Unjust precarity: contingent faculty and the introductory communication course

Mapes, Meggie

doi:10.1080/03634523.2019.1571213

Cited by 7 publications

(2 citation statements)

References 8 publications

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“…Similarly, providing course releases and summer compensation would allow for dedicated research and administrative focus within the BCD role. In addition, universities may consider building campus teams of full-time faculty/staff to work collaboratively to manage especially large basic course programs that require more labor than can be fit into the workload of one individual who also has teaching and research responsibilities (Mapes 2019; Morreale et al 2016).…”

Section: Discussionmentioning

confidence: 99%

I Second That Emotion: A Collaborative Examination of Emotions Felt in Course Administration Work

Anderson

Ruiz-Mesa

Jones-Bodie

et al. 2019

Journal of Contemporary Ethnography

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Course administrators hold a unique position in academe—one that requires high levels of emotion management as part of the job. This research utilized a collaborative autoethnography to explore how workplace emotions were experienced in the basic communication course. The experiences were presented through vignettes written and analyzed by seven course administrators from programs across the United States. Four themes emerged from the vignettes: (1) acting perpetually positive, (2) (un)catching emotion, (3) rushing for time, and (4) switching roles. Each theme highlighted the multiple, and sometimes competing, responsibilities/expectations embedded in the administrative role. This research offers a discussion of each theme and informs five recommendations for managing emotions and emotional labor within course administration.

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Section: Discussionmentioning

confidence: 99%

I Second That Emotion: A Collaborative Examination of Emotions Felt in Course Administration Work

Anderson

Ruiz-Mesa

Jones-Bodie

et al. 2019

Journal of Contemporary Ethnography

View full text Add to dashboard Cite

show abstract

“…Despite their complex information needs, the wider literature lacks discussions of the IP‐related activities of CAS, such as information seeking, sharing, creation, or use. Preferences for (e.g., Loh, 2004) and circumstances which require (e.g., Langan & Morton, 2009; Mapes, 2019) seeking of information through informal, social sources have been noted. Yet, for some CAS, even these sources were seen as unavailable (e.g., Mason & Megoran, 2021) or challenging to identify (Willson & Julien, 2020), creating more isolation from important workplace information.…”

Section: Preliminary Findingsmentioning

confidence: 99%

Academic Casualization, Precarity, and Information Practices: A Scoping Review

Willson

Stewart-Robertson

Julien

et al. 2022

Proceedings of the Association for Information Science and Tech

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In the first phase of a larger research project exploring the information practices of contract academic staff, a review of the wider literature around academic casualization was conducted. This research begins to address the need for greater understanding of the experiences of these workers in the information‐intensive environments of higher education. A scoping review methodology was applied, and both academic and grey literature from multiple disciplines was reviewed. The literature points to casualization in academia as a growing phenomenon that has important consequences for staff, students, and universities themselves. This poster discusses the initial themes emerging from the literature, including: the precarity and marginalization of academic staff, the unrecognized emotional labor shaping information practices, and the impacts of multiple temporalities on the work, careers, and lives of such staff. The findings suggest the need for empirical research to address the lack of knowledge around the information environments of contract academics and set the stage for the next phases of the research project.

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Designing Hybrid Spaces for Learning in Higher Education Health Contexts

Green

2021

Postdigit Sci Educ

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In Aotearoa New Zealand, undergraduate, professional health courses include social work, nursing, and biosciences courses that focus on learning how to support people with physical, mental, spiritual, and psychosocial/relational health and well-being concerns. Recently, the need for a nuanced understanding of how technologies might extend students’ experiences across and beyond physical classrooms has emerged. Drawing on contemporary ecological perspectives in education, this paper emphasises that design for learning involves a complex web of elements. Anchored in practice theory, the paper uses the analytical lens of the Activity-Centred Analysis and Design (ACAD) framework to explore how tools, tasks, and various social arrangements influence student learning activity. A multiple case study investigated the experiences and insights of five higher education teacher-designers, discussing the relationship between features of course design and their perceived impact on emergent learning activity. Design elements are also discussed in relation to the experience of teacher-designers adapting and transitioning to hybrid environments during Covid-19, whilst working with diverse learners in different contexts and disciplines. Interviews with teacher-designers revealed what they believe contributes to productive learning activity, such as the importance of creating safe learning environments, an overall appreciation for the opportunity to use technology for teaching and learning, and their use of a heutagogical approach, which emphasizes the development of knowledge and skills for teaching in hybrid learning environments. The paper argues for practical and targeted support to acknowledge, encourage, and enhance teacher-designers’ capabilities for transformational use of hybrid learning environments in health education.

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Unjust precarity: contingent faculty and the introductory communication course

Cited by 7 publications

References 8 publications

I Second That Emotion: A Collaborative Examination of Emotions Felt in Course Administration Work

I Second That Emotion: A Collaborative Examination of Emotions Felt in Course Administration Work

Academic Casualization, Precarity, and Information Practices: A Scoping Review

Designing Hybrid Spaces for Learning in Higher Education Health Contexts

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