Community Despite Contingency: Working Together, Achieving Together

Authors

Presenter(s)

Carrie Rogan Floom

Comments

This poster reflects research conducted as part of a course project designed to give students experience in the research process.

Files

Description

In the changing context of higher education, many faculty members are experiencing an increased workload, more accountability, fewer resources, and a changing student demographic (Eddy & Garza-Mitchell, 2012), which can result in a faculty who feels overworked and disconnected. Learning Communities have been used as a way to meet the needs of faculty members by developing a sense of community and reinvigorating their scholarship of teaching (Cox, 2004). While learning communities can work well for faculty, the largest growing subset of the professoriate, adjunct faculty, often do not have this support. Adjunct faculty are generally not satisfied with the support that they are offered by the institution (Hoyt, et al., 2008) and are often not integrated into the institution (Hainline, et al., 2010). Adjunct faculty learning communities, if created using learning community best practices, can provide support to adjuncts and help them to fully connect with their the institution. CAW (2012). A portrait of part-time faculty members: A summary of findings on part-time faculty respondents to the coalition on the academic workforce survey of contingent faculty members and instructors. Retrieved from: http://www.academicworkforce.org/CAW_portrait_2012.pdf Cox, M.D. (2004). Introduction to faculty learning communities. In M. D. Cox & L. Richlin (Eds.). Building faculty learning communities. New Directions for Teaching and Learning,97, 5-23. Eddy, P.L. & Garza -Mitchell, R.L.G. (2012). Faculty as learners: Developing thinking communities. Innovations in Higher Education 37, 283-296. Hainline, L., Gaines, M., Long Feather, C., Padilla, E., & Terry, E. (2010). Changing students, faculty, and institutions in the Twenty-First Century. Peer Review, 12(3), 7-10. Hoyt, J. E., Howell, S. L., Glines, L. J., Johnson, C., Spackman, J. S., Thompson, C., & Rudd, C. (2008). Assessing part-time faculty job satisfaction in continuing higher education: Implications for the profession. Journal of Continuing Higher Education, 56(1), 27-38.

Publication Date

4-9-2014

Project Designation

Course Project

Primary Advisor

Michele Welkener

Primary Advisor's Department

Educational Leadership, Counselor Education and Human Services

Keywords

Stander Symposium project

Disciplines

Arts and Humanities | Business | Education | Engineering | Life Sciences | Medicine and Health Sciences | Physical Sciences and Mathematics | Social and Behavioral Sciences

Recommended Citation

"Community Despite Contingency: Working Together, Achieving Together" (2014). Stander Symposium Projects. 414.
https://ecommons.udayton.edu/stander_posters/414