Adjunct/Contingent Faculty

This article looks back to the 1998 special issue of WPA themed on collaborative administration and contrasts patterns in the articles in that issue—written almost entirely by four-year-college and university WPAs—with the particular conditions of one TYC writing program to argue that collaboration is equally valuable and vital in TYC programs but for different reasons than at other types of institutions. The specific material conditions of TYC writing programs—including diversity of disciplinary expertise among the faculty, and complex power dynamics—create a setting in which WPAs must build deep and wide collaborative structures that are both strong and radically inclusive. This article concludes with a list of design principles to guide the ongoing work of creating sustainable collaborative TYC writing programs.

and advisor of my dissertation for your support, guidance, and tenacity. Thanks for your edits and advice throughout this process and thank you for not giving up on me. Your faith kept me going. I would also like to express my gratitude to the other members of my committee: Dr. Margaret Scott, Dr. Ed Harris and Dr. Kay Bull for your suggestions and willingness to serve on my committee. I understand how difficult it was for you to step into this role at such a late date. A sincere thank you goes out to the participants in this study. You were all genuine, open and accommodating. Your dedication to your students was inspirational. I want to pay tribute to the most important mentors in my life, Dr. Clane Kirtley and Dr. Elizabeth Berger for your advice and caring early on in my education. You both gave me the courage to carry on and taught me by example. You were more than teachers, you were role models. I want to thank my friends from Oklahoma State University who always believed in me and encouraged me to carry on with my dream. Dr. Liz Donnelly and Dr. Debbie Blanke, you are the best! I appreciate my old friends Jeanne, Judy, Wendy, Pam, Sue, Marilyn, Adonna and Pat for your kind words of encouragement. And last and most important, I want to express my gratitude and love to my family. Thanks to my mom, Winnie Baker Haen Young, my step-dad, LeRoy Young and my sister, Linda Nelson for holding me up when I was weary. Thanks to my children Tracy

In this article, the authors explore the multiple roles that contingent faculty play in an evolving system of higher education. They consider the professional work of faculty in contingent positions at Colorado State University through the lens of activity theory, analyzing workplace ...

This workshop was designed for a three-hour in-person workshop experience. However, the slides can stand alone for participants who cannot attend the training and as a resource for participants after the workshop is completed. The facilitator should share the slide deck with all
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This study explores the teaching practices and labor conditions of media and communication adjunct faculty at three universities. Since the late 1960s, the number of faculty who are part-time and contingent is increasing and adjuncts are now more than 70% of college and university faculty (AAUP, n.d.). In this study, I examine the neoliberal university's reliance on the teaching labor of part-time faculty and interrogate the use of adjunct labor for skills-based, vocationally oriented elements of the media and communication curriculum. The history of higher education, the literature of teaching and learning, and the theoretical frameworks of Bourdieu's practice theory and Freire's critical pedagogy situate this qualitative study of adjunct faculty teaching practices and labor conditions. A multi-method approach includes textual analysis of course syllabi and university documents; eight interviews with administrators, department chairs, sequence heads, course directors, a...

In the United States, the number of adjunct professors is part of the broader category of part-time faculty. As of fall 2022, there were approximately 665,200 part-time faculty members at degree-granting postsecondary institutions. This category includes adjunct professors, among other part-time teaching positions. Adjunct faculty make up roughly one-third of all faculty in US higher Education, meaning adjuncts represent about 33% of the total faculty population. About 70% of adjuncts are over 40, and 52% are women. Most (56%) earned a master's as their highest degree, and one-third have a Ph.D. A study by Dr. Paul J. Yakoboski (2019) concludes that: "A common perception regarding adjunct faculty seems to be that they are relatively young, have recently attained their doctorate, and are teaching multiple classes at multiple colleges and universities while pursuing a tenure-track position. While such individuals certainly exist, they do not represent the norm." (p 1) Colleges and universities often don't promote adjuncts to full-time or tenure-track positions for several reasons. One significant factor is cost savings. Adjuncts are typically paid less than full-time faculty and do not receive the same benefits, making them a more economical option for institutions. Additionally, there is a perception that adjuncts are a more flexible workforce, allowing institutions to adjust staffing levels based on enrollment and budget fluctuations. Another reason is institutional bias. Adjuncts may face biases from students, colleagues, and administrators, who might view them as inferior teachers or scholars. This bias can create a barrier to promotion and recognition within the academic community. A study by a group of researchers from the Appalachian State University published by the

