Increasing Student Success

Hello, this is David Arendale. Thank you for listening to the essential glossary for increasing postsecondary student success: administrators, faculty, staff, and policymakers. It was a privilege to serve as editor of this third edition of the glossary. The names of the team that produced this reinvented work are provided a little later in this brief podcast episode. If you would like a print copy of the glossary along with the extensive references that were cited throughout the glossary and this podcast, please visit the web page for the College Reading and Learning Association. It is located under the publications menu tab. Then, click on CRLA Resources. You can also search for the glossary by typing that work into the search box located in the upper right hand corner of the web page. Just a brief overview of how we created this audio podcast. Aria was the chief narrator of all podcast episodes. She is an AI synthetic voice provided by the Natural Reader Corporation. The audio was produced by the commercial version of the software that requires an annual license fee. Aria was selected from more than sixty choices. The Natural Reader text to voice system is the only one guaranteed to produce narration that can be played at no additional cost on podcasts, YouTube videos, commercial radio and television, and more. While there is an explosion of AI generated video and audio choices now, read carefully the fine print on where that content can be shared. Most is for personal consumption.  The podcast is available through many channels such as Google, Apple, Spotify, and many others. The host site for the podcast is a company named transistor dot FM. The web page for our podcast is located at successglossary dot transistor dot FM. A feature I like about this company is that I can host many different podcasts at this one web site. However, it does require an annuial license fee. Just a thought for teachers among our listeners. If you had a license with this company, you could host a different podcast for every student in your classes. I plan to offer most podcasts focused on specific academic topics with this company. One more note about the rapidly changing features of software related to audio and video production. If a person has a license for the Commercial version of Natural Reader, a person can clone their voice. After reading for a few minutes, the computer software creates a synthetic version of a person’s voice that is very accurate. A few weeks ago, I cloned my voice. That is what you are listening to on this episode. I am getting over a really bad head cold and my speaking voice is not the best. So, I decided to use my cloned voice. Those that know me can give me feedback about whether this episode sounds like me. Those of you that are old enough may remember th old advertisement, is it real of is it Memorex? We finish this podcast episode with providing thanks to the educators who created th glossary. We owe much to the dedication and expertise of the authors, editors, and external review teams of the first two editions of this glossary (Arendale et al., 2007; Rubin, 1991). This new collective work is the result of numerous revisions to make it current and useful to the professional field. Credit for improvements in this version of the glossary goes to the external review team of respected professionals in the field of learning assistance and developmental education. No attempt has been made to differentiate the authors of new terms, contributors of new terms written by others, and reviewers of this glossary who made recommendations for revisions. Some of them were involved in multiple roles. This team includes the College Reading and Learning Association Publications Committee, Semilore Adelugba, Karen Agee, David Arendale, Sonya Armstrong, Geoffrey Bailey, Barbara Bekis, Hunter Boylan, Amarilis Costillo, Gwen Eldridge, Zohreh Fathi, Sarah Felber, Jennifer Ferguson, John Gardner, Denise Guckert, Russ Hodges (and graduate students from several of his doctoral courses), Page Keller, Jonathan Lollar, Lucy MacDonald, Amanda Metzler, Jane Neuburger, Kimberley Nolting, Paul Nolting, Jan Norton, David Otts, Robin Ozz, Karen Patty-Graham, Diane Ramirez, Norm Stahl, Linda Thompson, Lori Wischnewsky, and others who anonymously offered their comments through a glossary feedback website. A special recognition is given to Dr. Karen Agee who provided the most input and thoughtful revision suggestions for the glossary. I offered her the role as co-editor of the glossary, but she declined. For those that know Karen, you would probably not be surprised. She preferred to continue to serve the field of learning assistance but did not want to be in the limelight. I have been fortunate to have her as a personal colleague and friend for my career. Many thanks from me and those who work as equity warriers in the field of learning assistance who seek to help the next generation of leaders to do well in college and life. Thanks again for listening. 

