Invisible Labor, Visible Change: Non-Tenure-Track Faculty Agency in a Research University

Drake, Anna; Struve, Laura; Meghani, Sana Ali; Bukoski, Beth E.

doi:10.1353/rhe.2019.0078

Cited by 31 publications

(20 citation statements)

References 37 publications

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“…However, in our study, external factors such as job security, vis-à-vis employment contracts, significantly reinforced participants' feelings of precarity at the institution. Research has shown how influential short-term and/or ambiguous contract terms are to NTT instructors' feelings of social inclusion, satisfaction, and agency (Crick et al, 2019;Drake et al, 2019;Haviland et al, 2017). In this study, participants like Priscilla reported how their energies towards proposing new diversity courses could be realized once she had a more stable employment contract.…”

Section: Precarity As Threat To Accountability and Responsibilitymentioning

confidence: 84%

“…Although the focus of NTTF roles on campus are generally on instruction, research has also shown they do more than just teach; they are involved in a variety of service and mentoring duties, which often go undervalued and/or unrecognized by the institution and by their tenured/tenure-track (T/TT) peers (Drake, Struve, Meghani, & Bukoski, 2019;Haviland, Alleman, & Allen, 2017;Maxey & Kezar, 2015). Scholars have also documented NTTF experiences, which include limited socialization with their T/TT and NTTF peers, lack of professional development opportunities, lower levels of satisfaction with collegiality, and exclusion from curricular decisions (Bolitzer, 2019;Drake et al, 2019;Haviland et al, 2017;Ott & Cisneros, 2015;Kezar & Sam, 2014). Although their status and experiences may differ, research has shown in practice their work is similar to TTF (Hollenshead et al, 2007;Kezar & Sam, 2011).…”

Section: Non-tenure Track Facultymentioning

confidence: 99%

“…This relates to the personal accountability and responsibility component of the job characteristics model and, specifically, to task identity. NTT faculty were unevenly aware of the diversity requirement and whether their own courses fulfilled the requirement, at least in part due to their exclusion from departmental activities and governance, a common experience among NTT faculty (e.g., Drake et al, 2019;Kezar & Sam, 2014) that ultimately results in a diminished sense of belonging or community (Kezar & Sam, 2013;Leung, Siu, & Spector, 2000;Ott & Cisneros, 2015). In the JCM, Hackman and Oldham (1976) posited individuals derive greater meaning from the work when they perceive their own tasks contribute to the completion of a "whole" piece of work (e.g., a diversity course requirement as part of an undergraduate curriculum).…”

Section: Precarity As Threat To Accountability and Responsibilitymentioning

confidence: 99%

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“Heavy Lifters of the University”: Non-Tenure Track Faculty Teaching Required Diversity Courses

Miller

Struve

2020

Innov High Educ

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Higher education institutions have adopted diversity course requirements while hiring more faculty members off the tenure track. Non-tenure track faculty members' experiences teaching required diversity courses while navigating their precarious employment status has not been sufficiently explored. Addressing this need, the present study examined the experiences of non-tenure track instructors teaching diversity courses as part of general education programs at five colleges and how they understood their relationships to the diversity course requirement and the institution. Instructors perceived themselves as institutional "heavy lifters," yet emphasized that their precarious status left them disconnected from the diversity requirement and the larger campus.

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Section: Precarity As Threat To Accountability and Responsibilitymentioning

confidence: 84%

Section: Non-tenure Track Facultymentioning

confidence: 99%

Section: Precarity As Threat To Accountability and Responsibilitymentioning

confidence: 99%

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“Heavy Lifters of the University”: Non-Tenure Track Faculty Teaching Required Diversity Courses

