Media Coverage and Periodical Articles from the Delphi Project
Colleges Increasingly Use Contingent Faculty to Cut Costs, but Savings are Modest When Accounting for Compensation of All Employees
01.04.17 | AIR – American Institutes for Research
Colleges are increasingly hiring lower-paid part-time and limited-term contingent faculty, who in 2013 made up more than half of all instructors in higher education, finds an American Institutes for Research (AIR) study for the TIAA Institute. This trend has led to cost savings in salaries and benefits for instructors, but hasn’t translated to the same level of savings when looking at the total compensation of all employees.
Tef: dump the pointless metrics and take a hard look at casualisation
11.08.16 | The Guardian: Higher Ed Network | Sally Hunt
The government claims that its new Teaching Excellence Framework (Tef) will put students at the “heart of the system”. Unfortunately, the metrics being used for the Tef tell us little about teaching quality and nothing about how we could improve things.
Professors staying and the impact on adjuncts
10.24.16 | University Business | Deborah Yaffe
Are universities hiring non-tenured adjuncts—who now make up two-thirds of the faculty workforce—because their tenured veterans won’t retire?
Envisioning the Faculty
10.17.16 | Inside Higher Ed | Colleen Flaherty
By now just about everyone has gotten the message that the adjunctification of higher education is unsustainable. Yet there’s no apparent sense of urgency by administrators to address the problem, as academe continues to “react” — rather than thoughtfully “respond” — to the changing makeup of the faculty and the factors driving it, argues a new book from Adrianna Kezar, founder of the Delphi Project on the Changing Faculty and Student Success at the University of Southern California.
More Faculty Diversity, Not on Tenure Track
08.22.16 | Inside Higher Ed | Colleen Flaherty
Adrianna Kezar, a professor of higher education at the University of Southern California and director of its Delphi Project on the Changing Faculty and Student Success, said the report is to be commended for looking only to native-born underrepresented minorities and for disaggregating data by race. While the main premise of the study is not novel, she said, what is new and helpful is the demonstrated growth for Hispanic and Asian-Americans, compared to the “stubborn lack of growth” for African-Americans.
Kezar said she was also concerned that the hiring practices for non-tenure-track faculty often circumvent formal diversity initiatives, which tend to focus on tenure-track jobs. It’s something the data don’t touch on, but which deserves further attention, she said, lest it ultimately result in “remaking the white academy” as the proportion of non-tenure-track jobs continues to grow.
A Broader Look at Adjunct Faculty
08.19.16 | BizEd | Sharon Shinn
Across the university, the use of adjunct professors is on the rise—and that’s a trend with many troubling consequences, says Adrianna Kezar, professor for higher education at the University of Southern California in Los Angeles and co-director of the Pullias Center for Higher Education. Much of her research centers around how adjunct faculty are deployed in the university and how that affects student learning.
Wellness Programs, Adjunct Health Care on the Decline
08.12.16 | Inside Higher Ed
CUPA-HR survey cites declines in employer-sponsored wellness programs and part-time-faculty benefits.
2016 SENCER Summer Institute
07.28.16 | SENCER
The central theme of this year’s Institute was transformation. Transformation is expressed throughout several facets of our work in 2016, from the continued progress in our SENCER, SENCER-ISE and Engaging Mathematics projects to our pursuit of opportunities emerging from new partnerships and initiatives, and our organization being profiled in a recent USC monograph by Adrianna Kezar and Sean Gehrke as a Community of Transformation in STEM reform.
Adjunct professorships hurt students and educators alike. Is it time to abandon tenure?
06.30.16 | SALON
Colleges and universities have seen a boom in contingent faculty. Administrators must rethink their business model.
Is it time to eliminate tenure for professors?
06.28.16 | The Conversation
We appear to be at a crossroads. The higher education enterprise has changed, but the traditional tenure model has stayed the same. The truth is that universities need faculty who are dedicated to teaching, but the most persuasive argument in support of tenure – its role in protecting academic freedom– has come to be too narrowly associated with research.
