Relevant bibliographies by topics / Adjunct instructor

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Adjunct instructor'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Adjunct instructor"

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Buffardi, Harry C. "The Role of Adjuncts in Assessment: Perspectives of a Former Adjunct Instructor." New Directions for Community Colleges 2019, no. 186 (2019): 43–48. http://dx.doi.org/10.1002/cc.20354.

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Koharchik, Linda, and Karen Jakub. "Starting a Job as Adjunct Clinical Instructor." AJN, American Journal of Nursing 114, no. 8 (2014): 57–60. http://dx.doi.org/10.1097/01.naj.0000453049.54489.d2.

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Hall, Nicole, and Melanie Chichester. "How to Succeed as an Adjunct Clinical Nurse Instructor." Nursing for Women's Health 18, no. 4 (2014): 341–44. http://dx.doi.org/10.1111/1751-486x.12139.

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Wise, Michael Joseph. "Does it Matter if Students Have the Same Instructor for Both Lecture and Lab Sections? An Analysis of Introductory Biology Students." Journal of the Scholarship of Teaching and Learning 17, no. 1 (2017): 1–14. http://dx.doi.org/10.14434/v17i1.19583.

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With the goal of increasing the immediacy of the relationship between tenure-track professors and students, science departments in liberal arts colleges may try to arrange their curriculum so that students have the same professor in both the lecture and the lab section of introductory courses. While this goal seems laudable, empirical data are currently lacking to justify the logistical hurdles and professional sacrifices likely required to match professors to students in both lecture and lab sections of large courses. To address this data gap, I analyzed student evaluations and grades from th
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Durso, Maria. "Reflections from an Adjunct: How the Scholarship of Teaching and Learning Empowers the Part-Time Instructor." InSight: A Journal of Scholarly Teaching 6 (August 1, 2011): 37–42. http://dx.doi.org/10.46504/06201103du.

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Pittenger, David J. "Grammatik V: A Review." Teaching of Psychology 19, no. 4 (1992): 245–46. http://dx.doi.org/10.1207/s15328023top1904_15.

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Grammatik V is a program that will proofread text for basic errors in grammar, style, usage, and punctuation. It has several features that make it attractive for psychologists. The program allows the instructor to modify existing rules, create new rules specific for psychology, and edit the help and advice screens. When the program detects a potential error, it provides advice for remedying the problem and allows the user to edit the problem. This program is a useful adjunct for helping students learn APA editorial style and prepare written assignments for their courses.
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Levin, Rona F. "Integrating Evidence-Based Practice With Educational Theory in Clinical Practice for Nurse Practitioners: Bridging the Theory Practice Gap." Research and Theory for Nursing Practice 24, no. 4 (2010): 213–16. http://dx.doi.org/10.1891/1541-6577.24.4.213.

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I am delighted to introduce my colleague, Dr. Lucille Ferrara, as the author of this issue’s Evidence-Based Practice (EBP) column. Having been a preceptor for Pace’s family nurse practitioner (FNP) students, an adjunct clinical instructor, and now one of our esteemed full-time faculty members, she has had a wealth of experience in facilitating the learning of FNP students, especially with regard to incorporating EBP into clinical decision-making as an integral part of advanced nursing practice. The column that follows combines Dr. Ferrara’s clinical teaching experience with some theoretical ap
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D'Elia, Louis Peter, Richard Gunter, and Timothy R. Wiseman. "The Best Course of Action." Case Studies in Business and Management 6, no. 1 (2019): 15. http://dx.doi.org/10.5296/csbm.v6i1.14942.

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This case describes the ethical and legal challenges facing Dr. Caroline Webster, Director of Graduate Business Programs at MNU. She was facing one of the more unpleasant tasks of her job in determining how to proceed with a complaint by one of the university’s master’s students by the name of Bob Golden. Although a solid and intelligent student in his own right, Bob continuously challenged his grades, causing some faculty and administration to grow weary of his seemingly constant complaints. Dr. Webster wistfully recalled no less than a dozen unrelated prior instances. However, this current c
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Adair, Jennifer. "Democratic Utopias: The Argentine Transition to Democracy through Letters, 1983–1989." Americas 72, no. 2 (2015): 221–47. http://dx.doi.org/10.1017/tam.2015.2.