Less Acceptable Terms for Students These terms have been used to describe students but are now designated as “less acceptable” since they are binary and factually inaccurate. In the future, these terms may be designated as unacceptable for use. A few glossary terms are included that help explain why the other terms were designated as less acceptable. The use of many of these words was explored in Terms of Endearment: Words that Help Define and Guide Developmental Education (Arendale, 2005) and Words Make a Difference: The Influence of Language on Public Perception (Arendale, 2007). Electronic links to both articles are available in the reference section at the end of the glossary. Before using a term to describe a group of students who share a characteristic, ask yourself if you would use the same term when speaking directly with a single student from this group. An extreme example is, “Steve, your problem is that you are learning disabled.” Instead, the conversation could begin, “Steve, let’s have a conversation about some of the different ways you learn.” Steve has already been living with his challenges, probably tested numerous times, and has heard the label of his academic capability. He probably would like to problem-solve his situation with a caring and knowledgeable professional. A preferred term could be learning differences. This example is not intended to judge the professional. Instead, it examines the conversation from the student’s perspective. That perspective is their truth and reality.  The following provides a rationale for not using binary language to label students as developmental:The relative need and usefulness of learning assistance for an individual student depend on the overall academic rigor of the institution, the subject matter studied, or even how one faculty member teaches a particular course compared with another from the same academic department. Therefore, the same individual could be a major consumer of learning assistance at one institution and not at another or even in one academic department and not another in the same institution. The need for learning assistance services is not a characteristic or universal defining attribute of the student; it depends on the conditions and expectations of the specific learning environment for a particular course. All college students are on a continuum between novice and master learner. Learning assistance serves students located along this continuum through a wide range of activities and services. The same student is often located at different places on multiple continuum lines simultaneously, one for each academic context and skill area (Arendale, 2010, p. 2). academically underprepared student1. Definition: A less acceptable term for a student who is projected to have academic difficulty in a particular college-level course. APA (2020) advises positioning the person first and utilizing non-stigmatizing language when describing them. The term is BINARY because it labels the student in one overall category or the other. The term is inaccurate because students have varying English, mathematics, and reading skills. The underprepared area should be clearly stated. Few students are underprepared in all academic content areas and skills.2. Examples: Steve is academically underprepared for success in a college-level mathematics course while he is prepared for other classes.3. Compare with BINARY CLASSIFICATION OF PEOPLE, DEFICIT LANGUAGE, DEVELOPMENTAL STUDENT, REMEDIAL STUDENT, STEREOTYPE THREAT, and STIGMA. binary classification of people1. Definition: Categorizing individuals into one discrete group or another. Such division of people is seldom accurate due to their DIVERSITY and can create implicit discrimination and perceptions of deficits of one group.2. Examples: ACADEMICALLY UNDERPREPARED STUDENT, DEVELOPMENTAL STUDENT, HIGH-RISK STUDENT, MINORITY STUDENT, REMEDIAL STUDENT, and SPECIAL POPULATION.3. Compare with DEFICIT LANGUAGE, STEREOTYPE THREAT, and STIGMA. deficit language1. Definitions: (a) Description of the academic capabilities of students that focuses on their incompetence (such as lack of fluency in English); status (such as first-generation or low-income); or cultural background (such as immigration status) rather than asset-based language that identifies their strengths; (b) Language that can be interpreted as affixing responsibility on students for their failure to achieve at the same level as advantaged and privileged students; and (c) A less acceptable term that can disparage individuals in a social group in comparison to others by implying their membership condition extends to all areas of their academic capabilities.2. Examples: ACADEMICALLY UNDERPREPARED STUDENT, DEVELOPMENTAL STUDENT, DIVERSE