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 learni...

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Autores principales:	Kathryn Berlin, DoMonique Brock
Formato:	article
Lenguaje:	EN
Publicado:	Indiana University Office of Scholarly Publishing 2021
Materias:	Working conditions Part-time faculty Job satistfaction Faculty status Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/786605a9f1d54818b45a9d12a9e8648d
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spelling	oai:doaj.org-article:786605a9f1d54818b45a9d12a9e8648d2021-11-10T21:55:55ZImpact of working conditions on faculty teaching:1527-9316https://doaj.org/article/786605a9f1d54818b45a9d12a9e8648d2021-10-01T00:00:00Zhttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/29899https://doaj.org/toc/1527-9316 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. Kathryn BerlinDoMonique BrockIndiana University Office of Scholarly PublishingarticleWorking conditionsPart-time facultyJob satistfactionFaculty statusTheory and practice of educationLB5-3640ENJournal of the Scholarship of Teaching and Learning, Vol 21, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Working conditions Part-time faculty Job satistfaction Faculty status Theory and practice of education LB5-3640
spellingShingle	Working conditions Part-time faculty Job satistfaction Faculty status Theory and practice of education LB5-3640 Kathryn Berlin DoMonique Brock Impact of working conditions on faculty teaching:
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.
format	article
author	Kathryn Berlin DoMonique Brock
author_facet	Kathryn Berlin DoMonique Brock
author_sort	Kathryn Berlin
title	Impact of working conditions on faculty teaching:
title_short	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_sort	impact of working conditions on faculty teaching:
publisher	Indiana University Office of Scholarly Publishing
publishDate	2021
url	https://doaj.org/article/786605a9f1d54818b45a9d12a9e8648d
work_keys_str_mv	AT kathrynberlin impactofworkingconditionsonfacultyteaching AT domoniquebrock impactofworkingconditionsonfacultyteaching
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Impact of working conditions on faculty teaching:

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