ABSTRACT
Studies examining the impact of contingent faculty on students focus on a variety of different outcomes. Ochoa’s literature review offers three outcome categories: student learning, student persistence, and graduation rates. Each of these outcome types can be broken down further into subtypes. The evidence for student retention and completion is more direct than learning outcomes. Bettinger and Long found that students are less likely to persist in a major after exposure to contingent faculty. Eagan and Jaeger noted that first-year students in gateway courses taught by contingent faculty are less likely to stay at the institution for their second year. Although the studies cited in this chapter focus on how students do while they are in college as a result of exposure to contingent faculty, no studies have looked at how students fare after they graduate.
