How and Why Do Adjunct Instructors Affect Students’ Academic Outcomes? Evidence From Two-Year and Four-Year Colleges
Using student transcript records and detailed college instructor employment information from one state, this CAPSEE working paper examines whether adjunct faculty have different impacts on student academic outcomes than tenure-track and tenured faculty.
From “Additive” to “Integrative”: Experiences of Faculty Teaching Developmental Integrated Reading and Writing Courses
Using interview, focus group, and case study data, this paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses.
Predicting Online Student Outcomes From a Measure of Course Quality
This paper introduces an online course quality rubric addressing four quality areas, and it examines the relationship between each quality area and student end-of-semester performance.
Examining Faculty Questions to Facilitate Instructional Improvement in Higher Education
This article uses qualitative data from a multi-campus study of instructional reform in developmental education to present a typology of questions raised by community college faculty teaching in reformed contexts.
Redesigning Arithmetic for Student Success: Supporting Faculty to Teach in New Ways
This chapter describes a promising approach to teaching developmental arithmetic and prealgebra and presents findings on a faculty support network that helped instructors adopt new teaching strategies.