2 Novembre 2017 • Chiara De Santi "Se Lei avesse un dottorato in contabilità [Accounting], avrebbe più possibilità di trovare un lavoro permanente in accademia…". Non è proprio quello che uno vorrebbe sentirsi dire dopo una laurea in lingue e un paio di Ph.D. in due diverse discipline delle Scienze Umanistiche (le cosiddette Humanities), di cui uno conseguito in un'università americana… Tuttavia è successo, ma quest'esperienza mi ha permesso di riflettere su quello che sta accadendo nell'università statunitense, soprattutto per quello che concerne il precariato, che ad oggi rappresenta più del 75% di un corpo docente che spesso sopravvive con stipendi sotto il livello di sussistenza e in molti casi senza 2/9/25, 4:22 PM Il precariato accademico negli Stati Uniti -Insula europea

In this reflective narrative I share my experience as a contingent faculty member, woman of color, and mother, working, and parenting through a global pandemic and social uprising. I utilize testimonio (Delgado Bernal et al.,2012) as a methodological tool to make visible the labor I engage in and the collective experience between contingent faculty of color and first generation, Black, Indigenous, and Students of Color. Central to my narrative is a description of the physical, mental, and emotional impact of the pandemic for those of us who occupy spaces of tension and uncertainty: individuals with years of training and specialized knowledge who are undervalued and easily discarded by the institution; caring educators who keep students in college while we are pushed out; dedicated workers teaching in wealthy universities whose low wages maintain their status below the poverty line. In this testimonio, I describe three themes that elucidate my experience teaching through a pandemic as a Chicana lecturer, including (1) invisible and emotional labor and isolation; (2) grief, loss, and sustained mourning and (3) collective care. In the tradition of testimonios, I end with a final reflection and call to action.

The largest system of higher education in the nation, the California Community Colleges has disappeared over one million students in the past 15 years, a 35% decrease in its student body since 2008 despite California’s population increase. This dramatic shrinking of the CCC system was not an accident. It was manufactured by a vast neoliberal policy network and funded by edu-philanthropist foundations with the goal of disrupting, defunding, and dismantling public education (Ravitch, 2020). Tracking faculty and student advocacy against so-called “student success” policies, this paper concludes that edu-philanthropist foundations have created decades of policy designed to shrink and disinvest from California’s community colleges. Building on the literature documenting neoliberal educational reform within the public sector of the United States, this paper is based on original ethnographic research and leadership experience within local and statewide faculty organizations, including participation in California state governance and legislative processes, from 2007 to 2022. The paper calls for the nation’s community colleges to build a coalition that will educate the public about the fifty-year plus neoliberal project to defund public education; expose the philanthrocapitalist takeover of community colleges; and advocate for reinvestment in the millions of students who need the community colleges the most.

The purpose of this study was to qualitatively examine the lived workplace experiences of adjunct community college faculty in Northern California. The problem is adjunct faculty may experience an institutionalized employment system that marginalizes contingent teachers. Using the theoretical framework of institutionalization theory and phenomenological design, interviews were conducted with 22 adjunct instructors. Findings suggest adjunct faculty are a heterogeneous population motivated by a passion for teaching, but the positive attributes associated with their occupation are circumscribed by marginalizing factors. This study concludes with several recommendations for policy changes, implications for leadership, and suggestions for future research.

This chapter presents demographic characteristics of contingent faculty across and within higher education sectors. The descriptive data provide insight into how each sector's hiring patterns have changed over the past 30 years. Results indicate that regardless of institutional type, the role of contingent faculty has increased and will likely continue to grow.

