Perceptions of Part-Time Faculty at Community Colleges - Research Paper Example

The quality of instruction depends largely on the competencies of the college faculty; therefore, the professional development for faculty members serves as a critical factor towards ensuring graduates have the skills they need to be successful (Thompson, 2013). The support for the professional development of part-time faculty members increases with the establishment of basic resources; such as mentoring, faculty orientation, as well as granting them access to computers, school email addresses, and office space.

These resources have changed the landscape of many institutions of higher education and aid in the development of part-time faculty members (Meixner, Kruck, & Madden, 2010). This is particularly true of community colleges, where full-time and part-time faculty members represent one-third of the American higher education professoriate (Cohen & Brawer, 2013). For purposes of this discussion, terms relating to faculty status, including adjunct faculty, contingent faculty, and part-time faculty, will all be used interchangeably within this analysis and throughout much of the literature (Banerji, 2002; Crannell, 1998).

Part-time faculty members represent the largest increase in instructional staff in the last 20 years. Moreover, professional development opportunities for part-time faculty members is a critical factor in building a strong higher education foundation and helps to create instructors who are capable of providing students with cutting-edge knowledge to compete in a global market (Meixner, Kruck, & Madden, 2010). While the increased use of part-time faculty members may serve as a financial lifeline for many institutions, this type of workforce is not without controversy and is scrutinized in the literature as an unsuccessful academic practice (Eagan & Jaeger, 2008; Jacoby, 2006; Rhoades, 1998; Toutkoushian & Bellas, 2003; Umbach, 2007).

The National Education Association (NEA), the American Association of University Professors (AAUP), the American Association of State Colleges and Universities (AASC&U), and the American Federation of Teachers (AFT) all have warned against the increased use of part-time faculty members (Naquin, 2001).