Delores Amorelli EDU815 E-Poster by Delores Amorelli https://padlet.com/da2711/nrdwse9ls9zu Impact of Faculty Mentoring Programs on the Teaching Effectiveness of Part-Time Instructors en-us 2019-01-31 15:30:07 UTC 2025-05-18 15:50:18 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/351352333/d938e54a2bfa4325d91bba57deee31fc/mentor_protege_relationship_career_job_720x300.jpg Introduction da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/326314103 Delores Amorelli
Course: EDUC815-912
Term: Winter 2019
Topic: Impact of Faculty Mentoring Programs on Teaching Effectiveness of Part-Time Instructors]]> 2019-01-31 15:31:47 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/326314103 Research Questions da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/331304552 Q1: Does participation in a faculty mentoring program affect students’ perceptions of teaching effectiveness of part-time faculty?

Q2: What are the benefits/challenges of faculty mentoring programs aimed at improving the teaching effectiveness of part-time faculty? 

]]> 2019-02-14 14:35:53 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/331304552 Gaps in the Literature da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/337161198 While a great deal of research exists on the impact of faculty mentoring programs, the majority of these studies focus on developing faculty who are seeking tenure, and the faculty mentoring programs they discuss concentrate almost exclusively on academic career development rather than on teaching effectiveness. As such, there is a need for research on how faculty mentoring programs that focus on non-tenure-track, part-time faculty impact teaching effectiveness. ]]> 2019-03-02 22:05:50 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/337161198 Definition of Terms da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/337161363 Part-time faculty: Any non-tenure track faculty member employed contractually per course. In the literature, part-time faculty are also referred to as adjunct faculty or contingent faculty.
Mentoring: A relationship where faculty with useful knowledge, skills, and experience offers advice, information, guidance and support to another faculty member for that person’s professional development.
Teaching effectiveness: The extent to which teaching impacts student learning. ]]> 2019-03-02 22:07:49 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/337161363 Future Direction of Research da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/337161879 Future research on this topic should focus on part-time faculty populations in particular contexts, such as professional education, STEM subjects, and liberal arts to determine whether mentoring is an effective means of increasing teaching effectiveness in these contexts. Also, comparative studies should be conducted to determine if other faculty development offerings, such as learning communities, can make a significant impact on the teaching effectiveness of part-time faculty. 

]]> 2019-03-02 22:15:20 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/337161879 Purpose of the Research da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/337257992 The purpose of this research is to investigate the effect participation in a mentoring program has on students' perceptions of teaching effectiveness of part-time instructors. ]]> 2019-03-03 18:43:21 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/337257992 Research Topic da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/337259372 This research project focuses on the impact that faculty mentoring programs have on the teaching effectiveness of part-time instructors. Currently, adjunct faculty make up more than half of the faculty at master’s, baccalaureate, and two-year higher education institutions, and these numbers are expected to rise in the coming years (AAUP, 2018). While part-time faculty do not share the same level of responsibility as full-time faculty, they are expected to maintain academic quality and ensure that students meet their learning goals. Given that part-time faculty are responsible for the education of so many of our students, it’s essential to consider what measures are being taken to ensure that they have the skills and training they need to be effective in the classroom. While there is a great deal of research on various types of faculty mentoring models being used in higher education, the characteristics that define teaching effectiveness, and the use of part-time faculty in higher education, there is little research that ties together all three of these concepts. My aim is to determine if faculty mentoring programs that are designed specifically to develop the instructional effectiveness of for part-time instructors improves student perceptions' of teaching effectiveness.  

                                                                    References

American Association of University Professors. (2018). Data snapshot: Contingent
       faculty in US higher ed. Retrieved from
       https://www.aaup.org/sites/default/files/10112018%20Data%20Snapshot%20Tenure.pdf


]]> 2019-03-03 18:54:31 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/337259372 Literature Review Concept Map da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/337262747 2019-03-03 19:19:30 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/337262747 Significance of the Research da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/337262963 Mentoring programs have contributed positively to the teaching effectiveness of full-time faculty, but some questions remain about how participation in a mentoring program can impact the effectiveness of part-time faculty. These include: Does it work? Is it the most effective method? This study can contribute to the understanding of  mentoring programs in higher education and their potential benefits for part-time faculty. ]]> 2019-03-03 19:21:10 UTC https://padlet.com/da2711/nrdwse9ls9zu/wish/337262963 Problem Statement da2711 https://padlet.com/da2711/nrdwse9ls9zu/wish/337263795 Part-time instructors are responsible for most of the teaching that goes on in higher education institutions, but they are often the least prepared to teach. Nevertheless, they are responsible for sustaining academic quality, and they must do so often without the opportunity for professional development, something which their full-time counterparts continually reap the benefits of. With part-time faculty numbers increasing, additional research is necessary regarding what the best ways are to ensure they are effective in the classroom. As mentoring programs have been used as a method for providing training in the development of effective teaching skills of full-time faculty, it is important to consider whether these programs will have the same impact on part-time faculty.

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