A Multi-faceted, Adjunct-Centered Initiative to Support Part-time Faculty

Gelman, Caroline Rosenthal; Gandel, Jill; Bausman, Margaret

doi:10.1080/08841233.2021.2013000

Cited by 7 publications

(4 citation statements)

References 36 publications

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“…While there is robust literature discussing the impact of part-time faculty on the overall academy, Clark et al (2011) revealed that 'limited attention has been given to the significance for programs such as social work' (p. 1012). Furthermore, there is a void in the social work literature examining the mentoring supports identified as needed by adjuncts (Gelman et al, 2022). The authors acknowledge these gaps in the current literature and initiated this qualitative study to examine mentoring adjuncts within an Australian social work teaching team.…”

Section: The Current Studymentioning

confidence: 99%

“…United States ' (p. 1012). Given most academics are employed on a part-time basis (Gelman et al, 2022) and many programs could not meet student needs with full-time faculty alone (Moore et al, 2021), adjunct mentoring warrants prioritization. Furthermore, investing in and enhancing adjunct teaching skills through mentoring has been shown to improve student learning (Truuvert, 2014).…”

mentioning

confidence: 99%

“…These temporary academic teaching staff are a part of the social work teaching environment in most international universities and in particular, Clark et al (2011) notes, they have ‘become an essential addition to social work programs in the United States’ (p. 1012). Given most academics are employed on a part-time basis (Gelman et al, 2022) and many programs could not meet student needs with full-time faculty alone (Moore et al, 2021), adjunct mentoring warrants prioritization. Furthermore, investing in and enhancing adjunct teaching skills through mentoring has been shown to improve student learning (Truuvert, 2014).…”

mentioning

confidence: 99%

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Mentoring social work adjunct educators: A collaborative autoethnography provides a blueprint for support

Turner,

Chhetry,

Round

2023

International Social Work

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Sessional academics are often employed on a part-time, contract basis as casual (e.g. adjunct) teaching staff. Internationally, universities benefit from the expertise and experience of these educational team members. However, there is a lack of research in the literature identifying how to support them. This article attempts to bridge this gap by presenting the mentoring (e.g. faculty development) experiences of three social work educators. Drawing from queer theory, we utilized collaborative autoethnography and inductive analysis resulting in three themes: (1) mentoring building blocks, (2) mentoring blueprint, and (3) mentoring strengths and challenges. Finally, broader implications are discussed.

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Section: The Current Studymentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Mentoring social work adjunct educators: A collaborative autoethnography provides a blueprint for support

Turner,

Chhetry,

Round

2023

International Social Work

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“…Additionally, direct discussion of official policies and documents involved in interactions between CAS and higher education institutions is rare, and detailed information from institutions about their contract appointments is often lacking (Brownlee, 2015). While this may result from a need for greater transparency (Gelman et al, 2022) surrounding the hiring and inclusion of CAS, further research around the types of information conveyed (or missing) could suggest opportunities for better supporting the information needs of this group.…”

Section: Preliminary Findingsmentioning

confidence: 99%

Academic Casualization, Precarity, and Information Practices: A Scoping Review

Willson

Stewart-Robertson

Julien

et al. 2022

Proceedings of the Association for Information Science and Tech

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In the first phase of a larger research project exploring the information practices of contract academic staff, a review of the wider literature around academic casualization was conducted. This research begins to address the need for greater understanding of the experiences of these workers in the information‐intensive environments of higher education. A scoping review methodology was applied, and both academic and grey literature from multiple disciplines was reviewed. The literature points to casualization in academia as a growing phenomenon that has important consequences for staff, students, and universities themselves. This poster discusses the initial themes emerging from the literature, including: the precarity and marginalization of academic staff, the unrecognized emotional labor shaping information practices, and the impacts of multiple temporalities on the work, careers, and lives of such staff. The findings suggest the need for empirical research to address the lack of knowledge around the information environments of contract academics and set the stage for the next phases of the research project.

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