Rethinking Faculty Support and Models: New Tools from the Delphi Project on the Changing Faculty and Student Success
06.13.16 | EDUCAUSE
This session will provide a brief overview of the latest research from the Delphi Project on rethinking and intentionally designing faculty roles to best meet the needs of students, faculty, and institutions. Additionally, we will examine two tools designed to help spark conversations on campus around faculty issues. The first is a self-assessment for departments who are interested in examining their cultures for non-tenure-track faculty. The second is a series of questions for stakeholders across campus to promote dialogue on how to intentionally redesign the faculty role.
Spotlight on David English
06.10.16 | NC State University: College of Education News
David English takes the reins as interim provost at the University of North Carolina School of the Arts on June 1. English, who earned his doctorate in educational research and policy analysis, with a specialization in higher education, from the Department of Educational Leadership, Policy and Human Development, will serve as chief academic officer of the UNC system’s professional school for performing, visual and moving image arts.
Tenure is disappearing, much to the detriment of higher ed
04.13.16 | Education Dive | Tara García Mathewson
Kezar cites a range of negative consequences that have followed the shift away from a tenured faculty workforce. There’s the documented negative impact on graduation rates, first-year retention, likelihood of transfer from a two-year to a four-year college, and student grade point averages. Students who take classes from primarily adjunct faculty have a harder time getting letters of recommendation and finding supporters to pitch them to graduate school programs and employers.
Annual AAUP salary survey says professor pay is up 3.4%
04.11.16 | Inside Higher Ed | Colleen Flaherty
Professor pay was up 3.4 percent this year, according to AAUP’s annual faculty salary survey.
Policies and Practices for Supporting Non-Tenure Track Faculty
03.22.16 | Interfolio | Phil Morley
Over 70% of faculty members employed in U.S. colleges and universities hold contingent, part-time or otherwise non-tenure track positions. In other words, the majority of scholars who carry the academic mission must do so without the job security that comes with a conventional, tenured, full-time professorship. What’s more, they miss out on the full participation in shared governance that’s granted to their colleagues on the tenure track.
Stakeholders all across higher education share an emerging vision for future faculty (essay)
03.17.16 | Inside Higher Ed | Adrianna Kezar
Key stakeholders all across higher education — including boards, policy makers, administrators at all levels, faculty of all types, disciplinary societies, and unions — increasingly have one. It’s time to make it a reality, argues Adrianna Kezar.
Paper argues that adjuncts’ push for better pay and working conditions is prohibitively expensive and would cost jobs
03.17.16 | Inside Higher Ed | Colleen Flaherty
New paper argues that colleges can’t afford to improve the pay and working conditions of those off the tenure track. Activists slam the analysis.
Two Steps Back?
12.15.15 | Inside Higher Ed | Colleen Flaherty
New England accreditor says it’s trying to update its standards, but many adjunct activists fear changes would undercut efforts to protect those off the tenure track.
Two Steps Back?
12.15.15 | Inside Higher Ed | Colleen Flaherty
New England accreditor says it’s trying to update its standards, but many adjunct activists fear changes would undercut efforts to protect those off the tenure track.
Professor in Name Only: Teaching Without Tenure in American Universities
11.13.15 | Law Street |Jillian Sequeira
Students are paying higher tuition than ever. Why can’t more of that revenue go to the people teaching them?
For centuries, there have been a handful of professions that are respected and privileged around the world: doctor, lawyer, and professor all come to mind. These professions are often thought of in broad stereotypes–elderly men sitting in wood-lined studies, wearing jackets with patches on the elbows, and heading off to golf games at three in the afternoon. In reality, all three of these professions have diversified over the past fifty years, yet we still think of them as representative of the upper class. While medical and legal salaries are still generous and relatively stable, the same cannot be said for academia. Success as a professor is now inextricably linked to receiving tenure (a permanent job contract), without which professors are often relegated to “visiting” or “assistant/adjunct” professor status. Without the protection of tenure, adjunct professors are constantly vulnerable and rarely get the support and resources they need to put their best foot forward in the classroom. Read on for a look at the realities of being a professor in America.
