Students' Perceptions of Part-time and Tenured/Tenure-Track Faculty: Accessibility, Mentoring, and Extra-Class Communication

Authors

Amy M. Bippus, California State University, Long Beach
Catherine F. Brooks, California State University, Long Beach
Timothy G. Plax, California State University, Long Beach
Patricia Kearney, California State University, Long Beach

Abstract

This article examines students' perceptions of teacher accessibility and mentoring ability, as well as students' likelihood of pursuing extra-class communication (ECC) with their instructors, as related to teacher employment status. The article begins with an overview of differences between part-time and tenured/tenure-track faculty members, with particular attention to how these differences may impact students' perceptions of instructors' accessibility. It then addresses the mentoring relationship between students and faculty, and discuss how faculty employment status may affect students' beliefs that they will receive useful mentoring from their instructors. Finally, the article introduces the construct of ECC and explores how faculty employment status of instructors may affect students' ECC decisions.

Recommended Citation

Bippus, A. M., Brooks, C. F., Plax, T. G., & Kearney, P. (2001). Students’ perceptions of part-time and tenured/tenure-track faculty: Accessibility, mentoring, and extra-class communication. Journal of the Association for Communication Administration, 30(1), 13–23.