Public colleges and universities stand to play critical parts in the rollout of a Green New Deal, specifically as sites for the research and development of green technologies, and as local hubs for facilitating a just transition for fossil fuel workers. Unfortunately, decades of neoliberal depredation have rendered U.S. public colleges and universities seriously unsuited to the critical tasks being assigned them by prominent Green New Deal advocates like Senator Bernie Sanders and Representative Alexandria Ocasio-Cortez. 1 In order to restore the U.S. public higher education system to a condition fit for purpose throughout the coming "Decade of the Green New Deal," then, decisive action must be taken early to rollback neoliberal reforms and restore social, economic, and environmental justice to college and university campuses, campus workers, and students. Indeed, a critical priority for Green New Deal advocacy must be replacing the "Gig Academy" with a Just Academy as quickly as possible. 2 The result will greatly enhance the probability of a truly just transition-from forced participation in a fossil fuel driven

This article draws on an interview study of recent PhDs in rhetoric and writing studies
on their experiences during the pandemic. The faculty and staff we talked with stepped
into the leadership gaps in their institutions to build grassroots coalitions with students,
colleagues, and community partners. The vision of leadership that emerged from these
discussions centered on listening, collaboration, and transparency. This article goes on
to argue that the leadership of next-gen faculty will be essential for addressing the
challenging opportunities facing English departments: revising declining majors to
engage new-majority students, developing collaborative leadership of TT and NTT
faculty to improve labor conditions, and expanding the mission of English studies to
engage with the communities our institutions purport to serve.

This chapter describes the challenges contingent community-college faculty might face in implementing best-integrity practices in the classroom, and calls for community college leadership to make changes to better support faculty in their efforts to protect the academic integrity of their institutions.

This chapter describes the challenges contingent community-college faculty might face in implementing best-integrity practices in the classroom, and calls for community college leadership to make changes to better support faculty in their efforts to protect the academic integrity of their institutions.

This essay explores the influence of adjunct identity on the work of an educational developer. Educational developers, who can share an experience of marginalization, have important roles to play involving the new majority faculty as stakeholders and knowledge-bearers.

We find that over two-thirds of economics departments in large Canadian universities have full-time teaching-track faculty positions that parallel traditional research-track positions, but with a heavier teaching focus. Teaching-track economists now approach one-sixth of the faculty complement-a substantial shift in resource allocations since 2000. This paper-a companion to Arico et al. (2024)-uses a mixed methods approach with interview and survey data to draw on the first-hand experience of teaching-track economists. We seek to understand these roles and how they compare with the United Kingdom and the United States to inform teaching-and research-track economists, department chairs, and graduate students about the teaching-track landscape and to support informed discussions in our discipline about possible trajectories of the teaching track in the increasingly complex teaching context of universities. 2 There are no previous studies of teaching-track economists in Canada. A non-peer reviewed literature examines the history, contributions, and criticisms of teaching-track positions in Canadian universities (Vajocski et al. 2011; Sanders 2011). 3 In a peer-reviewed study Rawn and Fox (2018) survey teaching-track faculty at large Canadian universities, across disciplines, about perceptions and allocations of work time. They find most teaching-track academics highly

At the height of the pandemic, schools across the country shut down, shifting classrooms to a remote learning modality. While the use of emergency remote teaching (ERT) provided an alternative for schools, it was a difficult transition. Online learning is often compared with ERT, although the two are different. Where ERT is a quick and temporary resolution, online learning is a long-term investment developed to provide a quality educational experience for students. Both are necessary lifelines to learning, but online education is vital in multiple ways. Rather than a substitute, it is a core fixture on the higher ed landscape, with more and more students, faculty, and administrators recognizing online education's benefits. This essay explores remote and online learning as lifelines in different contexts. It reflects on the impact of online learning from three views: a personal account, growing demands for contingent faculty, and the diverse needs of non-traditional students.

Schools of education increasingly are using contingent faculty members to instruct students. Contingent faculty members bring expertise and knowledge. However, because they often are less aware of university expectations, their instruction can magnify program weaknesses and overshadow strengths. To strengthen program infrastructure, the roles and expectations of contingent faculty members must be defined clearly and recognized by all school of education faculty members and university administrators. The increased use of nontenured, non-permanent faculty members (e.g., adjunct, contingent, or noncore faculty members) in schools of education (SOEs) in American universities (Gappa 2000; American Association of University Professors [AAUP] 2003; Finkelstein 2003) raises questions about how those universities define their educational goals, expertise, and leadership roles. SOEs are complex systems which must align with external systems that require democratic participation by all faculty members, including noncore faculty members, in curriculum development, program implementation, evaluation, coherence, and integrity. The systemic health of this complex institution affects the quality of education offered to preservice and inservice teachers and, ultimately, the education of their K-12 students. Disparity exists among core faculty members, staff members, administrators, students, noncore faculty members, and the professional community regarding the participation of noncore faculty in SOE work. Faculty Types Traditionally, there have been three basic faculty types: tenure and tenure-eligible (e.g., core faculty members); contract (e.g., core faculty members such as clinical, research, or visiting faculty); and adjunct (e.g., noncore faculty members hired on a part-time or as-needed basis). These three types differed in the qualifications required

