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Teaching, Engagement, and Support: A CCFSSE Analysis of Full- and Part-Time CTE Faculty in Community Colleges

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Title: Teaching, Engagement, and Support: A CCFSSE Analysis of Full- and Part-Time CTE Faculty in Community Colleges
Language: English
Authors: Michelle E. Bartlett (ORCID 0000-0001-7719-987X), James E. Bartlett (ORCID 0000-0002-5918-7952)
Source: New Directions for Community Colleges. 2025 (212):105-112.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community College Students, Student Surveys, Learner Engagement, Community Colleges, Career and Technical Education, Career and Technical Education Teachers, Teacher Characteristics, Teacher Attitudes, Student Personnel Services, Faculty Development
Assessment and Survey Identifiers: Community College Survey of Student Engagement
DOI: 10.1002/cc.70038
ISSN: 0194-3081
1536-0733
Abstract: This study examines the characteristics, perceptions, and experiences of full-time and part-time career and technical education (CTE) faculty in community colleges using data from the Community College Faculty Survey of Student Engagement (CCFSSE) from 2017 to 2023. Descriptive and inferential analyses in SPSS were used to address four key areas: faculty demographics, perceptions of student engagement and teaching impact, views on student support services, and experiences with professional development opportunities. The findings revealed distinct differences in demographics and faculty perceptions, highlighting areas where part-time instructors often face challenges compared to their full-time counterparts. Insights into the availability, value, and integration of student support services and professional development opportunities underscored disparities and areas for institutional improvement. This study provides actionable recommendations for community colleges to better support CTE faculty, enhance teaching practices, and ultimately improve outcomes for students in these vital programs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494495
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This study examines the characteristics, perceptions, and experiences of full-time and part-time career and technical education (CTE) faculty in community colleges using data from the Community College Faculty Survey of Student Engagement (CCFSSE) from 2017 to 2023. Descriptive and inferential analyses in SPSS were used to address four key areas: faculty demographics, perceptions of student engagement and teaching impact, views on student support services, and experiences with professional development opportunities. The findings revealed distinct differences in demographics and faculty perceptions, highlighting areas where part-time instructors often face challenges compared to their full-time counterparts. Insights into the availability, value, and integration of student support services and professional development opportunities underscored disparities and areas for institutional improvement. This study provides actionable recommendations for community colleges to better support CTE faculty, enhance teaching practices, and ultimately improve outcomes for students in these vital programs.
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      – SubjectFull: Student Personnel Services
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      – SubjectFull: Faculty Development
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