STUDENT, HIGH-RISK STUDENT, MAJORITY/MINORITY STUDENT, REMEDIAL STUDENT, SPECIAL POPULATION, and PERSON/STUDENT OF COLOR. developmental student1. Definition: A less acceptable term for a student enrolled in a developmental-level course. APA (2020) advises positioning the person first and utilizing non-stigmatizing language when describing people. The term is BINARY because it labels the student in one overall category in comparison to the other. The term is inaccurate because students have varying levels of skill in English, mathematics, and reading.2. Compare with ACADEMICALLY UNDERPREPARED STUDENT, BINARY CLASSIFICATION OF PEOPLE, DEFICIT LANGUAGE, DIVERSE STUDENT, HIGH-RISK STUDENT, REMEDIAL STUDENT, SPECIAL POPULATION, STEREOTYPE THREAT, and STIGMA. diverse student1. Definition: A less acceptable term for a student based on the definition for DIVERSITY which states that all students are diverse in some way. It is a BINARY term because it divides all people into either DIVERSE or not DIVERSE. In common vernacular, it has too frequently been used as a code for identifying another person as being from a different culture or RACE other than their own.2. The glossary term diversity is defined as identifying differences in demographics and identities that all people possess. Based on this definition, we are all DIVERSE from one another. People are an amazing collection of different demographics and multiple identities aligned or in conflict with one another. All of this creates uniqueness for each one of us. Therefore, the term DIVERSE STUDENTS was deemed less acceptable. In common vernacular, White speakers have too frequently used DIVERSE as a code for identifying people as being from a culture or race other than their own.3. Compare with BINARY CLASSIFICATION OF PEOPLE, DEFICIT LANGUAGE, DIVERSITY, MAJORITY/MINORITY STUDENT, NEURODIVERSITY, STEREOTYPE THREAT, and STIGMA. high-risk student (sometimes called the “at-risk” student)1. Definition: A less acceptable term for a student who is projected to have academic difficulty in one or more college-level courses. APA (2020) advises positioning the person first and utilizing non-stigmatizing language when describing people. The term is binary because it labels the student in one overall category or the other. The term is inaccurate since students have varying levels of skill in English, mathematics, and reading. The underprepared area should be clearly identified.2. Example: Stev...

Transitional Courses and ProgramsThis category describes the wide array of approaches for meeting the academic and social needs of students as they make the transition from secondary to postsecondary education. Two new terms provide an umbrella for these approaches: transitional courses and transitional programs. Some approaches have been recently created to replace remedial-level and developmental-level courses, which are out of favor with many policymakers and college administrators.  academic preparatory academy1. Definition: An equivalent high school education program that contains core academic content, including a college preparatory curriculum. This approach is now more prevalent in the United Kingdom. Previously, these academies operated in the United States before the creation or junior colleges or community colleges.2. Compare with ACCESS EDUCATION and DEVELOPMENTAL EDUCATION. accelerated developmental-level course1. Definition: Condensing academic content to be completed in less than a traditional academic term. However, the total time spent to complete the course usually includes extra instructional/contact hours.2. Compare with ACCELERATION THROUGH CURRICULAR REDESIGN, ACCELERATION, COMPRESSED DEVELOPMENTAL-LEVEL COURSE, CO-REQUISITE PAIRED COURSE, and GUIDED PATHWAYS. acceleration1. Definitions: (a) “Reorganization of instruction and curricula in ways that facilitate the completion of educational requirements in an expedited manner” (Edgecombe, 2011, p. 4). Other terms used to describe this approach include intensive, compressed, condensed, and time-shortened; and (b) Multiple courses in an academic sequence may be completed within the same academic term.2. Compare with ACCELERATION THROUGH CURRICULAR REDESIGN, ACCELERATION THROUGH MAINSTREAMING, COMPRESSED DEVELOPMENTAL-LEVEL COURSE, EMBEDDED ACADEMIC SUPPORT, GUIDED PATHWAYS, and MODULAR LEARNING. acceleration through curricular redesign1. Definitions: (a) “Reduction of time to complete developmental-level course requirements by decreasing the required courses. Course reductions are accomplished through the elimination of redundant content and modification of the remaining curriculum to meet learning objectives. For example, the curricula of multiple developmental-level courses may be consolidated into a single-term