Impact of working conditions on faculty teaching:
The 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 learnin...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Indiana University Office of Scholarly Publishing
2021-10-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/29899 |
| _version_ | 1818383520370786304 |
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| author | Kathryn Berlin DoMonique Brock |
| author_facet | Kathryn Berlin DoMonique Brock |
| author_sort | Kathryn Berlin |
| collection | DOAJ |
| description | The 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. |
| first_indexed | 2024-12-14T03:07:40Z |
| format | Article |
| id | doaj.art-786605a9f1d54818b45a9d12a9e8648d |
| institution | Directory Open Access Journal |
| issn | 1527-9316 |
| language | English |
| last_indexed | 2024-12-14T03:07:40Z |
| publishDate | 2021-10-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj.art-786605a9f1d54818b45a9d12a9e8648d2022-12-21T23:19:21ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162021-10-01213Impact of working conditions on faculty teaching:Kathryn Berlin0DoMonique Brock1Indiana University Purdue University IndianapolisIndianapolis University Purdue University IndianapolisThe 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.https://scholarworks.iu.edu/journals/index.php/josotl/article/view/29899Working conditionsPart-time facultyJob satistfactionFaculty status |
| spellingShingle | Kathryn Berlin DoMonique Brock Impact of working conditions on faculty teaching: Journal of the Scholarship of Teaching and Learning Working conditions Part-time faculty Job satistfaction Faculty status |
| title | Impact of working conditions on faculty teaching: |
| title_full | Impact of working conditions on faculty teaching: |
| title_fullStr | Impact of working conditions on faculty teaching: |
| title_full_unstemmed | Impact of working conditions on faculty teaching: |
| title_short | Impact of working conditions on faculty teaching: |
| title_sort | impact of working conditions on faculty teaching |
| topic | Working conditions Part-time faculty Job satistfaction Faculty status |
| url | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/29899 |
| work_keys_str_mv | AT kathrynberlin impactofworkingconditionsonfacultyteaching AT domoniquebrock impactofworkingconditionsonfacultyteaching |