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On May 1, 1989, María, a high school teacher from Buenos Aires, wrote a letter to President Raúl Alfonsín as he began his final months in office. The country was in the midst of a hyperinflation crisis and elections were set for just two weeks away. Earlier in the day, María had heard the president's last address to the congress, and she felt compelled to write him. “My friend,” she began, as she recounted how she and her husband, an adjunct university instructor, had worked hard over two decades of marriage, weathering continuous financial difficulties and the sensation of “always having to s
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Kaye, Alan S. "An interview with Peter Ladefoged." Journal of the International Phonetic Association 36, no. 2 (2006): 137–44. http://dx.doi.org/10.1017/s0025100306002519.

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In this 2005 interview, Peter Ladefoged, Distinguished Professor of Phonetics Emeritus at UCLA and USC Adjunct Professor, spoke candidly about his long and distinguished career as a scholar and instructor, as a former President of the Linguistic Society of America (LSA), and as an editor of the Journal of the International Phonetic Association (JIPA). Professor Ladefoged died on 24 January 2006, and numerous tributes to him have since appeared, including in JIPA 36.1 (June 2006). Among the topics treated in this interview are: the history and future of phonetics, the founding and growth of the
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Dissertations / Theses on the topic "Adjunct instructor"

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Hyland, Cheryl. "A Comparative Study of Instructor Status on Student Success and Retention at Motlow State Community College." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3008.

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Data from the National Center for Education Statistics projects total enrollment in post secondary degree-granting institutions to increase 15% from 2010 to 2021 (U.S. Department of Education, 2012). National and state education efforts such as President Obama’s American Graduation Initiative, Tennessee’s Drive to 55, and Tennessee Promise encourage Americans to expand their educational pursuits in order to increase the number of individuals completing a post secondary degree. As states adopt funding formula measures tied directly to student success and retention, higher education institutions
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Harber, Ivan Franklin. "A study of the effects of completing an instructor effectiveness course on the accountability measures of adjunct community college faculty." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001763.

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Woodworth, Julie Ann. "Predictive factors impacting intent to stay teaching for associate degree adjunct clinical nurse faculty." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/hpd_con_stuetd/37.

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Background: The full-time nurse faculty shortage has resulted in nursing programs employing adjunct nursing faculty heavily into the clinical teaching component to fill the gap. Many adjunct faculty members continue to teach semester after semester; however, there is a lack of evidence to support the predictive factors that facilitate intent to stay teaching. Purpose: The purpose of this study was to better understand predictors of intent to stay teaching for associate degree (AD) adjunct clinical nurse faculty. Theoretical Framework: Frederick Herzberg’s two-factor motivator-hygiene theory (1
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Tyndall, Christy L. "CALLED TO TEACH: A MIXED METHODS EXPLORATION OF COMMUNITY COLLEGE ADJUNCT FACULTY’S TEACHING SELF-EFFICACY." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4715.

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Adjunct faculty teach over 50% of courses in U.S. higher education but little is known about them as educators. Strong evidence has been found in the K-12 literature demonstrating the link between teachers’ beliefs, instructional practices, and subsequent student outcomes. Teaching self-efficacy, beliefs in one’s capabilities to perform specific tasks in a particular context, is an important contributor to motivation and performance (Tschannen-Moran et al., 1998). This research advances teaching and learning literature in higher education and provides insight into an understudied population of
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Kemerait, Janet Perkins. "PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNING AND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4361.

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The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions. Internet-based best practice and recommended practice pedagogical methods and strategies were ide
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Kiser, Lyda Costello. "Instruction and Assessment Technique Choices of Adjunct Humanities and Social Science Instructors in Virginia Community Colleges." Thesis, George Mason University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271939.