In mid-April 2023, thousands of full-time faculty, adjunct faculty, and graduate student workers at Rutgers University staged an historic five-day strike at campuses across New Jersey. It was the first strike among academic workers in the school's 257-year history, and three locals of the American Association of University Professors (AAUP) stood together on the picket line and in negotiations to achieve significantly improved contracts for Rutgers academic workers overall. Six months have now passed, and Rutgers rank-and-file members and union leaders have reflected upon their important actions earlier this year. This article summarizes six lessons learned from their experiences preparing for, and engaging in, the 2023 Rutgers academic worker strike.

A shortage of qualified online faculty exists as learner demand rises. This replication research studied two sample populations-full-time and adjunct-of online faculty at a for-profit applied arts college. The purpose of this study was to discover the motivators and incentives that drive faculty to teach online, enabling college-level administrators to make decisions targeted at retaining and hiring a qualified online teaching pool. Using descriptive and inferential statistics the study explored four research questions about the motivators and incentives of two current online populations. The findings showed flexible schedule to be the top motivator for both populations. Additionally, adjuncts were motivated by job concerns. Passing on experiential knowledge and the ability to balance work and family motivated full-timers. Higher pay and professional development opportunities were the top incentives for both sample populations. Fulltimers were also concerned with job security. It was concluded that ensuring a flexible schedule and higher pay are two areas that administrators should focus on in order to attract and retain top online teaching talent. Questions remain as to whether the results were universally dependent upon subject matter taught (i.e., art, career, liberal arts, engineering courses) or the type of institution (i.e., public, non-profit, for-profit). Would the results have been different had the study been conducted during a stable era at the institution? A replication of this study at the same institution at a future date would answer this question. A study at a different 100% online college would help further elucidate the findings. vi ACKNOWLEDGEMENTS I wish to thank the faculty at Argosy University, in particular, Dr. Keyes B. Kelly, my dissertation chair, whose guidance was invaluable throughout this journey and Dr. Linda S. James for sharing her insights and knowledge to ensure this project was completed using a solid methodology. Dr. Diane Chapman who allowed me to use her survey instrument and, in effect, replicate her study. I most appreciate her sharing her time providing extra insights into what the research described. Mr. Edward Souza, without whose friendship, support, inspirations, and distractions, I would have never completed my undergraduate, let alone my doctoral, education. Most mahalo! Dr. Raquel Mongillo, my very first online instructor, who 10 years ago initially inspired and encouraged me to earn my Ed.D. which, at the time, I thought impossible. I am grateful to all the faculty who participated in this study. It is the love of online teaching that we do the job for little pay and long hours. Thank you for sharing your insights. Sharon McGuire who supported me throughout the first few of years my doctoral studies and Jennifer Cooper who took the time to help me with the faculty population. My family, without whose love and support, I would have never been able to complete this work. Thank you to all. vii DEDICATION To my parents Selma Blum and Herbert Tenzer whose love and support helped ensure I would arrive at this destination. Thank you Mom and Dad. viii