course. Often, these new courses require additional instructional contact hours and therefore are offered more credit than their legacy courses. However, this is not common for all redesigned courses; and (b) Elimination of developmental-level courses and incorporation into college-level courses of basic skills development” (Edgecombe, 2011, p. 14).2. Compare with ACCELERATION, ACCELERATION THROUGH MAINSTREAMING, COMPRESSED DEVELOPMENTAL-LEVEL COURSE, EMBEDDED ACADEMIC SUPPORT, GUIDED PATHWAYS, and MODULAR LEARNING. acceleration through mainstreaming1. Definitions: (a) Placement into college-level courses of students who are close to required placement scores on the assumption that these students are similar or indistinguishable from their college-ready peers (Calcagno & Long, 2008); (b) This curricular approach is also called an ACCELERATED LEARNING PROGRAM; (c) Admission of students into college-level courses despite ASSESSMENT scores placing them in DEVELOPMENTAL-LEVEL COURSES while providing additional assistance through a required CO-REQUISITE COURSE, INSTRUCTIONAL TECHNOLOGY lab sessions, or other learning supports (Edgecombe, 2011); and (d) Provision to all of the beneficial academic support embedded into class sessions through INSTRUCTIONAL TECHNOLOGY modules, in-class tutors, and out-of-class resources such as COURSE-BASED LEARNING ASSISTANCE, LEARNING ASSISTANCE, LEARNING ASSISTANCE CENTER, DEVELOPMENTAL EDUCATION PROGRAM, REMEDIAL EDUCATION PROGRAM, LEARNING ASSISTANCE PROGRAM, or other means. 2. Compare with BASIC ACADEMIC SKILLS. access education1. Definitions: (a) A program of study for STUDENTS HISTORICALLY UNDERREPRESENTED to prepare for postsecondary admission; and (b) A term used to describe programs in Europe and other locations that are comparable to U.S. DEVELOPMENTAL EDUCATION.2. Compare with ACADEMIC PREPARATORY ACADEMY and DEVELOPMENTAL EDUCATION. bridge program1. Definitions: (a) “Programs designed to facilitate the transition from adult basic education, programs to postsecondary educational institutions. Through participation in transition programs, learners build academic literacy skills, social capital, and acquire strategies for success in college and vocational training” (Collins & O’Brien, 2011, p. 53); Support students through multiple transition points throughout secondary and postsecondary education. Often these programs serve students who may be first-generation college students, historically-underrepresented, economically-disadvantaged, and lacking social capital commonly held by privileged students.2. Examples: TRIO programs such as Upward Bound, Student Support Services, and McNair Scholars program. 3. Compare with FIRST-YEAR COLLEGE PROGRAM, TRANSITION PROGRAM, and TRIO. college access1. Definition: Coordinated gateway path of GATEWAY COURSES to prepare students for postsecondary institutions that are well aligned with student's interests and capabilities (Page & Scott-Clayton, 2015) compensatory education1. Definitions: (a) Educational activities that amend a previous state of discrimination due to their demographic profile such as being economically disadvantaged; and (b) Activities and services provided through civil rights legislation for students who are eligible for participation due to past discrimination because of their ethnic, social, or economic group.2. Example: TRIO programs such as Upward Bound, Student Support Services, and McNair Scholars Program.3. Compare with DEVELOPMENTAL EDUCATION, DEVELOPMENTAL EDUCATION PROGRAM, DISABILITY SERVICES, REMEDIAL EDUCATION, and REMEDIAL EDUCATION PROGRAM. compressed developmental-level course (or compressed skills instruction)1. Definitions: (a) “Combination of multiple, sequential DEVELOPMENTAL-LEVEL COURSES in one academic term instead of two or more. Typically, the content of a single course is compressed into a seven- or eight-week segment, followed immediately by the next course in the sequence, also taught in a compressed format. Notably, students register for at least two sequential courses at the start of the term to normalize enrollment in the subsequent course. Although the course length is shortened, the instructional contact hours are the same as in a traditional 16-week course. Therefore, depending on scheduling, class periods tend to be longer and require instructors to modify lesson plans. Students receive grades for each compressed course. If students do not pass the first course, they are not permitted to move on to the second” (Edgecombe, 2011, p. 8); and (b) COMPRESSED COURSES refers to most any academic course that lasts less than the standard academic term (semester or quarter) and often lasts six to eight weeks in length.2, Compare with ACCELERATION, ACCELERATION THROUGH CURRICUL...

