Thesis advisor: Philip Altbach / As the number of part-time faculty in higher education rises, colleges and universities have begun to offer additional services and support to their part-time faculty in an attempt to attract and retain instructors who contribute to the institution. However, few institutions consider that the needs of their part-time faculty may differ; most seem to anticipate that the programming and services they offer will be equally desirable to all adjuncts. This study surveyed a sample of part-time faculty in Massachusetts to determine if faculty with differing backgrounds and motivations for teaching might desire different types of support and services from the college or university where they taught. A survey instrument was created using questions from the National Survey of Post-Secondary Faculty and included questions about interest in specific institutional services and support. An analysis of the results indicates that the faculty in this study fit into a modified form of the typology proposed by Gappa and Leslie in 1993. The relationship between these "types" and interest in the supports and services was analyzed using standard statistical techniques. Results of the study indicate significant difference in the interests of these faculty based on their faculty type. Reasons for these differences are proposed and suggestions for how colleges and universities might act on this knowledge are offered. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

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The study of job satisfaction for professors in the work place has been prevalent in the research for decades (COACHE, 2007). As online education grows exponentially each year (Allen & Seaman, 2006), this aspect of professorial teaching is emerging as an increasingly critical factor. Many professors that teach in the online sector have taught or are currently teaching in a face-to-face setting as well (Preziosi & Gooden, 2003). Also, many of the professors teaching online courses in the higher education arena are being hired as adjunct instructors. There is a lack of literature dealing with the satisfaction of the educator in online teaching. Therefore, the goal of this study is to fill that gap pertaining to job satisfaction for online adjunct instructors. A phenomenological study using Herzberg‘s two factor theory was undertaken to examine the job satisfaction of a group of online adjunct instructors at a medium sized private university in the southeastern United States. Participants noted that they experienced issues with barriers in communication due to the lack of face-to-face interactions with students, found it more difficult to ensure student success, noted a lack of student readiness and it was difficult to form meaningful relationships with students online. Overall the participants noted that they would continue to teach online despite the overwhelming mention of job dissatifiers. The major conclusion of the findings yielded that flexibility was the number one reason that these participants taught online.

The purpose of this research was to explore the impacts of the COVID-19 pandemic on the experiences of adjunct faculty. The COVID-19 pandemic resulted in unparalleled disruption around the globe. Challenges that were faced in higher education included health and safety protocols, social distancing, emergency remote teaching, and closing campuses while trying to maintain quality of the education and perceived value for the student. Adjunct faculty play a significant role in higher education, teaching and supporting academic programs. Given the reliance on the use of adjunct faculty and recognizing the link between job satisfaction and performance, the experiences of adjunct faculty should be taken under consideration by higher education policymakers. The purpose of this narrative analysis study was to understand how the impacts of the COVID-19 pandemic affected the experiences of adjunct faculty related to institutional supports and student relationships, as well as desire to persist teaching as adjunct faculty. The findings of the study revealed the following themes: adjunct faculty as trusted professionals, prior experience and technical support, disinclination to integrate technology into teaching, lacking student interactions during the pandemic, student camera usage, fair compensation for adjunct faculty, adjunct faculty commitment and dedication, and teaching practices adopted following the pandemic.

The purpose of this study was to explore the relationship between the environment and the satisfaction of certain part-time university faculty members. A web-based, confidential questionnaire was made available to voluntary participants. The data collection occurred during the Fall semester of 2004. The survey provided data from 10 Louisiana universities in the top four Carnegies categories of Doctoral Extensive, Doctoral Intensive, and Masters I and II universities. Though a total of 610 faculty members participated in this study, the final sample included 542 participants. The research questions of this study focused on job status (part-time or full-time) and academic discipline (liberal arts or business). These were the two major categories from which participants were solicited and into which the participating faculty members were divided. The research utilized Benjamin's (1998) categorization on what he considered to be two "umbrella" groups of faculty members: liberal artsrelated disciplines and vocationally-related disciplines. This latter cluster was represented in this study by colleges of business, which fit into that category. The study also used Linda Hagedorn's (2000) conceptual framework, which contends that certain motivators, hygienes, triggers, and environmental factors have a significant relationship to faculty satisfaction. Her framework is based in large part upon Herzberg's (1959) work, which developed the concept of motivators and hygienes as significant predictors of worker satisfaction. Hagedorn's conceptual framework was modified to address certain environmental conditions that are unique to part-time faculty members. The regression models for both full-time and part-time faculty are highly significant (p = .001) and account for 52.6% of the variance in the full-time population and 64.6% for the parttimers. Six variables indicated significant differences between full-time faculty and part-time faculty, five at the .001 level. Four variables indicated significant differences between liberal arts and business faculty: climate of the university (p <.01), climate of the college (p < .05), climate within the department (p <.05), and overall satisfaction between Benjamin’s (1998) categories.