A shortage of qualified online faculty exists as learner demand rises. This replication research studied two sample populations-full-time and adjunct-of online faculty at a for-profit applied arts college. The purpose of this study was to discover the motivators and incentives that drive faculty to teach online, enabling college-level administrators to make decisions targeted at retaining and hiring a qualified online teaching pool. Using descriptive and inferential statistics the study explored four research questions about the motivators and incentives of two current online populations. The findings showed flexible schedule to be the top motivator for both populations. Additionally, adjuncts were motivated by job concerns. Passing on experiential knowledge and the ability to balance work and family motivated full-timers. Higher pay and professional development opportunities were the top incentives for both sample populations. Fulltimers were also concerned with job security. It was concluded that ensuring a flexible schedule and higher pay are two areas that administrators should focus on in order to attract and retain top online teaching talent. Questions remain as to whether the results were universally dependent upon subject matter taught (i.e., art, career, liberal arts, engineering courses) or the type of institution (i.e., public, non-profit, for-profit). Would the results have been different had the study been conducted during a stable era at the institution? A replication of this study at the same institution at a future date would answer this question. A study at a different 100% online college would help further elucidate the findings. vi ACKNOWLEDGEMENTS I wish to thank the faculty at Argosy University, in particular, Dr. Keyes B. Kelly, my dissertation chair, whose guidance was invaluable throughout this journey and Dr. Linda S. James for sharing her insights and knowledge to ensure this project was completed using a solid methodology. Dr. Diane Chapman who allowed me to use her survey instrument and, in effect, replicate her study. I most appreciate her sharing her time providing extra insights into what the research described. Mr. Edward Souza, without whose friendship, support, inspirations, and distractions, I would have never completed my undergraduate, let alone my doctoral, education. Most mahalo! Dr. Raquel Mongillo, my very first online instructor, who 10 years ago initially inspired and encouraged me to earn my Ed.D. which, at the time, I thought impossible. I am grateful to all the faculty who participated in this study. It is the love of online teaching that we do the job for little pay and long hours. Thank you for sharing your insights. Sharon McGuire who supported me throughout the first few of years my doctoral studies and Jennifer Cooper who took the time to help me with the faculty population. My family, without whose love and support, I would have never been able to complete this work. Thank you to all. vii DEDICATION To my parents Selma Blum and Herbert Tenzer whose love and support helped ensure I would arrive at this destination. Thank you Mom and Dad. viii

As a state comprehensive university in a small, midwestern metropolitan area, “Students First” is more than a slogan. The preamble to our Faculty Constitution and our University’s mission statement both specify that students and their flourishing are the justification for our institution’s existence. We have learned, however, that a precondition to robust attention to students’ well-being is parallel attention to the well-being and development of our faculty. This article chronicles the principles and practices by which our shared leadership team responded to unique challenges presented by the COVID crisis and its ripple effects. A closing theme acknowledges that COVID revealed latent, pre-existing gaps in our care for faculty and students as well as introducing new and temporary challenges, and that some of our resulting solutions may require institutionalization as permanent fixtures.

With the price of rising tuition and mounting student debts in the USA, there continues to be much debate as to whether faculty members at universities work hard enough and whether that work benefits students. This article discusses key findings of a mixed-methods case study reflecting the breadth of work-related activities engaged in by university faculty at one regional university in Texas transitioning towards a greater focus on research. Contrary to popular press, it was found that full-time faculty members at all ranks worked more hours per week than the national average and two-thirds of those were spent in teaching related activities. The authors caution those entities pushing for large overhauls in higher education to abandon misinformation regarding faculty work roles and urge administrators to include very knowledgeable and concerned faculties in such discussions.

Faculty of institutions of higher learning have an opportunity to discuss, debate, and discern how to create workplaces that are just and inclusive. As members of Jesuit institutions, we have a moral obligation to do so. How, then, can Jesuit universities justify the poor treatment of contingent faculty, who are now a majority not just in our institutions but in the country as a whole? Tenure-track employment is a fading tradition in universities throughout the United States. The data also show that non-tenure-track faculty, particularly the growing number of part-time adjunct faculty, constitute a population of marginalized, often poor, employees working alongside more privileged colleagues. Furthermore, the data show that the burden of inequality falls more heavily on women and people of color. How do Jesuit values and the mission statements of Jesuit universities guide us in this situation? How do Catholic social teaching principles help us to see and articulate the current situa...

While increasing media attention is given to examining the status of contract faculty on university campuses there is little note made of the pervasiveness of women in these positions. This paper, by drawing on Marxist and feminist theory ties the gender precarity faced by academic contract female workers to the historical practices of industries to use female labour to reduce labour costs. The textile piece worker system of the 19th century has found a 21st century form represented in the unlikely position of the female academic contract worker. The argument builds on the autoethnographic narratives of two contract women to demonstrate how the university administration's "economic pressure" justification is an economic myth to occlude the exploitation of female workers.