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<p> Issues of instruction and assessment at community colleges are influenced by the high percentage of classes taught by adjunct faculty. In 2014 for the Virginia Community College System, part-time instructors comprised 70.3% of instructional faculty. This dissertation describes the instruction and assessment technique choices of adjunct instructors in humanities and social sciences at five Virginia community colleges, identified through survey, interview, and observation data, and what influences instructors in this study make choices about what techniques to use. Profiles of observed instr
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Lapke, Shalyn. "Examining Job Satisfaction Online Adjunct Instructors': A Phenomenological Study." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/33.

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The study of job satisfaction for professors in the work place has been prevalent in the research for decades (COACHE, 2007). As online education grows exponentially each year (Allen & Seaman, 2006), this aspect of professorial teaching is emerging as an increasingly critical factor. Many professors that teach in the online sector have taught or are currently teaching in a face-to-face setting as well (Preziosi & Gooden, 2003). Also, many of the professors teaching online courses in the higher education arena are being hired as adjunct instructors. There is a lack of literature dealing with th
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Kight, Deborah Wylie. "Exploring Adjunct Instructors' Decisions to Pursue Disciplinary Action for Plagiarism." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747961.

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<p> The purpose of this qualitative case study was to explore <i>how </i> and <i>why</i> adjunct instructors address incidences of student plagiarism at a small, private institution in North Carolina. The researcher sought to identify the factors used in determining to address plagiarism, informal sanctions used, and perceived barriers to addressing plagiarism. Rational choice theory was the foundation by which the study was designed, analyzed, and discussed. The study consisted of 56 adjunct instructors: 39 questionnaire participants, 13 semi-structured interview participants, and four focus
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Geilman, Douglas J. "Experiences of Instructors Using Ready-to-Teach, Fixed-Content Online Courses." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7052.

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Online instruction is now the prevalent tool for distance learning. Understanding the adaptable role of the instructor in online distance education is pivotal in the work of comprehending its affordances and limitations. Although there are some commonalities between all forms of online teaching, experiences instructors have may vary depending upon the structure of the online course. The ready-to-teach, fixed-content format merited further study because of the degree to which it unbundles or disaggregates traditional instructor responsibilities by removing the work of determining what to teach
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Schwartz, Carol A. "An Analysis of Instructional Practices of Contingent Faculty in Community Colleges." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1352149067.

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Books on the topic "Adjunct instructor"

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Becoming a new instructor: A guide for college adjuncts and graduate students. Routledge, 2011.

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Snow, Marguerite Ann. The adjunct model of language instruction: Integrating language and content at the university. Center for Language Education and Research, University of California, Los Angeles, 1988.

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Bettinger, Eric. Do college instructors matter?: The effects of adjuncts and graduate assistants on students' interests and success. National Bureau of Economic Research, 2004.

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Wong, Ovid. Instructor Primer for Adjunct and New Faculty: Foundations for Career Success. Rowman & Littlefield Publishers, Incorporated, 2013.

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Instructor Primer for Adjunct and New Faculty: Foundations for Career Success. Rowman & Littlefield Publishers, Incorporated, 2013.

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Mulder, Tom. English Composition Teacher's Guidebook: How to Survive As an Adjunct or Part-Time Instructor. Equinox Publishing Limited, 2020.

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Mulder, Tom. English Composition Teacher's Guidebook: How to Survive As an Adjunct or Part-Time Instructor. Equinox Publishing Limited, 2020.

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Adjunct Professor's Complete Guide to Teaching College: How to Be an Effective and Successful Instructor. Blue River Press, 2019.

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Guide to Classroom Instruction for Adjunct Faculty. 2nd ed. Amer Chemical Society, 2005.

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Publishing, Aknybm1. I'm an Adjunct Instructor Not a Magician but I Can See Why You Might Be Confused: Funny Job Career Notebook Journal Lined Wide Ruled Paper Stylish Diary Planner 6x9 Inches 120 Pages Gift. Independently Published, 2020.

