Identification Landrum, R. Eric. (2009,

¶ … Identification Landrum, R. Eric. (2009, Winter). "Are there instructional differences between full-time and part-time faculty." College Teaching. 57(1): 23-26. Landrum, R. Eric. (2009, Winter). "Are there instructional differences between full-time and part-time faculty." College Teaching. 57(1): 23-26. According to the article "Are there instructional differences between full-time and part-time faculty" by R. Eric Landrum (2009), a number of previous studies have indicated that part-time and full-time faculty members at institutions of higher learning manifest distinct differences in terms of the grades they dispense to students and the quality of their instruction.

Many studies indicate that, in general, part-time teachers tend to award higher grades while full-time faculty members tend to be more available as a supportive presence to students and exhibit greater proficiency as instructors. One study of community college faculty, found that, "compared to fulltime faculty, part-time faculty (a) exhibit less involvement in curriculum, instruction, and scholarship; (b) exhibit less autonomy from the institution; and (c) appear less responsible for institutional behavior" (Landrum 2009: 23).

However, another comparative analysis of community college faculty found no significant differences between the two groups on student evaluation outcomes (Landrum 2009: 23). The variability between the results of studies that attempt to assess relatively similar comparative details, Landrum writes, may be partially due to the unique atmosphere at community colleges and their particular demographic pool of teachers and students. To gain a better idea of how the experience of being part vs.

full-time at an institution could affect pedagogy, in terms of grade distributions and performance issues, Landrum embarked upon a study of comparative data from a more traditional undergraduate venue, that of a large, western four-year comprehensive university (Landrum 2009: 24).

However, in line with the evidence from previous studies mainly on community colleges, Landrum stated that he expected that after reviewing data on demographic characteristics student evaluations, and grade distributions that full-time professors would still rank higher in student evaluations and part-time faculty would be more lenient in terms of their grading (Landrum 2008, p.25).

Logically, this would seem to be supported by the idea that full-time faculty would be more apt to be experienced, have a more in-depth knowledge of their field, and have passed through a rigorous tenure review process of their published works. Part-time faculty are likely to be less experienced and uncertain of what standards to apply in grading, and might even want to ensure that their students 'liked' them more, so they could gain a permanent full-time position at an institution.

Part-time faculty tend to have less institutional support, such as permanent offices. They may lack university telephone and email accounts, which can facilitate student contact and thus improve ratings. However, much to Landrum's surprise, the evident dedication of part-time faculty and their high student ratings did not support his hypothesis.

Not only do the part-time instructors lack technical support and have less experience teaching, they also "teach a greater proportion of lower-division students compared to full-time faculty, who may be less enthusiastic about the academic process" yet results showed no significant deviation in terms of part-time teacher evaluations or the course grades they awarded to students (Landrum 2009, 24).

The abuse of adjunct instructors, who are often low-paid and receive little support, is notorious in academia: yet the Landrum analysis suggests that even in the absence of high salaries, benefits, and support, these teachers are willing to exercise a comparable level of effort as their full-time colleagues. Given that cash-poor universities are increasingly turning to cheaper part-time teachers to balance their budgets, the study's conclusions will prove heartening to many members of.