Part-time (also called adjunct or contingent) faculty are generally excellent instructors who care deeply about the success of their students.
The problem is that providing a satisfactory, much less a quality, learning environment requires that a high percentage of those providing the instruction be full-time professionals. Providing a satisfactory learning environment requires
Part-time faculty are underpaid, have no health or retirement benefits, and have poor or no access to college facilities and the instructional environment outside of their classroom. It is the nature of the job that this occurs, not the fault of the dedicated indivdual. At best, the individual can provide quality teaching, but the other equally important factors can only be supported with a full-time position. Research and common sense both support this. This table illustrates some of the differences.
It is the position of the Massachusetts Community College Council that a much higher percentage of our teaching professionals need to be in full-time positions, and that many of the current adjunct faculty are both willing and able to fill these positions.
Dr. Richard Freeland, Commissioner
of Higher Education, has put forward an ambitious plan to raise the
stature of higher education in
· Graduation (or student success) rates at our public colleges
· Production of graduates in key areas of workforce need
· Percentage of adult/working age population with college degrees or certificates
Community colleges have a vital role in achieving these objectives. But as the studies show, the increasing use of part-time faculty is a significant impediment to the Vision Plan’s success.
Isn’t this the model for
the future of higher education?
The New York Times looked into this model and found it seriously deficient. “According to federal statistics and government audits, the university [of Phoenix] relies more on part-time instructors than all but a few other postsecondary institutions, and its accelerated academic schedule races students through course work in about half the time of traditional universities. The university says that its graduation rate, using the federal standard, is 16 percent, which is among the nation’s lowest, according to Department of Education data.”
Dillon, Sam. “Troubles Grow for a University Built on Profits.” New York Times. 11 Feb., 2007.
Jacoby, Daniel. “Effects of Part-Time Faculty Employment on Community College Graduation Rates.” The Journal of Higher Education, Nov/Dec 2008. Vol. 77 Issue 6, 1081-1103.
Jaeger, Audrey. “Contingent Faculty and Student Outcomes.” Academe, Nov/Dec 2008. Vol. 94 Issue 6, 42-43.
Contact your local community college presidents and ask them to increase the number of full-time faculty to increase student success.
Let your legislators know that
your local community college, and that college's President and Trustees, need
more financial support for full-time teaching positions.
College |
Phone |
|
Daniel Asquino |
|
978-632-6600 |
Wayne Burton |
|
978-762-4000 |
Gail Carberry |
Quinsigamond |
508-853-2300 |
Carole Cowan |
Middlesex |
781-280-3200 |
Mary Fifield |
|
617-228-2000 |
Terrence Gomes |
Roxbury |
617-427-0060 |
David Hartlieb |
|
978-556-3900 |
Carole B. Joseph |
|
781-239-3000 |
William Messner |
|
413-538-7000 |
Robert Pura |
|
413-775-1000 |
Dr. Paul Raverta |
|
413-499-4660 |
Ira Rubenzahl |
|
413-781-7822 |
Dr. John Sbrega |
|
508-678-2811 |
Kathleen Schatzberg |
|
508-362-2131 |
Charles Wall |
Massasoit |
508-588-9100 |