Adjunct Instruction

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

“…Often universities provide little support beyond a syllabus, textbook, and administration details (Arden, 1995). However, this undervaluing is not new; Klein and Weisman (2001) called for the increased nurturance of non-tenured academics over 20 years ago. The explanation for not backing adjuncts is often stated to be financial (Shobe et al, 2014), yet Crick et al (2020) reveal that the satisfaction of adjuncts is 'paramount to university success ' (p. 411).…”

“…The explanation for not backing adjuncts is often stated to be financial (Shobe et al, 2014), yet Crick et al (2020) reveal that the satisfaction of adjuncts is ‘paramount to university success’ (p. 411). For this to happen, these part-time teaching members need support and recognition from the school/department, for essential ‘orientation to and connection with’ (Klein and Weisman, 2001: 82) faculty and broader university systems. Furthermore, Ling (2009) recommended ‘time and funding for professional development in academic workloads’ (p. 12) for both full- and part-time staff.…”

“…Adjunct academics provide an educational experience equal in value to those employed full-time (Ryan et al, 2013), offer experience within contemporary policy and practice, and bring an enthusiasm for teaching (Klein and Weisman, 2001). Adjuncts, however, have been scrutinized.…”