10 Matching Annotations
  1. Feb 2022
    1. Contingent faculty are frequently staffed at the latest possible moment, without providing them enough time for preparation or familiarization with the college, the students, or the guidelines on marking and faculty–student collaboration. Along with low wages, endless classes, and absence of office space, the separation from other colleagues may be an intricate issue. Contingent faculty are usually unreasonably assigned the classes packed with individuals who require the most help, such as introductory classes, freshman-writing courses, or remedial instruction.

      As we identify that ill-prepared college students should not register for classes at the last minute as they will have a higher rate of dropping or not passing their course(s). However this goes without saying for hiring adjunct faculty as the last minute who are ill-prepared to teach a course as they are not giving the effective tools to be successful. It also does not bode well to have adjunct faculty who need the most support teaching students who also need a lot of support who are typically freshmen.

    2. As the self-sustaining contingent faculty live close to poverty, the constraints are considerable to not revolt, get satisfactory student assessments, and maintain failure rates in a low level, all the more with classes in which most of the students are disinterested in school.

      As higher education administrators who focus on equity-minded initiatives for our students how do we miss the mark so clearly on how adjunct faculty are treated. It is unfortunate that we often justify the lack of quality pay with things that do not align with fair working practices. Higher Education institutions have a duty to do better as we embark on focused practices that support diversity, equity and inclusion.

    3. Non-tenure track faculty present a broad variety of unacceptable office compromises: an office shared with other scholars unrelated with the main department, one without a locked storage for their materials, or one deficient in adequate technology.

      It is grossly unacceptable that we expect our students to perform well in courses that are foundational to their development with instructors who are not completely committed to their success due to a variety of unacceptable office accommodations shared with other faculty who they have little synergy with and access to insufficient equipment and technology.

    4. Discontented, underpaid, overtasked, and constantly under- or differently qualified academics supply inadequate education. Non-tenure track faculty may have little option in the courses they prepare, and thus they regularly lecture beyond their spheres of particular expertise.

      The adjunct faculty teaching load and expectations are often overlooked in the grand scheme of all that is going on within the context of higher education. We miss the fact that they are qualified at varying levels, underpaid, overtasked and definitely not adequately prepared to teach as very little professional development is afforded to adjunct faculty to do better for the wide demographic of students they support.

    5. Numerous contingent faculty have to teach at several colleges simultaneously with the aim of earning decent money to make ends meet.

      This is really awful to think that we treat educators in this way. It almost mirrors the way that we treat substitute educators in the K-12 setting. Many are serving in vital capacities for a term yet they have not stability in the structure of their teaching load or content of the instruction they are expected to cover. Adjunct faculty deserve the same treatment and benefits as other instructors to add sustaining value to their students lives with consistency.

    6. The inferior wages and absence of job security associated with adjuncts frequently imply colleges failing to benefit from first-rate candidates.

      The fact that colleges charge no less for a course whether it is taught by an adjunct or tenured professor does not change the fact that they are paying the contingent faculty member significantly less to perform critical parts of the job of educating their student body. This seems gravely unfair.

    7. Students meeting the expense of a college education currently are spending relatively more money than earlier generations to be instructed by a poorly resourced, insufficiently remunerated, and possibly unsatisfactorily motivated teaching staff

      This is a a shockingly sad state to think that this generation is paying more for their education but they have access to less experienced, resourced and motivated instructors. Realizing that colleges and universities are also short-changing the students as well as the instructors who are barely make ends meet is an unfortunate state of affairs.

    8. Part-time teaching staff are laden with responsibilities and are allocated the introductory, demanding classes like first-year student composition, having to do with individuals unprepared for college, unable to compose grammatical sentences, and performing it at outmoded desks in noisy rooms or corridors

      The idea that part-time teaching staff are saddled with courses where students need more support yet they are not provided the tools to actually do more than teach speaks to a systemic issue of inequality. Knowing that many of the students in classrooms that adjunct faculty are engaging bring a host of needs that most adjunct faculty don't have the time to unpack nor the training to support.

    9. The latter’s availability to meet and interact with students outside of class is a difficult issue, as they are frequently not supplied office space.

      This is a true circumstance that contingent faculty face so how do we expect students in their courses to feel a sense of belonging when the faculty who teach them don't necessarily feel connected to the institution in any tangible way. This lack of belonging for the faculty is certainly increased when they are only teaching remote courses and have no real connection to the brick and mortar campus community.

    10. many are striving for permanent academic hiring and perceive their part-time teaching as an achievable stage of advancement to the full-time, tenure-track job

      This is an unfortunate idea that adjuncts are striving for permanent academic positions and see this as a viable way into a system that is mostly designed with them not in mind. This is almost consistent with interim administrator roles. Ideally interim roles are not going to do much to change the system instead they are typically exploited to do all the dirty lifting that couldn't be accomplished with a permanent as know one is looking to preserve their social, political emotional capital while they perform this role.

      This is Tonishea Jackson