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Book chapters on the topic "Adjunct instructor"

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Thomerson, John. "Open Classrooms, Problem-Based Learning, and Adjunct Instructors." In Problem-Based Learning in the College Music Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9781351265249-3.

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Stammers, R. B., and G. C. Morrisroe. "Linking Computer-Based Instruction and Simulators: Adjunct Training." In Advances in Manufacturing Technology. Springer US, 1986. http://dx.doi.org/10.1007/978-1-4757-1355-8_41.

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Babb, Danielle. "Administrative Best Practices to Retain Online Faculty." In Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6758-6.ch017.

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This qualitative reflection explores the adjunct instructor perspective and identifies reasons faculty indicate for changing institutions or leaving higher education altogether. Losing faculty is costly in many areas: training new hires, a poor reputation, students questioning instructor turnover, explaining turnover to accrediting agencies, low instructor morale, and a lack of interest or dedication to the institution. Instructors believe administrators have the power to influence change in these areas and, by not doing so, assume administrators are not concerned about retention, fair pay, and a working environment conducive to an engaged faculty base. Administrators can improve faculty retention, working environment, school perception, and attract seasoned instructors by 1) taking a hard look at the reasons faculty are frustrated and/or burned out, 2) bringing in advisors to work with students, and 3) not overburdening faculty who are hired to instruct a course with administrative or micromanaged tasks.
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Mandernach, B. Jean, and Rick Holbeck. "Holistic Evaluation and Support of Remote, Adjunct Faculty." In Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6758-6.ch018.

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Remote, adjunct faculty are becoming a large population for many institutions as online learning continues to grow. Because of the growth in this population of instructors, traditional means of evaluating faculty may not be efficient or scalable. Learning management systems (LMSs) can provide teaching analytics for many instructional behaviors. By building an analytics dashboard that collects instructor and student behaviors in online classrooms, institutions may be able to evaluate and support instructors in a more cost-effective and efficient way. This chapter will discuss the use of teaching analytics and their role in creating a holistic approach to teaching evaluation and faculty support.
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Bedford, Laurie. "The Adjunct’s Role in Delivering Quality Online Instruction." In Cases on Technologies for Educational Leadership and Administration in Higher Education. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch017.

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Efforts to promote the distinctiveness of online programs in an increasingly competitive market have led to a focus on instructor expertise and instructional quality. The part-time instructor, who is most often charged with facilitating online courses, is commonly viewed as a liability to the integrity of the instructional process. However, little is known about the true nature of the motivations or competencies of this group of instructors. Most often, they are perceived as a homogeneous group with similar motivations and levels of expertise. This case challenges this notion by focusing on a single instructor categorized as a full-time, professional adjunct and is characterized by her colleagues as highly skilled. The case participant describes challenges and best practices that support her in providing quality instruction. These best practices subsequently are discussed as strategies to inform decisions upon which marketing efforts are dependent.
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Hedden, Kyle R. "Providing Course-Specific Instructor Resources in Online Classes With a Standardized Curriculum." In Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6758-6.ch005.

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For institutions that utilize a standardized curriculum for their online programs, providing faculty with course-specific instructional resources can enhance teaching effectiveness by streamlining individual faculty's content development and freeing instructional time to focus on interaction and feedback. But for faculty to benefit from course-specific resources, they must 1) be aware that the resources are available, 2) be able to efficiently access the resources, and 3) deem the resources valuable enough to utilize. This chapter explores two different approaches (library guide and instructor manual) for providing course-specific resources to remote, adjunct instructors and discusses the relative advantages/drawbacks of each approach. Recommendations are provided to assist institutions that utilize a standardized online curriculum to support teaching effectiveness of remote, adjunct faculty more effectively.
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Andrews, Sharon K., Lisa Lacher, and Todd W. Dunnavant. "Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement." In eLearning Engagement in a Transformative Social Learning Environment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch005.