Leaders at a local community college in southern California ascertained that adjunct faculty members felt disconnected from the school and were not properly socialized to the culture of the school. The purpose of this case study was to help leaders learn adjunct faculty's perceptions of the socialization process. Organizational socialization theory and occupational socialization theory provided the theoretical framework for this study. Purposeful sampling was used to select 12 adjunct faculty to participate in face-to-face interviews. Data were collected via open-ended interview questions. These data were then transcribed, coded, and searched for themes. Coding was completed using Microsoft Word to search for common words and phrases. The 6 major themes were identified as follows: working conditions, voice and perception of adjuncts, mentoring, budget, lack of involvement in campus activities, and the desire to become a fulltime faculty member. A 3-day profressioanl development workshop pertaining to mentoring was identified as the project outcome. The results from this study could facilitate positive social change by helping this college, as well as other community colleges, assist adjunct faculty with their socialization processes. Better socialization could lead to committed adjunct faculty members who are more satisfied, informed, and engaged. When adjunct faculty feel more a part of the college, this engagement could result in improved understanding of the curriculum, more organizational commitment, and greater faculty dedication to the college's mission.

This study examines the role of voiceless and voiced fricatives as the first consonant in word-initial true consonant clusters and adjunct clusters. Specifically, this study sought evidence to determine whether the lack of voiced fricatives, such as /z/ and /v/, in English word-initial true and adjunct clusters is due to an active ban or an accidental gap in the language's phonotactics. This study also looked into whether the voiceless alveolar fricative /s/ is the only fricative that can play the role of adjunct segment in word-initial adjunct clusters, or whether other fricatives, such as the voiced alveolar fricative /z/, or the voiceless and voiced labiodental fricatives /f/ and /v/ could also be adjunct segments in word-initial adjunct clusters. Fourteen native English speakers were asked to pronounce a list of non-words containing word-initial clusters with /s/, /f/, /z/, and /v/ as the first consonant and /r/, /l/, /n/, /k/, and /g/ as the second consonant. The clusters were chosen to represent different voicing statuses and places of articulation for the first consonant in the cluster, in addition to differing sonority distances between the first consonant and the second consonant of the word-initial cluster. The native English speaker productions were recorded and acoustically analyzed in order to determine the exact pronunciations each speaker used for each target cluster. The results were then statistically analyzed to reveal patterns. Results showed that the lack of voiced fricatives as the first consonant in word-initial position of true clusters in English is due to an accidental gap, due to the relatively numerous correct productions of such clusters. The the lack of voiced fricatives as the first consonant in word-initial position of adjunct clusters in English, however, is due to an active ban, due to the difficulty that the native English speakers had in correctly producing such clusters. This study also concluded that while /s/ is the only adjunct segment in English, /f/ could also play that role.

