Date of Award

4-4-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

T Barrett

Abstract

This study investigates how the impact of part-time faculty status and full-time faculty status influences pedagogical practices and the incorporation of student services in developmental courses. Data from the 2014 Community College Faculty Survey of Student Engagement [CCFSSE] by the Center for Community College Student Engagement [CCCSE] was purchased by the researcher. Using a sample of 5,746 for the pedagogy variables and 6,297 for the student services variables, multivariate analysis of variance [MANOVA] findings suggest that part-time faculty reported using pedagogical practices in a developmental course at a higher percentage than full-time faculty. However, full-time faculty reported incorporating student services more often in a developmental course than part-time faculty except in two areas (i.e., skills lab services and child care services) where there was no statistically significant difference by faculty status.

Download

Share

COinS