Spartan Daily, May 11, 1979

Volume 72, Issue 65https://scholarworks.sjsu.edu/spartandaily/6493/thumbnail.jp

The Cowl - v.37 - n.7 - Oct 6, 1982

The Cowl - student newspaper of Providence College. Volume 37 - October 6, 1982. 12 pages

Gettysburg: Our College\u27s Magazine Winter 2015

Table of Contents: From the President Janet Morgan Riggs \u2777 Scholarship Expands Access to STEM Fields (Diane Allwardt Trobaugh \u2767) Office Hours: Prof. Florence Ramond Jurney Budding Entrepreneur Helps Buyers Find Sellers (Wei Xiong \u2715, Prof. Cliff Presser) Board of Trustees Appoints Two (James Banks Jr. \u2780, Troy Datcher \u2790) The 411: Lauren Wise Bright \u2790 Bullets Play LAX for Turkey and Thailand (Jake Adoni \u2716, Reed Barbe \u2716, Bijan Firouzan \u2715) The Changing Future of Farming (Enzo Pinga \u2711) Frank Arbogast \u2716 Creating a Culture of Success Beth O\u27Boyle \u2798 Coach Credits Current and Past Bullets for NCAA Bid (Matt Garrett) Lincoln Trophy and F&M History Media Notes Conversations No Major No Problem: Gettysburg Grads Find Liberal Arts Education is Perfect Preparation for Careers in Communications Nikki Rhoads Contemporary Impressions (Geoffrey Jackson \u2791) Connecting the Dots: How a Dead African Rhino is a Threat to U.S. National Security (Prof. Shirley Anne Warshaw, Keith J. Masback \u2787) Better Fuel for the Fire: Improving Global Health One Hearth at a Time (Brady Luceno \u2708, Prof. Lisa Portmess) What Students Do (Prof. Steve Siviy) What Makes Gettysburg Great (Prof. William D. Bowman) Work That Makes a Difference (Benjamin Constable \u2713) Class Notes Life Unexpected Kathryn Rossetter \u2773https://cupola.gettysburg.edu/gburgmag/1003/thumbnail.jp

The hybrid and dualistic identity of full-time non-tenure-track faculty

Colleges and universities rely on full-time non-tenure-track (FTNT) faculty to achieve their teaching, research, and service missions. These faculty are deemed both symptomatic of and partly responsible for academe's shortcomings. The ascriptions, however, are made with little attention to the faculty themselves or to their consequences for FTNT faculty. Through analysis of interview data of university faculty, the authors present and explain FTNT faculty self-representations of professional and occupational identity. Assumptions drawn from institutional and professional theory contextualize the research, and narrative analysis infuses the application of the framework of cultural identity theory. These FTNT faculty are found to possess hybrid and dualistic identities. Their work and roles are a hybrid and contain some elements of a profession and some of a "job." Their identity is dualistic because as teachers, they express satisfaction, whereas as members of the professoriate, they articulate restricted self-determination and self-esteem. This troubled and indistinct view of self-as-professional is problematic both for FTNT faculty as they go about their daily work and for their institutions, which are in no small part responsible for the uncertain conditions and identities of FTNT faculty. © 2011 SAGE Publications

Spartan Daily, May 27, 1953

Volume 41, Issue 153https://scholarworks.sjsu.edu/spartandaily/11899/thumbnail.jp

Spartan Daily, November 3, 1980

Volume 75, Issue 45https://scholarworks.sjsu.edu/spartandaily/6681/thumbnail.jp

A study of the adjunct faculty experiences in the creation of a teacher work sample

Part-time and adjunct faculty members have been present in institutions of higher learning since the founding of this country. These groups of faculty provide a variety of unique professional experiences to their students; they offer financial savings and scheduling flexibility for their colleges and on many levels, adjuncts offer a range of other valuable contributions to their institutions. The purpose of this study was to examine the experiences that community college adjunct faculty had with college teaching and implementation of the Teacher Work Sample. Another objective was to see how the completion of Teacher Work Sample contributed to the adjuncts\u27 reflective thinking about teaching and learning and whether the TWS experience prompted them to new ways to look at their teaching practices. Teacher Work Sample methodology was chosen to be the foundation of this experience due to its growing popularity with education programs. This was a qualitative case study in which data were gathered through individual face-to-face interviews, focus group interviews, observation of the TWS training workshop and the overall ratings of adjunct TWS units (on a scale of 1 to 3) through the use of the TWS scoring rubrics. The study involved a total of six adjunct participants that were subject to the part-time provisional certification requirements of the Des Moines Area Community College, and who were currently teaching associate degree and technical diploma level courses at the community college. This study indicated that the Teacher Work Sample methodology was perceived to be an effective tool to assist in the professional growth of adjunct faculty members. This study is consistent in its findings with other studies that suggest that the TWS is an assessment method that is a valid tool to assist in the training of modern teachers. Previously Teacher Work Sample methodology has only been used to demonstrate teaching preparedness of the teacher candidates. This research presented adjunct community college faculty members to be a new target audience of the TWS method