Titre de la thèse : Développement de thérapies adjuvantes associées à l'anti-cytoadhérence. Résumé : L'antigène de surface PfEMP-1 (P. falciparum Erythrocyte Membrane Protein-1) encodé par 60 gènes de la famille var du parasite, est un facteur de virulence du paludisme touchant l'Homme. Les différents variants de PfEMP-1 sont impliqués dans la cytoadhérence des érythrocytes infectés par P. falciparum (iRBCs) avec plusieurs récepteurs de l'endothélium vasculaire de l'hôte. Parmi eux, l'interaction avec ICAM-1 semble être liée à des manifestations sévères de la maladie telles que le paludisme cérébral. La majorité de la mortalité due à un paludisme sévère est observée dans les 24 heures après admission à l'hôpital, malgré l'utilisation d'antipaludiques efficaces, soulignant ainsi un besoin urgent en thérapies adjuvantes ciblant spécifiquement la cytoadhérence.Le site d'interaction d'ICAM-1 avec les érythrocytes infectés a été identifié au niveau du « BED side » de son domaine N-terminal, similaire à celui des immunoglobulines. Les variants antigéniques de P. falciparum capables de se lier à ICAM-1 présentent des différences subtiles au niveau des résidus responsables de cette interaction. La boucle DE semble être l'élément commun des sites de fixation à ICAM-1 pour trois variants de P. falciparum (ITO4-A4, ITO4-C24 and ItG-ICAM) et fut ainsi choisie par le groupe de Matthias Dormeyer comme cible pour un criblage in silico. Une librairie de structures de petites molécules fut criblée en utilisant une technique d'alignement moléculaire fournie par le programme 4Scan. Grâce à cette étude, la molécule (+)-epigalloyl-cathechin-gallate (EGCG) fut identifiée comme un inhibiteur d'interaction très spécifique et dose-dépendant pour deux des trois variants.Notre projet fut de développer des composés anti-adhésifs capables d'inhiber ou de supprimer l'interaction des hématies infectées avec les récepteurs endothéliaux. Tout d'abord, nous avons réalisé une série de substitues tetrahydroisoquinolines, analogues au composé naturel EGCG précédemment découvert. Ensuite, nous avons basé notre recherche sur la synthèse de composés peptidiques simulant des régions spécifiques d'ICAM-1 qui peuvent être impliquées dans l'interaction avec les variants de PfEMP1. Le design de ces peptides a été dirigé par le groupe du Prof. Tramontano sur la base d'analyses in silico de l'interaction moléculaire entre ICAM-1 (dont la structure cristallographique est connue) et un modèle de PfEMP1. Nous avons étudié les propriétés d'inhibition de la cytoadhérence de plusieurs de ces peptides afin de créer une base pour le design de molécules peptidomimétiques dotées de meilleures propriétés médicamenteuses.Finalement, afin d'élargir notre étude, EGCG a été criblé contre un panel de nouveaux isolats de P. falciparum provenant de patients et capables d'interagir avec ICAM-1. Ses propriétés anti-adhésives ont été étudiées afin de connaitre l'impact des variations de ces souches sur l'interaction et pour guider le design d'un inhibiteur de cytoadhérence à large spectre.INTITULÉ ET ADRESSE DE L'U.F.R. OU DU LABORATOIRE : - Prof. Giuseppe Campiani - Università degli Studi di Siena - Dipt. Farmaco-Chimico Tecnologico. Via Aldo Moro, 2, 53100, Siena (Italy) - Prof. Alister Craig – Liverpool School of Tropical Medicine, Pembroke Place, Liverpool, L3, 5QA, UK. / Thesis title-: Development of anti-cytoadherence adjunct therapies.Thesis abstract-Parasite derived surface antigen PfEMP-1 (P. falciparum erythrocyte membrane protein-1) encoded by 60 var genes, is a virulence factor of the human malaria parasite. PfEMP-1 variants have been implicated in the cytoadherence of P. falciparum infected erythrocytes (iRBCs) to several binding receptors on host vascular endothelium. Among them, binding to ICAM-1 seems to be related to severe manifestations of the disease such as cerebral malaria. The majority of the mortality with severe malaria is seen within 24 hours of hospital admission despite the use of effective anti-parasite drugs, therefore the development of adjunctive therapies specifically targeting cytoadherence is urgently needed.The binding site for iRBC has been mapped to the BED side of the N-terminal immunoglobulin-like domain of ICAM-1, and shows subtle differences in the contact residues used by ICAM-1 binding P. falciparum antigenic variants. The DE loop appears to be a common feature of the ICAM-1 binding sites for three P. falciparum variants (ITO4-A4, ITO4-C24 and ItG-ICAM) analyzed and was selected by Matthias Dormeyer group for in silico screening of a small-molecule structures library using a molecular-alignment technique based on the program package 4Scan. From this study, (+)-epigalloyl-cathechin-gallate (EGCG) was found to inhibit binding of two variant ICAM-1 binding parasites in a highly specific, dose-dependent manner.Our approach to this need has been the development of anti-adhesive compounds to inhibit and reverse the binding of iRBCs to endothelial receptors. Firstly, we developed a series of substituted tetrahydroisoquinolines as analogues of the natural compound EGCG previously identified. Secondly, we based our research on the synthesis of peptidic compounds mimicking specific ICAM-1 regions hypothesized to be involved in the binding with disease-relevant PfEMP1 variants. The design of the peptides has been conducted by the group of Prof. Tramontano on the basis of an in silico analysis of the molecular interaction between ICAM-1 (whose crystal structure is known) and a homology model of PfEMP1. We have evaluated several peptides for their cytoadherence blocking properties and the results of this studies could form the basis for the design of peptidomimetics endowed with better drug-like properties. Finally, to extend previous studies, EGCG has been screened against a panel of new ICAM-1 binding patient isolates of P. falciparum for its anti-adhesive properties to investigate the impact of iRBC strain variation and to guide the design of a broad-spectrum cytoadherence inhibitor.TITLE AND ADDRESS OF LABORATOIRE : Prof. Giuseppe Campiani - Università degli Studi di Siena - Dipt. Farmaco-Chimico Tecnologico. Via Aldo Moro, 2, 53100, Siena, Italy. Prof. Alister Craig – Liverpool School of Tropical Medicine, Pembroke Place, Liverpool, L3, 5QA, UK.