Student-to-Student Learning            Organized or informal approaches may occur during class sessions or afterward. If the activity is embedded within the course session, these could also be included in the Transitional Courses Programs category. An annotated bibliography of more than 1,900 publications is available of the major national and international peer cooperative learning programs described in this glossary (Arendale, 2021).Accelerated Learning Groups (ALGs)1. Definition: “ACCELERATED LEARNING GROUPS (ALGs) were developed at the University of Southern California in Los Angeles in the early 1990s by Dr. Sydney Stansbury. ALGs were designed to meet the needs of students who had significant skill or knowledge deficiencies that often inhibited their effective use of other peer collaborative learning programs such as SI. ALGs combine peer-led small group learning activities, assessment, frequent feedback by a learning skills specialist, and individual education plan (IEP) development for each student. ALG students are concurrently enrolled in a challenging entry-level course while they develop the necessary skills and knowledge prescribed by the IEP. The ALG students are placed into a triad with another student with similar IEP objectives and a peer leader who works intensely with the students under the supervision of a learning skills specialist. Participation in ALGs continues in the academic term until the learning skills specialist deems it appropriate to transition into another peer development program such as Supplemental Instruction or individual tutoring. The developer of the ALG model, Sydney Stansbury, can be contacted via email at [email protected]. This peer learning model is one example of COURSE BASED LEARNING ASSISTANCE” (Arendale, 2021, p. 14).2. Compare with COURSE-BASED LEARNING ASSISTANCE, COOPERATIVE LEARNING, and DEVELOPMENTAL-LEVEL COURSE. adjunct instructional programs (AIP)See COURSE-BASED LEARNING ASSISTANCE (CLA). collaborative learning1. Definition: Students working and learning from one another. These activities may be planned or unplanned. They may be under the supervision of an instructor or other students. These activities may occur within a classroom or in other locations. The goal is the development of knowledge and skill mastery.2. Compare with COOPERATIVE LEARNING, COURSE-BASED LEARNING ASSISTANCE, PEER EDUCATION, and STUDENTS AS PARTNERS. cooperative learning1. Definition: COLLABORATIVE LEARNING is a broad category of student activities in which learners work with each other to complete a task. The six critical features of COOPERATIVE LEARNING that differentiate it in the comparison include (a) positive interdependence among group participants; (b) individual accountability for involvement; (c) appropriate rationale and task purpose for the group; (d) structured student interactions with designated activities rather than free-form discussion; (e) facilitation by an instructor or expert peer; and (f) attention to the development of social skills such as interpersonal communications and leadership development (Johnson et al.,1998).2. Compare with COLLABORATIVE LEARNING, COURSE-BASED LEARNING ASSISTANCE, PEER EDUCATION, and STUDENTS AS PARTNERS. course-based learning assistance (CLA)1. Definitions: (a) Forms of group cooperative learning that accompany a specific course to serve as a supplement for that course. There are a variety of CLA approaches. These activities may occur outside of class or may be embedded within the course. Student participation may be voluntary or mandatory. Some CLA programs award academic credit for student participation; and (b) CLA can also be less formal and take the form of study cluster groups and group problem-solving sessions (Arendale, 2005).2. Examples: ACCELERATED LEARNING MODEL, EMERGING SCHOLARS PROGRAM (UC- Berkeley Model), PEER-LED TEAM LEARNING (CUNY Model), STRUCTURED LEARNING ASSISTANCE (Ferris State University Model), SUPPLEMENTAL INSTRUCTION-PASS=PAL (UMKC Model), and VIDEO-BASED SUPPLEMENTAL INSTRUCTION (UMKC Model).3. Compare with COOPERATIVE LEARNING, COLLABORATIVE LEARNING, PEER EDUCATION, and STUDENTS AS PARTNERS. embedded academic support1. Definition: Academic assistance managed by a course instructor and operating in the course either during a class session or an online lesson. A student tutor, study group leader, or professional staff member could provide the help. This assistance could involve all students in the class or just one or a few to provide DIFFERENTIATED