The Support of Adjunct Faculty: An Academic Imperative

Abstract

There is a marked increase in the number of adjunct faculty being hired nationally and internationally, at both the undergraduate and graduate levels, in all academic arenas, including schools of social work. The development and support of adjunct faculty at a school of social work at one flagship university in the United States is discussed and described, including an examination of the issues leading to the increased use of adjuncts; the linkage of adjuncts to tenured faculty in the delivery of classroom teaching and teaching technologies; the inclusion of adjuncts into the broader academic culture; and the specific training, support, and retention needed to improve the quality of teaching done by adjuncts. In addition, linkage of the university to the community is examined as experienced social work practitioners, many of whom represent diverse ethnic and cultural perspectives, bring their seasoned administrative, policy, or clinical skills into the classroom. Systemic effects of these changes within social work academic programs are discussed, as well as broader and more far-reaching implications for social work practice.

Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study

“…Based on the above, it is not surprising that adjunct faculty are much more likely than full-time faculty to experience feelings of isolation, lack of connectedness to the academic community, and perceptions of marginalization (e.g., Buch & McCullough, 2016;Fagan-Wilen, Springer, Ambrosino, & White, 2007;Forbes, Hickey, White, 2010;Levin & Hernandez, 2014;Webb, Wong, & Hubball, 2013). Other researchers have noted the relationship between these experiences of isolation and the job satisfaction and turnover rates among part-time faculty (e.g., Hoyt, 2012;Meixner & Kruck, 2010).…”

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

“…Though adjuncts have been rated lower than full-time faculty in student evaluations, Fagan-Wilen, Springer, Ambrosino, and White (2006) suggested that these phenomena may be related to a lack of instructional training rather than a lack of content knowledge, as studies comparing student performance on exit exams found no difference in performance between students taught by adjuncts and those taught by full-time faculty. Clark, Moore, Johnston, and Openshaw (2011) concluded that adjuncts need to receive an orientation and continual training in order to prepare them for instruction and make them aware of university policies.…”

“…Programs that are more practice-based (business, engineering, health, etc.) have seen an increase in adjunct use (Fagan-Wilen et al, 2006). A study by Magda, et al, (2015) found that the highest percentage of online adjuncts taught business courses (35%), followed by English (29%), general studies (24%), education (22%), psychology (20%), and nursing (15%).…”

“…Restrictions include percentages of fulltime load, number of course hours, and type of course taught (continuing education or night courses may be counted differently towards employee classification) (Rhoades, 1996). These variations translate to a lack of consistent job descriptions (Fagan-Wilen, et al, 2006).…”

“…Reasons for negative findings on adjunct engagement include both administrative and cultural factors (Fagan-Wilen, Springer, Ambrosino, & White, 2006). Lack of job security, low wages, and a lack of health insurance, paid leave, and protections afforded by the Family and Medical Leave Act is a pressing reality for the majority of part-time faculty members (Kavanagh, 2000;Manicone, 2008).…”