The nature of the higher education faculty workforce is radically and fundamentally changing from primarily full-time tenured faculty to non-tenure track faculty. This new faculty majority faces common challenges, including short-term contracts, limited support on campus, and lack of a professional career track. Embracing Non-Tenure Track Faculty documents real changes occurring on campuses to support this faculty group, unveiling the challenges and opportunities that occur when implementing new policies and practices. Non-tenure faculty contributors across a diverse range of universities and colleges explore the change process on their campuses to improve the work environment and increase the quality of learning. Kezar supplements these case studies by distilling trends and patterns from a national study of campuses that have successfully implemented policies to improve conditions for non-tenure track faculty.
This invaluable research-based resource illustrates that there are multiple pathways to successfully implementing policy for non-tenure track faculty. Embracing Non-Tenure Track Faculty provides the tools to create a lasting culture change that will shape the work lives of all faculty and ultimately improve student learning. Outlining detailed strategies and approaches for providing equitable policies and practices for non-tenure track faculty on college campuses, this book is essential reading for both contingent faculty and higher education administrators.
Author(s): Adrianna Kezar
Publisher: Routledge
Year: 2011
Cover
EMBRACING NON-TENURE TRACK FACULTY: Changing Campuses for the New Faculty Majority
Copyright
CONTENTS
PREFACE
PART I Setting the Stage: Background and Context
1 NEEDED POLICIES, PRACTICES, AND VALUES: Creating a Culture to Support and Professionalize Non-tenure Track Faculty
2 STRATEGIES FOR IMPLEMENTING AND INSTITUTIONALIZING NEW POLICIES AND PRACTICES: Understanding the Change Process
PART II
Case Studies
3 AN INSTRUCTIVE MODEL OF HOW MORE EQUITY AND EQUALITY IS POSSIBLE: The Vancouver Community College Model
4 TAKING A MULTIFACETED APPROACH TO CHANGE: Madison Area Technical College
5 INSTITUTIONALIZATION OF A POSITIVE WORK ENVIRONMENT AT A COMMUNITY COLLEGE
6 THE INSTRUCTOR CAREER LADDER AND ADDRESSING THE NEEDS OF RESEARCH FACULTY: Evolving Policies at Virginia Tech
7 “LECTURERS ANONYMOUS”: Moving Contingent Faculty to Visibility at a Master’s Institution
8 LESSONS FROM LONG-TERM ACTIVISM: The San Francisco State University Experience
9
CREATING CHANGES FOR
NON-TENURE TRACK FACULTY
WITHIN A DECENTRALIZED
UNIVERSITY ENVIRONMENT
10
BUILDING A MULTI-PRONG,
CONTEXT-BASED STRATEGY
FOR CHANGE AT A PRIVATE
CATHOLIC COLLEGE
PART III
Synthesis of Lessons
Learned
11 TAKING HEART, TAKING PART: New Faculty Majority and the Praxis of Contingent Faculty Activism
12 WE KNOW THE CHANGES NEEDED AND THE WAY TO DO IT: Now We Need the Motivation and Commitment
APPENDIX A WHITE PAPER ON EXEMPLARY PRACTICES AND POLICIES: Relating to Non-Tenure-Track Faculty Submitted to the Academic Senate Executive Board by the Senate Committee on Non-Tenure-Track Faculty Affairs
APPENDIX B USC COMMITTEE ON NON-TENURE-TRACK FACULTY AFFAIRS (CNTTFA): INVENTORY OF FULL-TIME NTT FACULTY-RELATED GUIDELINES AND CRITERIA: 2011 UPDATE INTERVIEW QUESTIONNAIRE: QUALITATIVE
CONTRIBUTORS
INDEX