The Case for Better Faculty Pay
11.02.15 | Inside Higher Ed | Colleen Flaherty
Students are paying higher tuition than ever. Why can’t more of that revenue go to the people teaching them?
Study suggests that instructional spending pays off in the long run, in terms of student employment outcomes.
Valuing the Faculty
09.17.15 | InsideHigherEd | Colleen Flaherty
New report argues for more investment in instruction in higher education, to promote student success.
08.27.15 | InsideHigherEd | Colleen Flaherty
Non-tenure-track faculty members say they want more convenient, compensated professional development.
05.06.15 | InsideHigherEd | Colleen Flaherty
Study suggests most part-time faculty members want full-time work. But what they want even more is acceptance as colleagues and peers from full-time professors and administrators.
02.20.15 | InsideHigherEd | Colleen Flaherty
A common refrain from adjunct professors who get relatively low pay and little institutional support is that their working conditions are students’ learning conditions. But many colleges and universities continue to ignore that message and rely on part-time faculty to deliver the majority of instruction. A new paper is calling out those institutions for their lack of attention to faculty career designs and is demanding meaningful, collaborative discussions to address what it calls an existential threat to American higher education.
Colleges’ Use of Adjuncts Comes Under Pressure; As ‘road scholars’ unite, administrators warn of higher costs from shifting faculty makeup
02.17.15 | Wall Street Journal | Douglas Belkin and Melissa Korn
The move comes amid growing frustration from students and parents paying tens of thousands of dollars a year in tuition for an education taught mostly by itinerant faculty, sometimes nicknamed “road scholars” because of all the time they spend driving between schools to teach. Since late November, adjuncts have won unionization votes at eight colleges, from Boston University to Dominican University of California.
ARE ADJUNCT PROFESSORS THE NEW FAST-FOOD WORKERS?
02.11.15 | Capital and Main | Ana Beatriz Cholo
“Fifty percent of the faculty in our country make what somebody at McDonald’s makes,” she said, adding that more and more adjuncts are going on public assistance and needing food stamps to survive.
No Country for Old Adjuncts
09.24.14 | InsideHigherEd |Colleen Flaherty
Many adjuncts wonder why colleges that employ them year after year, giving them good reviews course after course, seem to have no interest in them when tenure-track jobs open up. Several legal court cases suggest that bias against adjuncts may be linked to age discrimination.
More ‘Intentionality’ Needed
06.23.14 | InsideHigherEd | Colleen Flaherty
What’s the purpose of higher education in the 21st century? It’s a lofty question that participants at a symposium on changing faculty models here acknowledged they didn’t have the answers to. But the administrators and other higher education experts here agreed that colleges and universities have to define their evolving mission before they can figure out how to reallocate their faculty work force.
New Directions for Higher Education: Q&A with Education Scholar Adrianna Kezar on the Changing Faculty
05.27.14 | New England Journal of Higher Education | Philip DiSalvio and Staff
In this installment, DiSalvio interviews Adrianna Kezar, professor of higher education at the University of Southern California (USC) and director of the Delphi Project, a partnership between USC’s Pullias Center for Higher Education and the Association of American Colleges and Universities (AAC&U).
Looking Beyond the Tenured
05.16.14 | InsideHigherEd | Kristen Venegas and Adrianna Kezar
An interesting dilemma lies ahead — where will all the academic administrators come from? Historically, most administrators in academic affairs, whether they be department chairs, program directors, deans, or provosts, have come out of the ranks of tenured faculty.
Part-time faculty copes with economic hardships, lack of university support
While some tenured college professors may enjoy luxurious office space and high salaries, many part-time and adjunct professors are struggling for the right to use a university copier.
The Adjunct Revolt: How Poor Professors Are Fighting Back
04.28.14 | The Atlantic | Elizabeth Segran
Can a budding labor movement improve the lives of non-tenured faculty—and, in the process, fix higher education?
