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This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. This book describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues.
List of contents
Foreword-Adrianna Kezar Series Foreword-Maria Maisto Acknowledgments 1. Introduction 2. Cultivating Interpersonal Trust and Respect 3. Recognizing Professional Expertise 4. Understanding Institutional Context 5. Conclusion References About the Authors Index
About the author
Don Haviland is professor and department chair in the educational leadership department at California State University, Long Beach. Dr. Haviland has over 25 years of experience in academic and student affairs, as well as educational research, and has extensive experience studying the faculty socialization and development process. As senior research associate at WestEd, he was part of a small team that evaluated the Preparing Future Faculty program, designed to prepare graduate students for the full range of faculty careers, for the National Science Foundation and the Annenberg Foundation. In his time at CSULB, he has studied a faculty development program around assessment and the expectations and experiences of full-time contingent faculty related to collegiality. His longitudinal study of 9 pre-tenure faculty through the first 6 years of their careers provides the empirical foundation for the proposed book. Nathan F. Alleman is associate professor in the higher education studies program at Baylor University and a research fellow with the Texas Hunger Initiative. His work focuses on marginal and marginalized populations and institutions. Cara Cliburn Allen is a doctoral candidate in the higher education studies and leadership program at Baylor University. Cliburn Allen studies the success factors of various subpopulations in higher education, including faculty (nontenure-track faculty and faculty denied tenure), underrepresented students (food insecure, community college), and student affairs administrators. Jenny Jacobs is an adjunct professor of theater who has served undergraduate and graduate programs at institutions on the east and west coasts including Temple University, Rider University, Cypress College, and Chapman University. Jacobs's own research focuses on the value of the performing arts in higher education. Adrianna Kezar is a professor of higher education at the University of Southern California and codirector of the Pullias
Summary
This book focuses on the status and work of full-time non-tenure-track faculty (NTTF) whose ranks are increasing as tenure track faculty (TTF) make up a smaller percentage of the professoriate. This book describes lessons learned from and benefits experienced by departments that have successfully supported and engaged NTTF as colleagues.
