Impact of Working Conditions on Faculty Teaching: Analysis of Full-Time Tenure Track and Part Time Non-Tenure Track Faculty

dc.contributor.authorBerlin, Kathryn
dc.contributor.authorBrock, DoMonique
dc.contributor.departmentHealth Sciences, School of Health and Human Sciencesen_US
dc.date.accessioned2022-06-10T16:36:55Z
dc.date.available2022-06-10T16:36:55Z
dc.date.issued2021-10
dc.description.abstractThe following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce “disconnects” and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.en_US
dc.eprint.versionFinal published versionen_US
dc.identifier.citationBerlin, K., & Brock, D. (2021). Impact of working conditions on faculty teaching: Analysis of full-time tenure track and part time non-tenure track faculty. Journal of the Scholarship of Teaching and Learning, 21(3), Article 3. https://doi.org/10.14434/josotl.v21i3.29899en_US
dc.identifier.urihttps://hdl.handle.net/1805/29320
dc.language.isoenen_US
dc.publisherFACETen_US
dc.relation.isversionof10.14434/josotl.v21i3.29899en_US
dc.relation.journalJournal of the Scholarship of Teaching and Learningen_US
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.sourcePublisheren_US
dc.subjectworking conditionsen_US
dc.subjectpart-time facultyen_US
dc.subjectjob satisfactionen_US
dc.titleImpact of Working Conditions on Faculty Teaching: Analysis of Full-Time Tenure Track and Part Time Non-Tenure Track Facultyen_US
dc.typeArticleen_US
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