The purpose of this research was to examine the relationship between teaching readiness and teaching excellence with three variables of preparedness of adjunct professors teaching career technical education courses through student surveys using a correlational design of two statistical techniques; least-squares regression and one-way analysis of variance. That is, the research tested the relationship between teacher readiness and teacher excellence with the number of years teaching, the number of years of experience in the professional field and exposure to teaching related professional development, referred to as variables of preparedness. The results of the research provided insight to the relationship between the variables of preparedness and student assessment of their adjunct professors. Concerning the years of teaching experience, this research found a negative inverse relationship with how students rated their professors’ teaching readiness and excellence. The research also found no relationship between years of professional experience and the students’ assessment. Lastly, the research found a significant positive relationship between the amount of teaching related professional development taken by an adjunct professor and the students’ assessment in teaching readiness and excellence. This research suggests that policies and practices at colleges should address the professional development needs of adjunct professors. Also, to design a model that meets the practices of inclusion for adjunct faculty and to make professional development a priority within the organization. Lastly, implement that model over time to prepare adjuncts in readiness and excellence.

The aim of this study is to semantically analyze the use of marked and unmarked adjunct clauses in Middle Egyptian documentary texts in order to investigate the limits of choosing an unmarked form in more informal language use. Both quantitative and qualitative approaches were used in the analysis. The results show that marked adjunct clauses are more frequent than unmarked, and the choice between these two is to a great extent based on the semantic role of the clause. Additionally, unmarked forms can often be regarded as marked, e.g. by tense or mood, and the overall co(n)text, which indicates that markedness should be seen as a continuum, instead of two polar opposites marked and unmarked. Consequently, the results indicate that markedness – although in different forms – is the norm in non-literary Middle Egyptian texts, thus differing from the official language that is used in literary, royal, and religious texts. Furthermore, the present study has a diachronic dimension. The comparison between texts from the earlier and later Middle Kingdom clearly show the development in the use of adjunct clauses that took place between Old and Late Egyptian, when marked forms eventually became the norm in all language use. / Syftet med denna uppsats är att semantiskt analysera markerade och icke-markerade bisatser i mellanegyptiska dokumentära texter för att klargöra gränserna för användningen av icke-markerade former i ledigare språkbruk. För denna studie tillämpades både en kvalitativ och en kvantitativ metod. Resultaten visar att markerade bisatser är mer frekventa än icke-markerade, och att valet mellan dessa två former i stort sett beror på bisatsens semantiska roll. I många fall kan icke-markerade bisatser dessutom vara mer eller mindre markerade, bl.a. med hjälp av tempus och modus. Därför bör fenomenet markerad och icke-markerad betraktas som ett kontinuum istället för två motpoler. Resultaten tyder med andra ord på att markering – om än på olika sätt – är norm i det mindre formella mellanegyptiska språkbruket. Denna norm skiljer sig i detta avseende från det officiella språkbruket, som är typiskt i bl.a. litterära och religiösa texter. Denna studie innefattar dessutom en diakronisk del. Jämförelsen mellan tidigare och senare texter från Mellersta riket visar tydligt den utveckling i användningen av bisatser som skedde mellan gammalegyptiska och senegyptiska, då markerade bisatser till slut blev norm i allt språkbruk.