The Adjunct Advocate @ Fit: Bringing Part Time Faculty into the Mainstream

Maldonado, Elaine; Riman, Jeffrey

doi:10.2190/et.37.3.h

Cited by 7 publications

(10 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As colleges continue to strive to remain financially sound by growing student populations and campuses, it seems their budgets consistently dwindle, which includes cutbacks to full-time faculty hiring (Maldonado & Riman, 2009). More than ever, colleges are relying on contingent faculty to excel not only in teaching, but other institutional goals (Maldonado & Riman, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…More than ever, colleges are relying on contingent faculty to excel not only in teaching, but other institutional goals (Maldonado & Riman, 2009). Contingent work is defined by Labor Economists as "any job in which an individual does not have an explicit or implicit contract for long-term employment or in which the minimum hours worked can vary in a nonsystematic manner" (Umbach, 2007, p. 93).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

Vicente

2017

RSS

View full text Add to dashboard Cite

JEL Classification: E58; G13.Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Current literature and research has yet to truly explore what contingent faculty are experiencing (Meixner et al., 2010). In order to equip institutions with the necessary understanding of contingent faculty, and practices and policies that provide institutional support systems for their contingent faculty, more qualitative studies that explore the experiences of an individual institution's contingent faculty, are needed. This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty's experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution's cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

Vicente

2017

RSS

View full text Add to dashboard Cite

show abstract

“…While the percentage of faculty working part-time has hovered around 70% since 2008 (Magda, et al, 2015;Maldonado & Riman, 2009), the number of adjuncts teaching online continues to rise. A 2015 survey by The Learning House found that more than half of institutions indicated that their online adjunct population had grown over the previous year (Magda, et al, 2015).…”

Section: Adjunct Faculty Member Roles and Implicationsmentioning

confidence: 99%

“…The Fashion Institute of Technology (FIT) -another university which has relied heavily on adjunct faculty members for years -launched "The Adjunct Advocate" in Spring 2009 in order to better support part-timers (Maldonado & Riman, 2009). Developed by FIT's Center for Excellent in Teaching, this program was designed to improve student learning by connecting more part-time faculty members with teaching and learning resources.…”

Section: Participation Barriers Despite This Readiness Institutionsmentioning

confidence: 99%

“…Online resources and a community of teaching practice that can be accessed 24/7 form a "one-stop shop" for faculty development, facilitated and supported by virtual tools. FIT eventually planned to move resources into their Learning Management System in order to foster broader adoption of the system (Maldonado & Riman, 2009). …”

Section: Participation Barriers Despite This Readiness Institutionsmentioning

confidence: 99%

See 1 more Smart Citation

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Williams-Munger¹

View full text Add to dashboard Cite

Adjunct faculty members have become the dominant faculty demographic in American higher education, as the majority of all new faculty appointments are now part-time. Despite this, there remains a lack of comprehensive data regarding the adjunct experience, particularly in regards to specific subgroups of adjunct faculty. While some adjuncts function as replacements for fulltime faculty, adjunct practitioners have a unique value-add in that they bring professional knowledge and field experience into the classroom. For this reason, they play an integral role in practice-based programs. In order to become successful instructors, they must be supported by the administration and integrated into the academic community; however, much about the experience of this group is unknown. Therefore the purpose of this qualitative case study was to gain insight into the experience of adjunct practitioners. Using Kahn's (1990) theory of employee engagement, this study sought to answer the following research question: How do adjunct practitioners experience engagement at a mid-sized private university on the West Coast?Data gathered from interviews and a document review produced four key findings: first, participants feel teaching is personally meaningful, though they lack a sense of community with other faculty and the institution as a whole. Second, participants do not feel entirely secure in their roles and are concerned about their future security with the institution. And third, participants believe they possess the necessary basic resources to perform their role, but would appreciate more accessible development opportunities. Implications for practice and recommendations for future research are also discussed.

show abstract

Knowledge-Based Epistemological Dimension of Higher Education with Chinese Characteristics: Faculty Development, Academic Innovation, and Leadership

Jian

Zhu

2019

Perspectives on Rethinking and Reforming Education

View full text Add to dashboard Cite

The Adjunct Advocate @ Fit: Bringing Part Time Faculty into the Mainstream

Cited by 7 publications

References 1 publication

An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Knowledge-Based Epistemological Dimension of Higher Education with Chinese Characteristics: Faculty Development, Academic Innovation, and Leadership

Contact Info

Product

Resources

About