Full-time faculty (60%) are more
likely to participate in retention related activities
than adjunct faculty (53%).
A high percent of full-time faculty (92%)
and adjunct faculty (90%) meet with students before and
or after class.
A high percent of full-time (91%) and
adjunct faculty (94%) talk to students who do poorly on
tests or assignments.
Approximately l/3 of the faculty
respondents call students when they miss class --full-time
faculty (37%) and of adjunct faculty (36%).
Approximately l/4 of the survey
respondents participate in the Early Warning (26%).
Full-time faculty (81%) are more
likely to encourage students to form study groups than
adjunct faculty (67%), refer students having personal
problems to counseling (full-time faculty 57%, adjunct
faculty 42%), refer students having difficulty to
tutoring services (full-time faculty 80%, adjunct faculty
59%), or participate in the Early Warning System (full-time
faculty 27%, adjunct faculty 24%).
Of the survey respondents, few full-time
faculty (14%) and adjunct faculty (9%) utilize electronic
discussion groups in class.