Unintended consequences: The rise—and fall—of adjuncts in higher education
03.03.14 | University Business | Tim Goral
Adjunct faculty have long played a supporting role in higher education. These often overqualified professors work long hours for comparatively little pay, on the hope that it might lead to a full-time position. But somewhere along the way, the situation changed. >>Click here to access this article through universitybusiness.com
02.25.14 | Inside HigherEd | Colleen Flaherty
When the Internal Revenue Service offered guidance earlier this month on how college and universities should count adjuncts’ hours in relations to the Affordable Care Act, the agency raised at least as many questions as it answered.
Is academia suffering from ‘adjunctivitis’? Low-paid adjunct professors struggle to make ends meet
02.07.14 | PBS NewsHour | Paul Solman
Now a look at a growing trend at colleges and universities across the country, which increasingly rely on part-time adjunct instructors, and the financial struggles these professors face. NewsHour economics correspondent Paul Solman has the story. It’s part of his ongoing reporting Making Sense of financial news. >>Click here to access this article through pbs.org
Part-Time Professors Demand Higher Pay; Will Colleges Listen?
02.03.14 | NPR All Things Considered | Claudio Sanchez
When you think about minimum-wage workers, college professors don’t readily come to mind. But many say that’s what they are these days. >>Click here to access this article through npr.org
Cal State Leader Lays Out Plan to Speed Graduation
01.29.14 | Los Angeles Times | Carla Rivera
Chancellor Timothy P. White’s plan calls for more tenure-track faculty, advisors and online courses, among other steps.
Accreditation Standards Should Include Treatment of Adjuncts, Report Says
01.29.14 | The Chronicle of Higher Education | Eric Kelderman
The growing number of part-time faculty members is lowering the quality of education at many colleges and needs to be addressed by accreditors, says a new report from the Council for Higher Education Accreditation, which is holding its annual meeting here this week.
Focus on Faculty
01.28.14 | InsideHigherEd | Colleen Flaherty
WASHINGTON – Accreditors “can and should be doing more” on site visits and in their standards to address concerns about adjunct faculty employment and its effect on student learning, says a report out today from the Council for Higher Education Accreditation.
Congress Takes Note
01.24.14 | Inside HigherEd | Colleen Flaherty
WASHINGTON — It’s time for Congress to pay attention to the abuse of adjunct faculty members, and the way their poor working conditions impact not only them, but their students, says a new report from the House Education and the Workforce Committee. While the report largely endorses previous studies on the subject, “The Just-In-Time Professor” document marks the first time Congress has so formally acknowledged a situation that adjunct activists have long deemed exploitative.
The Rise of Adjunct Faculty
12.06.13 | WHYY Radio Times with Marty Moss-Coane | Marty Moss-Coane
Part-time professors or adjuncts now make up over 49% of the faculty on university campuses and 70% of community college faculties. But low pay and job insecurity have led many adjuncts around the country to try to unions to get better working conditions. .Today we’ll look at why adjuncts are on the rise, what it means for the part-time teachers, and the effect the trend is having in higher education. Marty talks with DEBRA LEIGH SCOTT, a writer and educator who has been an adjunct for over 15 years and is working on a documentary and book on the topic and ADRIANNA KEZAR, Professor of Higher Education at the University of Southern California. >>Click here to access this article through whyy.org
Innovation — Doomed to Fail?
12.06.13 | Inside HigherEd | Adrianna Kezar
Innovation is the catchword of the day. You’ve heard the speeches and read the op-eds. Higher education needs to innovate: teach differently and use more high impact practices, improve completion rates, integrate new technologies, assess student learning, engage in interdisciplinary teaching and research, help students transition successfully to college – among other improvements.
I have been involved with many such reform efforts in the past two decades, but the same problem emerges persistently as we try to innovate – there are no core faculty to do the work over time, no plans for faculty engagement, no blueprints for professional development. There are no provisions, in short, to meet these goals. Great novel curriculums are developed, important new pedagogies tested and codified, and new forms of assessment instituted, but no one there to implement these key innovations.
