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Stories abound regarding the poor conditions in which adjunct faculty labor, yet many of those that employ adjunct faculty are unaware of how the conditions impact an adjunct's ability to teach.
List of contents
IntroductionPart I. Who Are Adjunct Faculty? 1. A Portrait of Adjunct Faculty 2. Adjunct Voices 3. Co-Creating Communities of Adjunct Faculty. Mobilizing Adjunct Voices through Connective Storytelling. Brandon Hensley 4. Exiting the Freeway Faculty Path. Using Professional Development to Get out of Cruise Control. Victoria Shropshire 5. We Know We Have Lost. Contingency, Grieving, and Imagination. Chris Potts 6. Using a Community of Practice to Enhance the Adjunct Experience. Paul G. Putman & Bridget A. Kriner Part II. Adjunct Faculty Development. Personnel and Programs 7. A Survey of Adjunct Faculty Developers 8. Model programs across the country, Introduction 9. Creating Faculty Development Opportunities for Adjuncts. Suzanne Tapp & Andrea McCourt 10. Creating an Adjunct Community and Supporting its Professional Development. Kirkwood Community College. Bonde, Larry 11. Cultivating Scholarly Teaching through Professional Development, Ann Coburn-Collins, Anne M. Acker, Lester L. Altevogt, and Lisa S. Tsay 12. The Transformative Effects of an Adjunct Faculty Academy. One Approach to Teaching Adjuncts Pedagogy, Instructional Design, and Best Practices. Summer Cherland, Heather Crook, Lindsey Dippold, J.W. Gaberdiel, and Jenalee Remy 13. Best Practices and Innovative Faculty Development for Adjunct Faculty. Ruth Fagan-Wilen Conclusion Appendix About the Editors and Contributors
About the author
Roy Fuller has taught in adjunct capacities for over twenty years. He currently teaches in the Department of Comparative Humanities at the University of Louisville where he also works in faculty development, specializing in supporting adjunct faculty. Marie Kendall Brown works in faculty professional development with a focus on teaching, learning, and educational innovation. She received her Ph.D. in Higher Education from the University of Michigan. Kimberly Smith received her Master in Counseling and Personnel Services with a concentration in College Student Personnel from the University of Louisville. Adrianna Kezar is a professor of higher education at the University of Southern California and codirector of the Pullias Center for Higher Education. Kezar is a national expert of student success, equity and diversity, the changing faculty, change, governance, and leadership in higher education. Kezar is well published with 18 books and monographs, more than 100 journal articles, and more than 100 book chapters and reports. Recent books include Envisioning the Faculty of the 21st Century (Rutgers University Press, 2016), How Colleges Change (Routledge, 2013), Enhancing Campus Capacity for Leadership (Stanford Press, 2011) and Organizing for Collaboration (Jossey-Bass, 2009). She is the project director for the Delphi Project on the changing faculty and student success and was just awarded a grant from the Teagle Foundation for institutions that better support faculty and create new faculty models.
Summary
Stories abound regarding the poor conditions in which adjunct faculty labor, yet many of those that employ adjunct faculty are unaware of how the conditions impact an adjunct's ability to teach.