INSTRUCTION.2. Compare with ACCELERATION THROUGH CURRICULAR REDESIGN, ACCELERATION THROUGH MAINSTREAMING, DIFFERENTIATED INSTRUCTION, EMBEDDED PEER EDUCATOR, and PEER EDUCATION. Embedded Peer Educator Model (EPE)1. Definition: (a) a college student PARAPROFESSIONAL who has received training for their roles to help other students learn the difficult course material; and (b) The EMBEDDED PEER EDUCATOR MODEL (EPE) plays various roles, including MENTORING, FACILITATING, and guiding students. The EPEs can assist the course instructor during the class sessions within careful boundaries that exclude grading. EPEs can provide individual TUTORING but most often work in small or large groups.  A key feature of EPE Model is that the EPE and the course faculty members work as a team to plan class activities in which all students are participants. This is different from most TUTORING and out-of-class approaches such as SUPPLEMENTAL INSTRUCTION which do not require much, if any, involvement by the course faculty member.2. Example: EPE attends the course lecture sessions and assists the students in learning.3. Compare with EMBEDDED ACADEMIC SUPPORT, FACILITATOR, PEER EDUCATOR, and TUTOR. Emerging Scholars Program (ESP)1. Definition: “ Developed by Uri Treisman in 1977, this multi-ethnic honors-level program originated as the Mathematics Workshop of the Professional Development Program at the University of California at Berkeley (Triesman, 1985). It is widely disseminated across the United States as a part of first-year courses in academic departments (Examples: mathematics, physics, and chemistry) and as an academic workshop component of numerous Minority Engineering Programs. In studies of ESP in research universities—such as the University of Texas at Austin, the University of Wisconsin at Madison, the University of Kentucky (Lexington), Rutgers University, and others—not only do ESP participants score well above the general class average, but two-thirds or more regularly earn an A or B. Common activities include structured workshops of varying difficulty developed in collaboration with the course instructor. The ESP facilitator is often a graduate student due to the knowledge needed. Close coordination between ESP program and course instructor. Other components include building a cohort community of first-year students that are academically oriented and a source of peer support; providing the cohort with an extensive orientation to the college and with ongoing academic advising; advocating the interests of the cohort and monitoring their academic progress and adjustment to the environment; providing the cohort with ongoing supplemen...

Program Management            This category of glossary terms relates most directly to the operation of administrative offices, programs, and in some cases classroom instruction. Additional terms related to program management are contained in the Assessment category. More comprehensive glossaries of terms can be found in the Greenwood Dictionary of Education (Collins & O’Brien, 2011) and the Handbook of Practical Program Evaluation (Newcomer, Hatry, & Wholey, 2015).academic credential1. Definition: Certificate stating that instructors or staff members have attended a properly accredited postsecondary institution and completed a curriculum in the academic discipline they are instructing or supervising. academic rank1. Definition: Category of an institution’s classification system of professional personnel 2. Examples: Academic professional and administrative employee, assistant/associate/full professor, assistant/senior lecturer, docent, instructor, and teaching specialist. accreditation1. Definition: “A voluntary process conducted by peers through nongovernmental agencies to improve educational quality and ensure the public that programs and services meet established standards. In higher education, accreditation is divided into institutional and specialized. Although both are designed to assure minimum levels of quality, the former focuses on the institution as a whole while the latter focuses on specialty professional or preprofessional programs (such as law, business, psychology, or education) or services such as counseling centers within the institution” (Council for the Advancement of Standards, 2019, para. 1). adjunct facultySee PART-TIME FACULTY. ancillary facilities1. Definition: Postsecondary programs, services, and functions provided to support the educational function of the institution.2. Examples: COURSE-BASED LEARNING