More College Adjuncts See Strength in Union Numbers
12.03.13 | New York Times | Tamar Lewin
BOSTON — Gillian Mason was passionate about literature in college, so she made a career of it, earning a Ph.D. in American studies from Boston University. She had part-time teaching jobs on different campuses, but after 10 years as an adjunct she realized that she would never find a tenure-track job, or even one that paid a living wage. “I was teaching five classes at three different campuses. I was quickly going broke and my student debt was still growing,” she said. So Ms. Mason left teaching and became a higher-education organizer, part of a movement catching on across American campuses where adjunct faculty members, the working poor of academia, are turning to collective action.
Creating a High-Quality Place to Teach, Learn, and Work
Summer 2013 | PeerReview | Adrianna Kezar and Sean Gehrke
Research has demonstrated that many campuses do not provide basic supports for non-tenure-track faculty (NTTF), including mentoring, multiyear contracts, professional development, orientation, materials and resources to teach, and administrative support (Baldwin and Chronister 2001; Gappa and Leslie 1993; Hollenshead et. al 2007). NTTF now account for more than 50 percent of the faculty at four-year institutions and two-thirds of the faculty nationally. Many teach full-time or have teaching loads close to full-time and aspire to tenure-track positions. Yet, we have little understanding why the majority of the faculty that are now employed at colleges and universities receive such minimal basic supports that are commonplace for tenure-track faculty. In many cases, they are doing the exact same work as tenure-track faculty in terms of instruction and service. And increasingly NTTF are also being placed on research lines where they are also conducting research similar to tenure-track faculty, particularly in science and medical fields. It is important to try to understand why the policies and practices in place for NTTF are so different from those adopted for tenured or tenure-track faculty. What drives such decisions or lack of action?
Not Too Expensive to Fix
10.16.13 | Inside HigherEd | Colleen Flaherty
Collecting better data on adjunct employment on campus. Inviting adjuncts to participate in departmental meetings and curriculum design. Some of the biggest ways institutions can improve the working conditions of adjunct faculty are free or cost little, debunking a common argument against rethinking higher education’s changing faculty make-up.
Or so argues a new paper from the Delphi Project on the Changing Faculty and Student Success, a partnership between the University of Southern California’s Rossier School of Education and the Association of American Colleges and Universities to examine and develop the role of adjunct faculty.
Poor Working Conditions for Adjunct Professors Leave Students Shortchanged
10.15.13 | Aljazeera America | Patricia Sabga
ALAMEDA, Calif. — When 39-year-old Darren Brown decided to become a university professor, he never imagined his career would leave him broke and living in his parents’ basement. “My father worked in a factory his entire life in Oakland, Calif.,” said Brown. “I took the academic route thinking that, just like anybody else, that if you want to be somebody, you need to go to college and get an education.”
Change Requires Discipline
September/October 2013 | Academe | Adrianna Kezar and Daniel Maxey
Today, approximately seven out of every ten instructional faculty members at nonprofit institutions of higher learning are employed off the tenure track; nearly half of all faculty members providing instruction in nonprofit higher education hold part-time appointments. The characteristics that distinguish tenure-track from non-tenure-track faculty members are not limited to the latter’s lack of eligibility for tenure. Rather, most non-tenure-track faculty members, particularly those teaching part time, experience poor working conditions (no job security, low salaries, and little or no access to office space) and are denied many types of support that are provided to their tenure-eligible colleagues (professional development opportunities, access to resources for instruction and administrative personnel, and sometimes even e-mail accounts and library privileges).
The Changing Academic Workforce
May/June 2013 | Trusteeship | Adrianna Kezar and Daniel Maxey
Among the many pressing challenges facing colleges and universities that demand the attention of their boards, one set of issues often is overlooked: those involving employment of non-tenure-track faculty members and the policies and practices shaping their work. There are a number of compelling reasons, however, why boards not only should become knowledgeable about the relevant policies and practices, but also should take a leadership role in collective efforts to determine how they affect the attainment of the institution’s and its students’ goals.
