An Effective Solution for Helping Part-time Faculty Become Better Teachers

1. An Effective Solution for Helping Part-time Faculty Become Better Teachers Debbie Bouton Terri Manning AVP for Learning AVP for Institutional Research

2. Part-time Faculty “We have had our heads in the sand about this problem for many years, and the problem is getting worse. Most part-time faculty members are deeply committed to their work, but many are ‘just frazzled’ as a result of the pressures placed on them and the students are paying the price for it.” Cary Nelson President, American Association of University Professors Source: Schmidt, Peter, Use of part-time instructors tied to lower student success, The Chronicle of Higher Education 11.14.08

3. Numbers of Part-time Faculty • The American Federation of Teachers’ recently released study found that across the country in 2003: • 57.% of courses at community colleges (61% in one study) • 38.4% of courses at bachelors and masters granting public schools • 41.8% of courses at public doctorate-granting universities • 41% of courses at private schools …were taught by part-time faculty. • About 46% of the nation’s college faculty are part-time (up from 22% in 1970) Sources: Marklein, Mary Beth, Studies examine impact of part-time college faculty, USA Today 12.3.08. Miller, Ross, Use of part-time faculty in higher in higher education: Numbers and Impact. http://www.greaterexpectations.org/briefing_papers/part-timefaculty.html

4. How Much They Teach • 82% of part-time faculty teach two or fewer courses • 50% teach only one • 82% spend less than 10 hours/week teaching (average 11.7) • Part-time faculty spend 12.9% of their paid hours/week on research/scholarship and professional development • Fulltime faculty spend 22.3% of paid hours/week (average 42.6) on research/scholarship and professional development • The average student in one study earned almost 40% of credits from courses taught by part-time faculty Sources: Miller, Ross, Use of part-time faculty in higher in higher education: Numbers and Impact. http://www.greaterexpectations.org/briefing_papers/part-timefaculty.html Schmidt, Peter, Use of part-time instructors tied to lower student success, The Chronicle of Higher Education 11.14.08

5. National Concerns • The part-time faculty are not the problem – it is the institutions failing to provide adequate resources to support them. • Part-time faculty are miserably compensated and often teach at multiple institutions to piece together a living (average $2-3,000 per course.) • Pose threats to the rigor and integrity of college learning. • Because part-time faculty often have fulltime jobs or family responsibility, they are often less available to their students and less able to participate in institutional activities. Source: Marklein, Mary Beth, Studies examine impact of part-time college faculty, USA Today 12.3.08. Miller, Ross, Use of part-time faculty in higher in higher education: Numbers and Impact. http://www.greaterexpectations.org/briefing_papers/part-timefaculty.html

6. National Concerns • Because of working conditions, part-time faculty may be tempted to: • Avoid frequent writing assignments to save grading time • Self-censor in the absence of protection for academic freedom • Avoid rigor and/or inflate grades to boost student evaluations • Pander to students to build popularity in an attempt to assure a continuing contract • Their only evaluation is typically from students as many institutions don’t invest the time for peer review of part-time faculty. Source: Miller, Ross, Use of part-time faculty in higher in higher education: Numbers and Impact. http://www.greaterexpectations.org/briefing_papers/part-timefaculty.html

7. How Would You Feel?

8. How Would You Feel? • What would you need to know to get off to a good start? • What can the college do to help you feel engaged? • How do you find out about important college initiatives such as • Learning Outcomes Assessment • General Education Outcomes • Quality • Title III

9. Studies Have Found • As exposure to part-time faculty increases, the likelihood of community college students completing associate’s degrees decreases (California study). • Another found the same to be true of university students. This study also found that as numbers of part-time faculty increased, full-time faculty felt less secure in their jobs and spent less time preparing for classes and advising students (University of North Carolina system study.) Source: Marklein, Mary Beth, Studies examine impact of part-time college faculty, USA Today 12.3.08.