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The philosophical beliefs of instructors directly impact how a course is designed, the extent to which each instructor's belief systems may impact the course experience, and the beliefs that may underlie instructional design and engagement systems throughout the instructional process. The focus of this discussion evolves around the philosophical belief systems of three higher education instructors at different points in their career trajectory, from adjunct instructor to full professor, that focuses upon an analysis of philosophical beliefs associated with the teaching and learning process, that leads into the potential impact upon one's elearning instructional decisions and styles of instructional engagement that may support a better understanding of styles of transformative social learning environments within the higher education elearning instructional environment.
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Taylor, Cathy L., and Lisa M. Bunkowski. "Examining the Evolution of Key Characteristics in Faculty Mentoring Programs for Online Adjunct Faculty." In Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6758-6.ch015.

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Geo-separated adjunct faculty often experience isolation as a result of minimal contact with their institutions. This can have a negative impact on their success and that of their students. Leadership at Park University recognized these challenges and has been providing peer mentoring to online undergraduate faculty for two decades. The pioneer program paired new online faculty with experienced faculty who were paid a small stipend to provide technical assistance and guidance. The Online Instructor Evaluation System (OIES) was developed soon after. In 2007, the mentoring component expanded with the Online Instructor Mentoring Program (OIMP). This chapter explores the rich history of mentoring online faculty at Park and compares characteristics from the developmental stage of the OIMP and the current version of the OIMP as models for program design. Factors include discipline-specific mentoring, compensation, workload, access, ratios, professional development, a resource center, oversight, and a transformative mentoring community. Motivational incentives are also examined.
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Falk, Audrey Faye, Christina M. Berthelsen, and Linda Meccouri. "Appreciative Inquiry and Graduate Students' Professional Development." In Advances in Human Resources Management and Organizational Development. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9675-2.ch015.

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This chapter focuses on the use of appreciative inquiry in higher education and community contexts, providing an extensive review of this literature. Furthermore, the chapter describes how appreciative inquiry has been applied within the Community Engagement Program at Merrimack College. Jointly written by the program director, a graduate student, and an adjunct instructor, the chapter includes all three voices and perspectives. It includes lessons learned that may be generalizable to business and organizational contexts.
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Rakich, Sladjana Sandy, Sonia Rodriguez, and Ronald Morgan. "The Transition of a School Counseling Program." In Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1622-5.ch010.

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This chapter outlines the evolution of a Master of School Counseling Program from a traditional in-person model to an asynchronous online program with an integrated field experience component. It utilizes a case study approach to how this transition occurred with an overview of the process and strategies used for the program course redesign presented. The primary goal of the redesign efforts was to sustain efficient student instructor engagement in an online setting while training aspiring school counselors for the complex 21st century educational settings. This chapter also includes a brief literature review of best practices, rubrics used for program development, progress monitoring, and program assessment. Additionally, descriptive data that is presented illustrates the perspectives of adjunct faculty and students in regard to teaching effectiveness, student engagement and satisfaction in an asynchronous fast paced online program.
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Conference papers on the topic "Adjunct instructor"

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Omar, Megawati, and Darmarajah Nadarajah. "Adjunct language instruction and schema theory." In 2010 International Conference on Science and Social Research (CSSR). IEEE, 2010. http://dx.doi.org/10.1109/cssr.2010.5773790.

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Glancy, Sarah Elizabeth, Kristen St. John, Megan H. Jones, and Thomas E. Gill. "THE IMPORTANCE OF PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR ADJUNCT INSTRUCTORS." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-300104.

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Lee, Gun, Seungjun Ahn, William Hoff, and Mark Billinghurst. "AR Tips: Augmented First-Person View Task Instruction Videos." In 2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2019. http://dx.doi.org/10.1109/ismar-adjunct.2019.00024.

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A. McLaughlin, Laura, and Joanne Ricevuto. "Virtual Instruction Support for Faculty." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4765.

