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Descriptors:
College Faculty; Careers; School Psychology; Graduate Students; School Psychologists; Higher Education; Teacher Shortage; Tenure; Faculty; Graduate School Faculty; Nontenured Faculty; Teaching (Occupation); Adjunct Faculty

Abstract:
Faculty shortage is a major concern for the field of school psychology in the United States. Graduate students are not entering the field at a rate representative of the current need (Clopton & Haselhuhn, 2009). The reasons for this are multifaceted, but some studies have pointed to perceived high levels of job stress, perceived inadequate preparation to assume an academic position, and perceived low salary as possible deterrents to entering academia (Nagle, Suldo, Christenson, & Hansen, 2004). Faculty roles, duties, and expectations can vary substantially by institution type, location, program type, and college and department culture. Students may only be relatively knowledgeable of the types of positions they see in their own graduate program, which may be extremely limited in scope relative to the types of faculty positions available in school psychology. Unfortunately, students' opportunities to learn about this career path are often limited. Therefore, the purpose of this article is to provide readers interested in careers in academia an overview of the various faculty roles one might enter and an understanding of why professors in the field have entered these roles. Some researchers have suggested that if graduate students were more aware of the types of faculty roles available to doctoral level school psychologists, the faculty shortage might be reduced (Clopton & Haselhuhn, 2009). In this article, the authors provide an overview of the roles available to trainers in school psychology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Women Faculty; Minority Group Teachers; College Faculty; Tenure; Nontenured Faculty; Stereotypes; Social Bias; Speech Communication

Abstract:
For an untenured faculty member, perception is everything. For outsiders, such as women of color, the task of negotiating and performing identity can prove rather burdensome because of the need to counter negative stereotypes based on race, gender, and class. For many junior faculty members, a recurring conflict is the longstanding tension between voice and no voice: to speak or not to speak becomes the question. How, then, can women of color, especially those from poor or working-class backgrounds, draw the line between following advice for survival and resisting their own subjugation? The tenure process is an exhausting one, and each individual must do what allows her to sleep at night. Although the author went through the tenure process recently and emerged relatively unscathed, she constantly struggled with the issue of silence, and continues to do so now. Through it all, she has learned that there are good silences, bad silences, and unforgivable silences. Female faculty of color can be silenced in many aspects of their job. They can be silenced through their difficulties in saying no to extra service burdens that involve diversity, especially where they know their voices will not otherwise be represented; or through their shame in talking about the daily biases they face in the classroom, biases that are often invisible to white colleagues; or through their feelings that they are impostors in the academic world. Female faculty of color have to ask themselves, how can we balance the act of not speaking without losing self and yet speak without losing the game? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Tenure; Educational Practices; Personnel Policy; Teacher Characteristics; Teaching Conditions; Work Environment; Outcomes of Education; Data Collection; Case Studies; Change Strategies; Organizational Change; Academic Rank (Professional); Nontenured Faculty; Faculty Promotion; Adjunct Faculty; Part Time Faculty; Occupational Information

Abstract:
In academia, there are two different worlds, one inhabited by tenure-track and the other by non-tenure-track faculty. In the first, people encourage faculty to become involved in a series of important reforms that increase student success, completion, and learning. In this first world, people envision faculty simultaneously increasing their content knowledge in the ever-expanding world of research and deeply engaging with their institutions and students. In the parallel world of non-tenure-track faculty, there is little time or opportunity to engage in these practices. A great majority of these faculty are either teaching on multiple campuses or have other jobs outside of academe. The second of the worlds is the larger: two-thirds of full- and part-time faculty members nationally are off the tenure track. One needs to acknowledge the day-to-day reality of their lives if one is to bridge the divide between the two faculties. In this article, the author outlines some steps that can and should be taken to do so. (Contains 1 table and 11 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Tenure; College Faculty; Nontenured Faculty; Women Faculty; Church Related Colleges; Private Colleges; Teacher Attitudes; Gender Differences; Evaluation Criteria; Anxiety

Abstract:
This study investigates faculty perceptions of tenure at 38 institutions of the Council for Christian Colleges and Universities (CCCU) with a sample of 988 faculty with tenure, 734 on a tenure track, 427 who are not on a tenure track, and 411 from institutions without tenure. Major findings that emerges are (1) more male have earned tenure; (2) the majority of tenures faculty agreed that the criteria for advancement and promotion are clear; (3) most disagree that tenure is an outmoded concept; (4) faculty with tenure are more likely to believe that tenure attracts the best minds; (5) CCCU faculty working toward tenure report lower levels of extensive stress than the national sample. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Mentors; Tenure; College Faculty; Teacher Evaluation; Teacher Promotion; Nontenured Faculty; Teacher Competencies