Times of crisis may reveal much about the character of an institution. A special report of the AAUP in May, 2021 described several case studies of colleges and universities that experienced severe violations of academic shared governance norms during the pandemic, including ad hoc governance processes, suspension of faculty handbook provisions, and financial exigencies that generally resulted in reductions of academic programs and faculty (AAUP, May 2021). A separate report of a survey to faculty governance officers, however, revealed that although 24% of those surveyed reported that faculty influence in institutional decision making suffered during the pandemic, 62% reported that it was unchanged. Moreover, 15% reported that faculty's influence had increased on their campuses during the pandemic (AAUP, August 10, 2021). Clearly, there is substantial variation in institutional responses to crises pertaining to the status of faculty participation in shared governance. Consequently, a growing body of literature observes significant implications of an institution's shared governance practices for its long-term viability (see Kezar & Holcombe, 2017 for a review). This article describes governance processes on our campus as challenges emerged during the simultaneous unfolding of both a new faculty evaluation system and the COVID pandemic from Spring 2020 through the following academic year. Below, we describe the challenges that emerged relative to evaluation of faculty teaching, research, and service. In addition to describing challenges, we also highlight our responses to those challenges, lessons learned from our collective experience, and new initiatives that resulted from these experiences. An overarching theme pertains to the developmental trajectory from shared governance to shared leadership when solving complex problems on our campus. Structures for Shared Governance and COVID Response The University of Northern Iowa (UNI) is a mid-sized, public, regional comprehensive university. It is one of three state universities within Iowa, and the only public comprehensive in the state. UNI has most recently enrolled just over 9,500 students. Approximately 87% are undergraduates, and 89% are residents of the state of Iowa. UNI is a predominantly residential, in-person campus but we do have robust and growing distance education offerings. The campus hosts 641 fulland part-time faculty members with about 72% of faculty tenured or on the tenure track. Elected faculty leaders in university-level shared governance on our campus include a Faculty Chair, Faculty Senate Chair, and President of United

How can universities ensure that the first-year learning experiences are purposeful, personal, and transformative? This study explores challenges post-secondary institutions face in the everchanging landscape of first-year teaching and learning. It spanned 18 months and included surveys, reflections, and an environmental scan of 92 first-year course syllabi. The study captures the perspectives of faculty, staff and students, in both first and second year, in relation to their academic experiences, and includes recommendations for supporting both student retention and teaching and learning experiences. Comment peut-on faire en sorte, dans les universités, que les expériences d'apprentissage des étudiants de première année soient significatives et personnelles et qu'elles aient un pouvoir de transformation? Cette étude explore les défis auxquels les établissements postsecondaires sont confrontés dans ce paysage mouvant que représentent l'apprentissage et l'enseignement de première année. D'une durée de 18 mois, l'étude a compris des sondages, des réflexions et une analyse contextuelle de 92 plans de cours de première année. On y voit s'exprimer le point de vue des professeurs, des employés et des étudiants de première et de deuxième année au sujet de leurs expériences universitaires. On y formule également des recommandations afin d'accroître le taux de rétention des étudiants et d'améliorer les expériences d'apprentissage et d'enseignement. rent University was founded as a small undergraduate liberal arts university, positioned as an alternative institution to larger and more conservative universities. The University was built on the principles of liberalism in conjunction with small classes, personalized experiences, and collaborative models of teaching and learning. Faculty specifically designed the first-year learning experiences to be transformational for learners. This signature characteristic is still present, despite the fact that the University has grown substantially since its founding. Faculty continue to be invested in the student experience and make meaningful connections to their students. The development of a First-Year Caucus of faculty who meet to discuss challenges and successes in their firstyear courses exemplifies this engagement. Discussions with faculty of the First-Year Caucus suggest that, due to an increase in class sizes, combined with the increasing complexity of the needs of 21st century students, it is becoming more challenging to achieve the outcomes of first-year courses. The First-Year Caucus wanted to work in collaboration with the Centre for Teaching and Learning to gather evidence T

As a state comprehensive university in a small, midwestern metropolitan area, “Students First” is more than a slogan. The preamble to our Faculty Constitution and our University’s mission statement both specify that students and their flourishing are the justification for our institution’s existence. We have learned, however, that a precondition to robust attention to students’ well-being is parallel attention to the well-being and development of our faculty. This article chronicles the principles and practices by which our shared leadership team responded to unique challenges presented by the COVID crisis and its ripple effects. A closing theme acknowledges that COVID revealed latent, pre-existing gaps in our care for faculty and students as well as introducing new and temporary challenges, and that some of our resulting solutions may require institutionalization as permanent fixtures.

