This chapter presents the experiences of adjunct faculty in the "SAGE 2YC: Faculty as Change Agents" project through the stories of five participants who share the influence of the project on them and their work. We describe the professional development that occurred in the project, which included learning with colleagues from across the…

This article focuses on how adjunct faculty at a large Midwestern community college enact pedagogies of care, which is a teaching philosophy and practice grounded in a deep and holistic care for students.

This chapter explores issues surrounding adjunct instructor roles in assessment, and provides some useful techniques to incorporate their assessment work toward unifying education delivery.

Disciplinary societies have a role to play in supporting the needs of community college adjunct faculty. The potential exists to improve the professional lives of these faculty members, an underappreciated segment of the higher education workforce, and to positively influence outcomes for students enrolled in community colleges.

This chapter presents research and evaluation results on the SAGE 2YC project's intentional focus on a cycle of change rooted in modeling evidence-based pedagogies and facilitating change in teaching and leadership among faculty peers on multiple levels. Based on five years of qualitative and quantitative data involving 40 community colleges and…

In order to make organizational ethical decisions regarding part-time faculty, leaders should seek to understand the differing needs of part-time faculty and apply that knowledge to creating differentiated policies that can better stand up to the criteria of the ethical decision-making.

This chapter addresses the use of adjunct faculty in community colleges. It examines issues of finding, hiring, orienting, evaluating, and developing adjuncts and stresses critical areas of ensuring quality and maintaining institutional standards.

About a year after January 2004 when the author decided to pursue a doctorate through an online program, the author received an e-mail about an online teaching opportunity. This came about as a result of a meeting he attended where the interim dean of City Colleges of Chicago (CCC) discussed the growing demand for quality instructors to teach…

Rio Salado is a nontraditional community college that is highly integrated in the global economy. This chapter describes the Rio Salado College systems approach, which relies almost exclusively on adjunct faculty to accomplish its mission, vision, and purposes.

As community colleges become dependent on a contingent workforce, the recruitment, retention, and motivation of quality part-time faculty become an institutional priority. This chapter presents an overview of the practices of three exemplary colleges in providing innovative professional development for part-time faculty.

This chapter describes the context, development, and fall 2004 implementation of the Year of Critical Thinking at Prince George's Community College, an effort to engage all full-time and adjunct faculty in teaching critical thinking in their classes.

Offers an overview of a program designed to support part-time faculty at Johnson County Community College in Kansas. Describes the context for the program, the institutional and departmental initiatives, professional development available, an adjunct certification training program, and the resources used in part-time faculty development efforts.…

Examines the employment of part-time faculty at private junior colleges in terms of numbers and full-/part-time ratios; expectations with respect to teaching load, student advisement, faculty meeting attendance, committee service, and evaluation; characteristics (e.g., formal education, teaching experience, sources, subject areas, additional…

Discusses differences between part- and full-time faculty demographics, work profiles, attitudes and motives, and opinions about teaching and learning in the community college. Asserts that investing in part-time faculty's capabilities, instead of treating them like replaceable parts, will yield long-term returns in teaching effectiveness and…

Explores differences between instructional practices of full- and part-time faculty using results of a survey of more than 1,500 community college instructors. Reports that discrepancies emerged regarding time spent in various classroom practices, availability of faculty to students outside class, and faculty connections with colleagues and the…