoerner

Bio: James L. Hoerner is an academic researcher. The author has contributed to research in topics: Leadership & Leadership style. The author has an hindex of 1, co-authored 2 publications receiving 14 citations.

Faculty development in publicly supported two-year colleges

Abstract: Faculty development activities in 300 publicly supported two-year colleges were investigated in this study. A mailed survey, which obtained a 77% (n = 272) response rate, was used to identify the elements of planning, implementation, funding, and evaluation for development of both full-time and part-time faculty. Statistically significant differences were found among colleges of different sizes and among accreditation regions.

ERIC Review—Perspectives and Perceptions: The Use of Part-Time Faculty in Community Colleges

Abstract: Despite the historical role played by part-time instructors in community colleges, research on part-time faculty is relatively new. A preliminary review of the literature reveals a limited amount of research conducted prior to the late 1980s regarding the use of part-time faculty in community colleges. Among the most commonly cited investigations before the 1980s is Howard Tuckman's (1978) ground-breaking study on the diversity of employment experiences and an accompanying taxonomy of part-timers. Leslie, Kellams, and Gunne (1982) offered additional scholarship on the characteristics and use of part-time faculty based on Tuckman's taxonomy. A review of the research conducted since the late 1980s yields a substantial amount of literature on the topic of part-time faculty in community colleges. Most of the literature appears in the ERIC database. Several of the studies focus on the following areas: the use of part-time faculty; characteristics of part-time faculty; evaluation of part-time faculty, including performance, effectiveness, and quality of instruction; working conditions and needs of part-time faculty; and most commonly, suggestions for improving part-time faculty instruction. Other studies reveal contradictory perceptions of full-time faculty, administrators, and part-timers themselves regarding the use of part-time faculty. To date, it appears that there is not enough research in the ERIC collection to substantiate contradictory perceptions regarding the use of part-time faculty in community colleges. This article provides a brief review of the literature on the topic of part-time faculty in community colleges published since the late 1980s

Predicting the Satisfaction and Loyalty of Adjunct Faculty.

Abstract: Satisfaction with the quality of students, autonomy, faculty support, honorarium, and preference for teaching were significant predictors of adjunct faculty loyalty. With the exception of autonomy, these factors along with a heavy teaching load, collaborative research with full-time faculty, and satisfaction with teaching schedule were predictive of overall job satisfaction. If institutions continue to rely heavily on part-time or adjunct faculty, it is argued that they need to provide more support for part-timers to promote quality educational experiences in the classroom.

Perspectives and Perceptions: A Review of the Literature on the Use of Part-Time Faculty in Community Colleges.

Abstract: Although part-time faculty are found in all of higher education, they are especially prevalent in two-year colleges, with a 1993 study finding that 65% of two-year college faculty were employed part-time. Since the 1980's, considerable research has been conducted on issues related to the use of part-time faculty in'community colleges, such as their working conditions and needs and, most commonly, suggestions for improving part-time faculty instruction. Part-time faculty are employed for a variety of reasons, including to save institutions money, increase institutional flexibility regarding enrollment demands, and bring "real-world" experience to the classroom. However, critics of the use of part-timers argue that they haril full-time faculty by taking away full-time positions and jeopardize the integrity of the teaching profession since many part-timers are employed for their professional rather than their pedagogical skills. Much of the research that has been conducted makes reference to -*4';'-ndas toward part-time faculty held by full-time faculty and administrators. However, there is . ,,ic data in the research to support these attitudes, with several studies concluding that there is no difference in the quality of instruction delivered by fulland part-time faculty. Although attempts are being made to deter community colleges from employing part-time faculty, the colleges will suffer economically and pedagogically if these attempts are successful. Contains 50 references. (HAA) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Perspectives and Perceptions: A Review of the Literature on the Use of Part-Time Faculty in Community Colleges

Perceptions of community college Adult Basic Education faculty regarding faculty professional development in Alabama community colleges

Abstract: ................................................................................................................................... ii ACKNOWLEDGMENTS ............................................................................................................. iii LIST OF ABBREVIATIONS AND SYMBOLS .......................................................................... iv LIST OF TABLES...................................................................................................................... viii