Creating Student Success by Supporting Faculty Performance: The Missing Link in Current National Efforts
May 2013 | League for Innovation Leadership Abstracts | Adrianna Kezar and Daniel Maxey
Leaders in community colleges are being challenged to graduate and transfer more students. Many national projects and initiatives are aimed at supporting this effort, including Achieving the Dream, Completion by Design, Next Generation Learning Challenges, and Global Skills for College Completion. As a result, student success and completion are among the top priorities of institutional leaders. Often, campus efforts focus on support programs, supplemental instruction, and new models of remediation, and tend largely to emphasize the roles of staff and student affairs professionals.
Our Dirty Little Secret
03.26.13 | Inside HigherEd | Adrianna Kezar, David Longanecker, and Daniel Maxey
The faculty in postsecondary education has changed so much in the last 20 years that it has been labeled a “revolution” by researchers who study the professoriate. More than two-thirds of the faculty providing instruction in nonprofit higher education are currently employed off the tenure track, and their numbers continue to rise. This shift alone may be cause for concern, but the real dilemma is that institutions have not developed a new faculty model or employment practices that are based on a realistic conception of the faculty and its composition. The faculty model currently in use has not been achieved through intentional and thoughtful planning. It is the haphazardly derived product of casual, short-term planning and reactionary decision making amid constrained budgets; it reflects little thought or concern for its implications for student learning or enlightened employment practice.
The Imperative for Change
02.22.13 | Inside HigherEd | Colleen Flaherty
Reform-minded adjunct professors and their advocates now have a few more resources to work with, thanks to the Delphi Project on the Changing Faculty and Student Success.
The University of Southern California-based initiative, led by Adrianna Kezar, professor of higher education, recently released “The Imperative for Change: Understanding the Necessity of Changing Non-Tenure-Track Faculty Policies and Practices” and “The Path to Change” on its website. The first report details the impact of the growing employment of adjuncts across academe on student learning and equity among faculty, as well as potential legal consequences. The second set of documents provides real-life models of healthy integration of adjunct professors into the greater faculty body at various colleges and universities.
Rethinking Faculty Roles for a New Era: The three-tiered faculty system is not working and must change
01.09.13 | University Affairs (Canada) | Adrianna Kezar
As the article “Sessionals, up close” describes, the faculty in Canada, the U.S and worldwide is changing rapidly toward a more contingent faculty. While the numbers of contingent faculty positions continue to increase (even more so in the U.S. than in Canada), there has been little systematic discussion, leadership or policymaking related to the issue.
The Delphi Project on the Changing Faculty and Student Success aims to address this void in leadership and policy by engaging stakeholders across the higher education enterprise in the U.S (academic leaders, unions, disciplinary societies, accreditors and policymakers) in a thoughtful discussion about the imperative for change. Our work highlights the way the shift in faculty creates equity concerns, negatively affects student learning, and creates legal and risk management concerns ranging from worker misclassification to violations of fair employment laws. We also focus on levers to achieve change, such as data collection and accountability mechanisms like accreditation. And, ultimately, we are looking for long-term solutions, including the development of a faculty model that best meets institutional and the broader enterprises’ goals.
Deans’ Ideas About Hiring Adjuncts Differ From Reality, Survey Finds
11.12.12 | The Chronicle of Higher Education | Audrey Williams June
Deans of colleges of arts and sciences—where faculty members who work off the tenure track are most likely to be employed—struggle with many issues related to the use of such faculty, including how many to hire and how to support them on the job, according to a national survey on various aspects of non-tenure-track faculty.
Nearly 160 deans who are members of the Council of Colleges of Arts and Sciences responded to the survey. They said that, in their colleges, no more than 30 percent of the faculty should be working off the tenure track and that no more than 20 percent of those faculty members should be part time. At the same time, they acknowledged that the use of non-tenure-track faculty has increased.
Questions to Ask on Adjuncts
11.12.12 | Inside HigherEd | Scott Jaschik
Over the years, various faculty advocacy groups, unions and disciplinary groups have issued reports calling for better treatment of non-tenure-track faculty members. The reports have called for adjuncts to be eligible for health insurance, to have guarantees of academic freedom or job security, and to be treated as true colleagues by those on the tenure track. These various studies have not hesitated to state that colleges have a moral obligation and an educational imperative to improve the way they treat adjuncts.