10. Major Issues • Part-time faculty mostly teach • Lower-division, undergraduate classes • Classes added at the last minute • Classes at odd times that the full-time faculty don’t want to teach • These are often populated by students • in the most need of extra help • who are less prepared and • uncomfortable meeting the demands of college-level work • Fulltime faculty cannot compensate for the increased need for student support this situation creates • Lower division classes are critical for student engagement, higher-order learning, and the student’s initial impression of higher education. Miller, Ross, Use of part-time faculty in higher in higher education: Numbers and Impact. http://www.greaterexpectations.org/briefing_papers/part-timefaculty.html

11. CPCC Examples

12. Retention of Part-time Faculty a Critical Element to Quality In any given fall, we lose approximately 35% of the previous fall’s part-time faculty

13. Number of FTE per Fulltime Faculty in General Education Courses

14. Number of FTE per Fulltime Faculty in Applied Science Programs

15. Number of FTE per Fulltime Faculty in Applied Science Programs

16. Developmental Courses • High numbers of part-time faculty teaching these courses • Less likely to have specific training in methods of teaching lesser-prepared (remedial) students • Retention and success rates are lower to begin with in these courses • These students need the most attention

17. Percent of Developmental Courses Taught by PT Faculty by Subject

18. FT and PT Faculty Teaching Developmental Courses (2008-9)

19. Myths about Part-time Faculty • Won’t come for training unless they are paid • Won’t come on training because of scheduling challenges • Don’t have time to work on teaching skills • Work part-time because they can’t find full-time teaching positions

20. Overview of Outreach Efforts • Part-time Faculty Orientation • Part-time Faculty Website • Certification Program for Part-time Faculty • Saturday Sessions • Classroom Observation for Part-time Faculty • Faculty Self-Assessment

21. Orientation College-wide orientation for all new part-time faculty • Provide “Goodie Bag” • Model Good Teaching Practices • Offer Multiple Times at Multiple Locations • Introduce College Administrators • Include Ice Breakers • Offer Online Option • Partner with HR

22. Websitehttp://www.cpcc.edu/parttime

23. Saturday Sessions • Designed to Meet Needs and Schedules of Part-time Faculty • Monthly Sessions • Becoming a Student Advocate • Introduction to Blackboard • Teamplay • Faculty-to-Faculty

24. Certification Program Teaching for Significant Learning • 25-hour, hybrid program • Part-time faculty recommended by departments • Stipend of $500 paid to participants upon completion of program • Getting Results used as primary curriculum • Supplemental texts

25. Certification Program Teaching for Significant Learning (cont’d) • Creating a Community of Learners • Planning for Outcomes • Active Teaching and Learning • Assessing Teaching and Learning • Teaching with Technology

26. Certification Program Teaching for Significant Learning (cont’d) • Evaluation of Program • Instructor Self-Assessment (pre and post) • Follow-up Instructor Self-Assessment (6 mos) • Survey of Students • Student Success Rates (pre and post) • Student Retention Rates (pre and post)

27. Results of Part-time Faculty Certification

28. Part-time Faculty Retention of Participants 93-100% retention versus 65% for entire part-time faculty group over same periods.

29. Classroom Observations • Reviewed Classroom Observation Process • Convened Committee of Faculty and Department Chairs • Developed Tool that was more “instructive” • Developed Faculty Self-Assessment • Pilot Tool with Several Departments

30. Faculty Comments The training, has challenged me to take a closer look at the way I do things in the classroom.  I find that while I know the content, I didn't know much about how students learn, and what they really should be getting from their experience at CPCC.  I can do things in a much better way using the information you have pulled together. - PT Faculty Certification I commend you on the quality and content of the session. I have taught in 3 states in both large universities and smaller community colleges. Not one time has there been an orientation with the quality level of CPCC’s. In addition, I was equally impressed by the amount of resources available and the extent of technology usage. - PT Faculty Orientation

31. Other Resources • Personal email accounts for all part-time faculty • Touch-down stations at each campus • Teaching Commons with onsite staff • eLearning instructional developers • Representation on College Senate • Online professional development opportunities via LearnerWeb

32. What are you Doing?

33. For a Copy of This Presentation • http://www.cpcc.edu/planning • Click on “studies and reports” • Title: AtD Part-time Faculty Session • Contact Information: • Debbie Bouton • debbie.bouton@cpcc.edu or (704) 330-6446 • Terri Manning • terri.manning@cpcc.edu or (704) 330-6592