The purpose of this study was to qualitatively examine the lived workplace experiences of adjunct community college faculty in Northern California. The problem is adjunct faculty may experience an institutionalized employment system that marginalizes contingent teachers. Using the theoretical framework of institutionalization theory and phenomenological design, interviews were conducted with 22 adjunct instructors. Findings suggest adjunct faculty are a heterogeneous population motivated by a passion for teaching, but the positive attributes associated with their occupation are circumscribed by marginalizing factors. This study concludes with several recommendations for policy changes, implications for leadership, and suggestions for future research.

This article calls for a comprehensive look at research and policy issues affecting nontenured faculty in general, and faculty of color in particular, and at governance issues in American colleges and universities with a special focus on metropolitan universities. The author argues that the confluence of three national trends: ( 1) changing faculty demographics, (2) increasing numbers of women and men of color in the doctoral pipeline at the same time that there are fewer faculty being hired on the tenure track, and (3) shifting student demographics that will bring 2.6 million new entrants into higher education make it imperative that institutions prepare themselves for these profound changes that will shape the academy for the rest of the 21st century.

Canadian higher education has been heading in a general neoliberal direction for quite sometime with most universities employing similar strategies. The example of Wilfrid Laurier Univeraity is used to first illustrate some of those strategies and then later on to show a relatively new one. WLU's Integrated Planning and Resource Management (IPRM) process is very much like similar processes being undertaken at a number of Canadian Universities. It is a management strategy to more easily enable unpopular cuts to staff and programs and legitimate the process through enlisting faculty "cooperation". The APRM is the faculty union's commissioned alternative report and will be a focal point of resistance with its very different set of recommendations. However, an argument is also made that, though while worthwhile, such-like actions will not nearly be enough to prompt a significant change in institutional direction. It is argued that though there are many prongs to the neo-liberal attack upon higher education, the most significant one is the casualization of its teaching labour force. It is argued that strong action by tenured and tenure track faculty is required to not only eradicate the injustices inherent in the situations of our contract academic colleagues but that this is actually the key to preserving quality education.

The goal of this proposal is to create the Center for Adjunct Faculty Support & Engagement, or "CASE," at Austin Peay State University (APSU). In learning about issues on campus as part of the Faculty Leadership Program (FLP), our cohort become aware of the large number of adjunct faculty members at APSU and their impact on our students, as well as the inadequate support for adjunct faculty and the difficulties of their recruitment and retention. The mission of the proposed Center is to implement best practices available at other institutions of higher education to support our fellow adjunct faculty. These practices include thorough orientation and training for adjunct faculty, adjunct faculty mentoring, professional development, and the recognition of adjunct faculty. The existence of this proposed CASE will help to 1) improve the learning experience and success of our students; 2) recruit and retain the best possible adjunct faculty at minimal additional cost; and 3) foster a sense of engagement, satisfaction, and belonging to the institution for our more than 350 APSU adjunct faculty members.

The comprehensive writing guide with a strong focus on rhetoric, robust coverage of argument, timely and inclusive examples that students relate to-and a friendly, conversational tone that makes it easy to read and understand. The fourth edition includes 3 new chapters: "Language, Power, and Rhetoric," "Reflecting on Your Writing," and "Writing for a Public Audience." "Respects students' voices while developing the exact skills our course is designed to teach."

Research suggests adjunct faculty receive little institutional support and feel a sense of disconnection from their campuses. Nearly half of all faculty at American colleges and universities are classified as adjunct faculty in recent National Center for Educational Statistics reporting. Thus, academic departments should consider strategies to better include and engage adjunct faculty on their campuses. This article explores transparency as a best practice for the administration of communication basic courses at a mid-sized, regional university. Further, adjunct faculty members’ perceptions of the basic course administrators’ transparency will be discussed

Part-time faculty now account for more than half of all faculty in American colleges and universities. Existing scholarship primarily has focused on the teaching effectiveness of part-time faculty. In this exploratory study, the authors employ a qualitative approach to examine the perspectives of part-time faculty members at a public, regional institution. We identify several significant themes related to the experiences of part-time faculty members, including teaching evaluation; student-centered instruction; instructors’ use of technology in the classroom; and disconnection from the university. We also offer pragmatic recommendations for administrators and other faculty designed to improve the overall experience of part-time faculty.