Title: The Non-Tenured Track Faculty: Supporting Faculty Development
The Non-Tenured Track Faculty (NTTF), the contingent, also known as the adjuncts, teacher assistants, clinical faculty, part-timers, lecturers, and instructors are considered the majority of US faculty today. However, unlike Tenured/Tenured Track Faculty (T/TTF), NNTFs serve in unreliable, unsupported positions with little employment stability and assurances for academic freedom (American Academy of University Professors [AAUP], n.d). Nationwide, 70% of faculty members in higher education are employed off the tenure-track (Reevy & Deason, 2014). The NTT Faculty ranks vary, with the majority remaining in the instructor or lecturer category (Baldwin & Chronister, 1996). In addition, …show more content…
However, others consider that the reasons for the shift from T/TT to NTT faculty include declines in federal and state education spending, while others claim it being the result of a decision to choose the development of technology and facilities over the quality of instruction (Reevy & Deason, 2014). For this reason, studies suggest that the rising numbers of non-tenure-track faculty in higher education contributes to negative student outcomes because of poor working conditions and lack of support that NTTFs receive from their institution (Kezar, Maxey & Badke, 2013). In fact, research suggests that another contributing factor is that NTT faculty are inaccessible to students due to time constraints, and a lack of office space (Kezar, Maxey & Badke, 2013). Furthermore, many institutions do not provide professional development for non-tenure-track faculty, which affects their performance and ability to stay current on knowledge in their disciplines, as well as emerging and innovative pedagogies and classroom strategies (Kezar, Maxey & Badke, 2013). In a progression of articles and reports, the AAUP raised suspicions that NTT workforce needs institutional support and acknowledgment and that NTT development adversely impacts scholarly flexibility, quality principles, and value in pay (Boston University, 2010). Therefore, the purpose of this research is to review the literature and assess current …show more content…
According to Kezar & Gehrke (2014), lack of intentionality during hiring and providing supports to NTTFs after hiring can threaten an institution's mission. Therefore, Kezar & Gehrke (2014) encourage institutions to be mindful of the process since individuals will exhibit a greater commitment to an organization that supports and rewards them (Kezar & Sam, 2011). Also, institutions should commit to enhancing opportunities to retain dedicated and talented faculty (Reevy & Deason, 2014). Regrettably, the contingent nature of numerous NTTFs sends an implied message that they are not respected by the organization, when in fact, it might just be a gap in communication (Reevy & Deason, 2014). The fact of the matter is that the amount of NTTF’s hired continues to increase, and data continues to show that if they are unprepared and unsupported; then, they will produce negative outcomes. However, according to Waltman, Bergom, Hollenshead, Miller & August (2012), there is complexity in this issue. The literature does not state that Non-Tenured Track Faculty are the equivalent of bad student outcomes. However, several researchers agree that the lack of support and resources that are given to NTTF by their institutions is a foundation of learning environments that does not help learners (Waltman et al.,
The Non-Tenured Track Faculty (NTTF), the contingent, also known as the adjuncts, teacher assistants, clinical faculty, part-timers, lecturers, and instructors are considered the majority of US faculty today. However, unlike Tenured/Tenured Track Faculty (T/TTF), NNTFs serve in unreliable, unsupported positions with little employment stability and assurances for academic freedom (American Academy of University Professors [AAUP], n.d). Nationwide, 70% of faculty members in higher education are employed off the tenure-track (Reevy & Deason, 2014). The NTT Faculty ranks vary, with the majority remaining in the instructor or lecturer category (Baldwin & Chronister, 1996). In addition, …show more content…
However, others consider that the reasons for the shift from T/TT to NTT faculty include declines in federal and state education spending, while others claim it being the result of a decision to choose the development of technology and facilities over the quality of instruction (Reevy & Deason, 2014). For this reason, studies suggest that the rising numbers of non-tenure-track faculty in higher education contributes to negative student outcomes because of poor working conditions and lack of support that NTTFs receive from their institution (Kezar, Maxey & Badke, 2013). In fact, research suggests that another contributing factor is that NTT faculty are inaccessible to students due to time constraints, and a lack of office space (Kezar, Maxey & Badke, 2013). Furthermore, many institutions do not provide professional development for non-tenure-track faculty, which affects their performance and ability to stay current on knowledge in their disciplines, as well as emerging and innovative pedagogies and classroom strategies (Kezar, Maxey & Badke, 2013). In a progression of articles and reports, the AAUP raised suspicions that NTT workforce needs institutional support and acknowledgment and that NTT development adversely impacts scholarly flexibility, quality principles, and value in pay (Boston University, 2010). Therefore, the purpose of this research is to review the literature and assess current …show more content…
According to Kezar & Gehrke (2014), lack of intentionality during hiring and providing supports to NTTFs after hiring can threaten an institution's mission. Therefore, Kezar & Gehrke (2014) encourage institutions to be mindful of the process since individuals will exhibit a greater commitment to an organization that supports and rewards them (Kezar & Sam, 2011). Also, institutions should commit to enhancing opportunities to retain dedicated and talented faculty (Reevy & Deason, 2014). Regrettably, the contingent nature of numerous NTTFs sends an implied message that they are not respected by the organization, when in fact, it might just be a gap in communication (Reevy & Deason, 2014). The fact of the matter is that the amount of NTTF’s hired continues to increase, and data continues to show that if they are unprepared and unsupported; then, they will produce negative outcomes. However, according to Waltman, Bergom, Hollenshead, Miller & August (2012), there is complexity in this issue. The literature does not state that Non-Tenured Track Faculty are the equivalent of bad student outcomes. However, several researchers agree that the lack of support and resources that are given to NTTF by their institutions is a foundation of learning environments that does not help learners (Waltman et al.,