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Aim/Purpose: This research study explores the challenges, successes, and supports de-sired in implementing virtual learning following a survey of faculty for their experiences and interests. Faculty in higher education need quick, practical tools and strategies to enhance teaching and learning in a virtual classroom. Background: The sudden and ongoing COVID-19 pandemic had created an urgency to transition to a virtual learning environment, yet expectations for faculty to teach virtually may not have matched best practice and current research. Methodology: This qualitative research begins with
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Boisse, Roger. "Operational Training: The Role of Simulators in Plant Operations." In 16th Annual North American Waste-to-Energy Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/nawtec16-1941.

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It’s 4 a.m. and the crane operator is a little overzealous, which is starting to show inside the boiler. The bad news is that by the way he’s feeding the chute, it’s only a matter of time until the control room operator loses control of the combustion process, the temperature drops and they’ll face the consequences. The good news, this is a drill. It’s only a drill. And the situation they’re facing is only a simulation. As part of its core training program for plant operating personnel, Wheelabrator Technologies relies on a special computer simulator, licensed from Von Roll Inova, that’s as cl
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Ho, Jen, Andrew Keenlyside, Jake Sieradzki, Su Hua Sim, and Mark Hughes. "Validating a novel visual field assessment app: A pilot study." In VIRTUAL ACADEMIC SURGERY CONFERENCE 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.04.001.4.

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Introduction The paper Cullen chart has been a validated adjunct to perimeters in detecting scotomas for various neuro-ophthalmological pathologies for decades. It was digitized into a prototype-app to empower future users to conduct remote monitoring of visual fields. This project aimed to refine the apps' usability for future users to self-assess and monitor their visual fields by exploring the difficulties faced using the app, to gather feedback, and subsequently to improve its usability for future iterations to objectively compare iterations using the MAUQ scores. Methods Participants (n =
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Pan, Hongli, Ping He, and Guangzhong Liu. "Repair Technology for Single Deck Distortion of Floating Roof Tank." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64422.

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The repair welding procedure and assembly method that is considered as the key of repair single deck distortion are pointed out in this paper. Also presented is the repair plan of single deck distortion which consists of four stages: stress release, distortion repair, stress adjusting, and sequential assembly. The steps and technical requirements of repair single deck distortion are as follows: Step 1: Installing repairing platform — The platform should have enough stiffness, or else it will influence the repair effect of single deck distortion. Step 2: Inspecting the stress and distortion of
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Kaplan, Dana, and Maya Wizel. ""MIND THE GAP": THE TRANSFORMATIVE LEARNING PROCESS OF SECOND LANGUAGE PRACTITIONERS WHEN BECOMING SCHOLARS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end056.

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This paper is about transformations from knowing to not-knowing and from doing to becoming. The paper’s focus is an ongoing research project on a new Doctorate program in Modern Languages studies (DML) and the process that the students in this program undergo when transitioning from being practitioners to becoming novice scholars. This program is part of a conscious effort to create an academic field whereby scholarly and professional types of knowledge are organically co-produced and this interlaced knowledge is expected to fertilize practitioners’ professional practices. The program’s gradua
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Choate, Rober, and Kevin Schmaltz. "Improving Student Design Skills Through Successive Design and Build Projects." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14734.

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Mechanical Engineering students at Western Kentucky University (WKU) are given instruction and must demonstrate their abilities to execute design projects during each of their four years of study. The features and goals of these projects are governed by a Professional Plan, which assures that graduates of the program have experienced key areas of the engineering profession and shown the ability to perform in an acceptable professional manner. The Engineering Design component of the Professional Plan is the focal point of the professional experiences. For students to be able to execute a struct
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Reports on the topic "Adjunct instructor"

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Percival, Georgann. The Adjunct Model of Content-based Instruction: A Comparative Study in Higher Education in Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7178.

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2

Bettinger, Eric, and Bridget Terry Long. Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success. National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10370.

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