Miller

Struve

2020

Innov High Educ

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“…We argue that biases against teacher inquiry and S‐STEP also stem from a larger cultural devaluing of teaching and teacher education as intellectual pursuits. These biases are linked to the teaching profession’s feminization (Cortina & San Román, 2006) and the prominence of the non‐tenure track, teaching‐focused faculty positions in teacher education (Drake, Struve, Meghani, & Bukoski, 2019; Kosnic & Beck, 2008). Further, related specifically to TESOL, English Language Development (ELD) teachers are often themselves marginalized within schools (Liggett, 2010).…”

Section: Why Inquiry?mentioning

confidence: 99%

Attending to the Interactional Histories Behind Multilingual Writers’ Texts: New Directions in TESOL Teacher Education

2021

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Despite research attention to varied and nuanced social processes through which linguistically minoritized multilingual students create texts, writing instruction and assessment in schools continue to be dominated by a focus on students’ written products. Even formative assessment– arguably one of teachers’ most powerful tools in designing responsive instruction – tends to focus on careful analysis of students’ writing rather than the processes through which texts are created, or the rich histories of participation in previous literacy events that students bring to any such event. In this contribution, we answer Rose's (2019) call for a bidirectional flow between teachers and researchers by describing a multi‐layered inquiry we undertook, studying our teacher education practices as we asked in‐service teachers to undertake their own inquiry into students' writing. We describe our experiences adapting a methodological protocol for the observational study of multilingual writers for purposes of teacher education. Specifically, we reflect on our work engaging a set of in‐service teachers taking a graduate‐level TESOL course in conducting “interactional histories” analyses (Kibler, 2019). Through examples of in‐service teachers’ observations and their suggestions for future writing instruction, and our own reflections on the affordances and constraints of our approach, we explore the roles that interactional histories inquiry can play in teacher education. In particular, we describe its potential to help teachers build nuanced understandings of linguistically minoritized multilingual students’ development of writing expertise and identities, and teachers’ complex roles in this process.

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“…The most common class of teaching faculty in higher education is the part-time or full-time non-tenure track lecturer [26][27][28][29][30], which we will refer to as "lecturer" in this paper. Between 1975 and 1995, the number of lecturers in the US increased by nearly 100% while the number of tenure-track research faculty decreased by 12% [31].…”

Section: Introductionmentioning

confidence: 99%

Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives

Harlow

Saichaie

et al. 2020

PLoS ONE

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Teaching faculty are a potential mechanism to generate positive change in undergraduate STEM education. One such type of faculty is the Lecturer with Potential Security of Employment (L(P)SOE), a tenure-track faculty line within the University of California (UC) system. As a foundation for future studies, we sought to characterize individuals in the L(P)SOE position in terms of their background training, job expectations, and resources available for their success. Data were collected through an online survey completed by over 80% of STEM L(P)SOEs across the UC system, as well as interviews with over 20 deans and chairs in STEM departments at three UC campuses. From this work, we found that the majority of current L(P)SOEs were formally trained within their disciplines and not in an education field; however, they possessed substantial education experience, such as classroom teaching or participation in professional development opportunities. Expectations for time spent on teaching, research, and service are aligned between individuals within varying ranks of the L(P)SOE faculty and between L(P)SOEs and administrators. L(P)SOEs and administrators are also in agreement about what constitutes acceptable professional development activities. Interestingly, we identified differences that may reflect changes in the position over time, including increased start-up funds for more recently hired L(P)SOE faculty and a differing perspective on the role of discipline-based education research and scholarly activities between non-tenured and more senior L(P)SOEs. Overall, these data provide a snapshot of the L(P)SOE position that will aid in future work to identify the potential institutional impact of these individuals.

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Invisible Labor, Visible Change: Non-Tenure-Track Faculty Agency in a Research University

Cited by 31 publications

References 37 publications

“Heavy Lifters of the University”: Non-Tenure Track Faculty Teaching Required Diversity Courses

“Heavy Lifters of the University”: Non-Tenure Track Faculty Teaching Required Diversity Courses

Attending to the Interactional Histories Behind Multilingual Writers’ Texts: New Directions in TESOL Teacher Education

Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives

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