ASSISTANCE, LEARNING ASSISTANCE CENTERS, and TUTORING. certification1. Definition: “Official recognition by a governmental or professional body attesting that an individual practitioner demonstrates knowledge and can apply learned skills to meet established standards or criteria. Criteria most often include formal academic preparation in prescribed content areas and a period of supervised practice with successful completion of a standardized test of the practitioner’s knowledge” (Council for the Advancement of Standards, 2020, para. 15). compliance1. Definitions: (a) The extent to which a particular ASSESSMENT guideline is followed; and (b) The degree to which a program is judged to meet an ASSESSMENT standard.2. Example: Legal compliance with Title IX or other federal and state mandates. contingent faculty1. Definition: Includes both PART- and FULL-TIME FACULTY who do not have continuing employment contract protection. This portion of the teaching component has increased in recent years since it gives the institution’s administrators flexibility to lay off or add additional personnel depending on budget pressures and new program offerings.2. Compare with ADJUNCT, FULL-TIME FACULTY, INSTRUCTOR, PART-TIME FACULTY, and TENURE/TENURE-TRACK FACULTY. cost-effectiveness1. Definition: Condition achieved when the lowest-cost option is utilized for achieving the greatest benefit or gain (Collins & O’Brien, 2011). emergency crisis management procedures1. Definition: Step-by-step directions for dealing with extraordinary events.2. Examples: students in crisis, health emergencies, active shooter on campus, and student discipline. ethical standards1. Definitions: (a) Criteria that provide requirements and guidelines for behaving in a manner that is fair to all individuals; (b) In assessment, criteria ensuring that data are collected, recorded, and reported with honesty and integrity; and (c) (In writing and use of COPYRIGHTED materials), the professional uses other people’s created materials in an appropriate fashion. fair employment practices1. Definition: Adherence to laws prohibiting employment discrimination because of age, color, creed, cultural heritage, disability, ethnicity, gender identification, nationality, political affiliation, religious affiliation, sex, sexual identity, or social, economic, marital, or veteran status. Federal Education Rights and Privacy Act (FERPA)1. Definition: Federal ruling that places extensive procedures and restrictions on the disclosure of information regarding an individual without obtaining that individual’s permission. This federal legislation protects student records pertaining to enrollment, grades, and any services received at a postsecondary institution. full-time faculty1. Definition: Varying degrees of autonomy in the courses they teach and can have vastly different course loads from one another due to their individual course releases to engage in public service and research time. The faculty members may receive a range of privileges for the position from the institution. These educators may or may not have continuing employment contract protection.2. Compare with CONTINGENT FACULTY, INSTRUCTOR, PART-TIME FACULTY, and TENURE/TENURE-TRACK FACULTY.in-service education (sometimes called on-the-job training)1. Definition: Job-related instruction and educational experiences made available to employees by the institution to improve the knowledge and skills of employees, usually offered during normal working hours (Collins & O’Brien, 2011). instructor1. Definitions: (a) Someone who performs a teaching function in any setting; and (b) Faculty designation of untenured rank or staff instructors without rank of any kind.2. Examples: Lecturer, INSTRUCTOR, staff member, and assistant professor.3. Compare with FULL-TIME FACULTY and PART-TIME FACULTY. job functions1. Definition: Required skills or duties to perform a job. joint faculty appointments1. Definitions: (a) Assignment of instructors to duties in more than one area or unit of the institution, such as teaching college-level and developmental-level courses; and (b) Teaching courses in two or more different academic departments. liability exposure1. Definition: “Breadth of damages for which an institution can be held legally responsible” (Hill & Hill, 2002, pp. 248–249). Depending upon the situation, PROFESSIONAL LIABILITY COVERAGE through insurance may or may not protect the individual or institution charged with the incident.2. Compare with PROFESSIONAL LIABILITY COVERAGE. merit increases