Now the Delphi Project, which brings together faculty groups, scholars of higher education, and college administrators, is tackling the issue of how adjuncts are treated. And the project has just released two guides — one for colleges that are (or may soon appoint) committees to review policies, and the other for departments. The guides cover many of the issues that have been covered in previous reports, but in a decidedly different tone. They don’t have lists of things that colleges must (or even should) do. Rather, they featured detailed questions.
Supporting Adjunct Faculty: An Investment in Your Instructors, an Investment in Your Students
11.09.12 | Academic Impressions | Daniel Fusch
A 2010 US Department of Education study found that adjunct instructors teach 60% of the college courses in the US. They represent a critical first line of instruction for many students, yet often receive minimal faculty development and minimal institutional support for serving students.
This week, we interviewed Jennifer Strickland, the interim director for Mesa Community College’s Center for Teaching and Learning, which supports the college’s 300+ residential faculty and 1100+ adjunct faculty. We asked Strickland why the issue of adjunct support should be accorded some urgency – and what forms of support she has found to be most needed in order to improve teaching and learning, as well as retention of adjunct faculty.
A New Faculty Path
10.02.12 | Inside HigherEd | Adrianna Kezar, Susan Albertine, and Dan Maxey
With all the recent discussions about disruptive technologies and ways to increase completion rates, too little attention has been paid to the roles of faculty members in the emerging new academy. What kinds of faculty do we need to ensure the success of today’s “new majority” students who are older, attend multiple institutions, come from families whose members have not attended college, and who have increased need for remediation and attention from faculty? Who is currently carrying the biggest load in teaching these students, especially at the introductory levels, where far too many students drop out of college? How will faculty roles evolve in this new environment? To answer these questions, we need to take a hard look at the current status of college faculty — including the large percentage of those not tenured nor on the tenure track.
The Changing Nature of Faculty
08.04.12 | Inside HigherEd | Kaustuv Basu
The number of adjuncts at universities is rising across the country, and institutions need a new and better model to support their needs in order to improve student outcomes, says a report released this week.
The Delphi Project on the Changing Faculty and Student Success, a partnership between the University of Southern California’s Rossier School of Education and the Association of American Colleges and Universities, released the report after a year of discussions. The project, which has brought together 30 higher education experts from disciplinary organizations, unions and universities, among others, will release more guidelines in the coming months, including resources to help campus leaders.
“How can we better working conditions [for adjuncts] that can improve student learning? This is one of the main questions we are looking at,” said Adrianna Kezar, director of the project and an associate professor of higher education at USC. “Not only will we look at where we need to go but how we can get there. This is an effort to look at the whole system,” she said.
With Student Learning at Stake, Group Calls for Better Working Conditions for Adjuncts
07.31.12 | The Chronicle of Higher Education | Audrey June Williams
Academe needs a new model for the professoriate that better supports the growing number of instructors who are off the tenure track, the participants in a national project about the changing faculty have concluded.
The participants, who represent a cross-section of academe and its stakeholders, also said in a report being released this week that they need to align to gather data that will paint a clearer picture of higher education’s increasing reliance on contingent faculty.
A key reason for those two strategies to improve the jobs of contingent faculty members is that their poor working conditions may harm student learning, says the report, a “working document” produced by the Delphi Project on the Changing Faculty and Student Success.
The 49-page document, in part, details the challenges linked to the rising number of contingent faculty, who now make up about 70 percent of all instructors at the nation’s colleges and universities. But data that quantify the effects of this shift in the make-up of the faculty and the issues it creates aren’t readily available, the report says. Without hard numbers, campus policy makers may be unaware of the extent of the challenges they face.
Accreditation Is Eyed as a Means to Aid Adjuncts
03.25.12 | The Chronicle of Higher Education | Peter Schmidt
Can a quality education be provided by any college that relies heavily on adjunct instructors it subjects to lousy working conditions?
Some higher-education experts and prominent advocates for adjunct faculty members would like to see accreditors and others who pass judgment on colleges ask questions like that more often.