#faculty training

In Dronacharya College of Engineering Gurgaon, One Day Workshop on C and C++ organized for Teachers by Teacher Learning Centre (ICT), IIT Bombay On 29th Feb,2020.

One Day Coordinators Workshop on C and C++ organized by IIT Bombay

Though there are substantial efforts and a notable body of knowledge to create school teachers, such an effort is lacking for college and university teachers. Even when other countries have moved ahead in this direction, India is yet to take significant steps for this purpose. Though there are training programs for academics, these are mainly in different academic disciplines and not much on how…

PostSIUT, Baskent University sign MoU for faculty training

The Sindh Institute of Urology and Transplantation (SIUT) has signed a memorandum of understanding with the Baskent University, Ankara, Turkey, for exploring new avenues of training, teaching and research between the institutions.   The agreement was signed on Saturday by the president of...

CALL FOR GUEST BLOGGERS DEADLINE: July 30, 2014

Designed to serve colleges and universities and their faculty members, FacultyClub.org helps match institutions of higher education with qualified individuals. Facultyclub.org is much more than an industry-specific employment service, though. Instead, it is a career-oriented online resource that job seekers and faculty members alike can use to enhance their credentials as well as seek suitable opportunities.

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The balance of tenured to non-tenured faculty has dramatically shifted the landscape of higher education in the past 40 years. This sweeping change poses many unanswered questions about how to deal with the changing topography of academe.

  In 1969, tenured and tenure-track faculty comprised 78.3% and non-tenure track faculty comprised just 21.7% of university faculty positions (Kezar, 2013). University faculty tenure has been on the decline since the mid-1970s, a period characterized by reduced financial strength for colleges and universities. Since that time, institutions have increasingly relied on non-tenure-track faculty to staff classes based on fluctuating enrollments without having to arrange long-term commitments. Today, non-tenure-track faculty account for at least half of all faculty appointments in United States higher education (AAUP). Public universities utilize non-tenure track professors to offset of the uncertainty of state budget fluctuations in the long term, funding constraints and varying student demand.

  In addition to using more non-tenure track faculty, American universities have increased the probationary period allotted to achieve tenure to seven years for most faculty. As a result, many faculty members who have been on the tenure track are now on term contracts. The competition for fewer tenured positions has led to increased expectations in which tenure-track faculty are now required to publish four times as much as they did in 1970 (Whyy.org, 2014).

  Adjunct faculty positions often have low pay, no benefits, poor working conditions, no say in decision making and little or no job security. They often work at several universities simultaneously to make ends meet and a majority of contingent faculty do not have careers outside academe (AAUP). Many suggest the hiring of low cost contingent faculty is the new business model that is prevailing in higher education.

  Besides perhaps new faculty orientation at the beginning of the academic year, there is little or no ongoing training or professional development for adjunct faculty at many institutions, which can lead to lower job satisfaction and higher turnover (Kaufman, 2013). Contingent faculty are often excluded from and do not have access to funding to attend conferences and training to support their professional development needs and some adjuncts are hired a few days before class starting so there is no time for orientation. Furthermore, adjunct faculty are usually not evaluated so they are unable to improve their performance on the job (Kezar, 2013).

  Because adjuncts make up a majority of faculty in colleges and universities, they are a vital resource of human capital that needs to be cultivated for the sake of quality instruction, student learning and retaining a competitive top-tier higher education system. Institutions need to seek more ways to invest in their adjunct faculty and the teaching profession and provide additional means and resources to develop their most valuable asset, the professorate. Effectively developing and supporting adjunct faculty can result in a higher quality educational experience for students which can increase both student and faculty retention rates. Activities such as mentoring, pedagogy training, discipline development, instructional development, and career development can improve professional competence and instructional skills, and result in personal and professional growth and enhanced morale. From new faculty orientation and ongoing training to peer evaluation and incentive programs, institutions can improve relationships with adjunct faculty.

  What are some of your ideas for improving adjunct faculty training and satisfaction? Do you think colleges are exercising enough oversight of this faculty demographic? Tell us your thoughts in the comment section of this blog.

Dr. Heather Leslie

Dr. Leslie holds a doctorate in Business Administration, a master’s degree in Business Administration with emphasis in strategic management, and a bachelor’s degree in International Business with emphasis in management. Heather has served as a trustee on the board of Alliant International University and has academic training/skills and experience in higher education.

Sources

AAUP. (n.d.). Background Facts on Contigent Faculty. Retrieved May 20, 2014, from American Association of University Professors: http://www.aaup.org/issues/contingency/background-facts

AAUP. (n.d.). The Status of Non-Tenure-Track Faculty . Retrieved May 20, 2014, from American Association of University Professors: http://www.aaup.org/report/status-non-tenure-track-faculty

Kaufman, M. R. (2013). mpact of Professional Development Opportunities on Community College Adjunct Instructor Job Satisfaction. Research - to Practice Conference in Adult and Higher Education (p. 11). St. Charles: Lindenwood University.

Kezar, A. a. (2013). The Changing Academic Workforce. Trusteeship , 21 (3).