Abstract:
The assistant professor was shocked. For six years on the tenure track, all the assessments of his work had been positive--or at least not negative. His annual evaluations rated him consistently good or better on teaching, service, and research. The sparse written comments from his chair were in the vein of "you are doing what you need to do." The promotion-and-tenure committee had easily approved his third-year review--allegedly the crucial hurdle on the path to tenure. Informal measures also indicated his tenure case was a go. Senior faculty members made encouraging comments: "Looks good" and "Don't worry, you are doing fine." His faculty mentors waved no red flags. Several even implied--or seemed to imply--that he was a "sure thing" for tenure. The coda to this uplifting tale? A split departmental vote granting him tenure, followed by a tepid letter of support from the chair, capped off by denial from the upper administration. What happened to the sure thing? Sometimes, unfortunately, departmental reviews and faculty mentoring are cryptic or unhelpfully positive. The senior professors choose to put off the ugly task of negative criticism until it can be rendered anonymously through a tenure vote. In this article, the author discusses steps assistant professors can take to make the feedback they are getting reliable. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Best Practices; Community Colleges; Higher Education; College Faculty; Tenure; Nontenured Faculty; Administrative Policy; Educational Trends; Work Environment; Compensation (Remuneration); Job Security; Educational Policy; Employment Practices; Equal Opportunities (Jobs)

Abstract:
The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, more than two-thirds of the professoriate in non-profit postsecondary education is now comprised of non-tenure-track faculty. New hires across all institutional types are now largely contingent and this number will continue to grow unless trends change. This paper presents a sample of reforms and practices implemented at institutions in response to the growing proportion of non-tenure-track faculty on campuses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tenure; Outcomes of Education; Interaction; Educational Environment; College Faculty; Part Time Faculty; Nontenured Faculty; Higher Education; Administrative Policy; College Instruction; Educational Trends; Correlation; Work Environment; Curriculum Development; Teacher Student Relationship; School Holding Power; Academic Persistence; Educational Policy; Policy Analysis; Educational Practices; Teacher Role; Employment Practices; Employment Patterns; Comparative Analysis; Visual Aids; Concept Mapping

Abstract:
The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, more than two-thirds of the professoriate in non-profit postsecondary education is now comprised of non-tenure-track faculty. New hires across all institutional types are now largely contingent and this number will continue to grow unless trends change. This paper presents conceptual diagrams that show interactions of non-tenure-track policies and practices on student learning outcomes. [For the full report, "The Changing Faculty and Student Success: Review of Selected Policies and Practices and Connections to Student Learning," see ED532268.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tenure; Unions; Part Time Faculty; Public Colleges; Private Colleges; Proprietary Schools; Community Colleges; Intellectual Disciplines; College Faculty; Nontenured Faculty; Administrative Policy; College Instruction; Educational Trends; Educational Policy; Employment Practices; Teaching Assistants; Employment Statistics; Employment Patterns; Comparative Analysis

Abstract:
The nature of the American academic workforce has fundamentally shifted over the past several decades. Whereas full-time tenured and tenure-track faculty were once the norm, the professoriate is now comprised of mostly non-tenure-track faculty. In 1969, tenured and tenure-track positions made up approximately 78.3% of the faculty and non-tenure-track positions comprised about 21.7% (Schuster & Finkelstein, 2006). Forty years later, in 2009 these proportions had nearly flipped; tenured and tenure-track faculty had declined to 33.5% and 66.5% of faculty were ineligible for tenure (AFT Higher Education Data Center, 2009). Of the non-tenure-track positions, 18.8% were full-time and 47.7% were part-time. The recent rate of growth underscores the significant increased reliance on non-tenure-track faculty, particularly part-timers. Analysis of data from the National Center for Education Statistics (NCES) and Integrated Postsecondary Education Data System (IPEDS) by the American Federation of Teachers (AFT, 2009) shows that between 1997 and 2007 tenure-track positions increased by 34,109 or 8.6%; full-time non-tenure-track positions grew by 64,733 or 38.2%; and part-time positions grew by 173,529 or 42.6% (AFT, 2009). Available IPEDS data from 2009 demonstrate a continuing decline in tenured and tenure-track positions from 34.5% in 2007 to 33.5% in 2009, offset by a 1% rise in part-time faculty (AFT Higher Education Data Center, n.d.). The AFT analysis did not include data from for-profit institutions, which are comprised almost entirely of non-tenure-track positions. Also, whereas the AFT study considered the number of graduate assistants employed in its reports, the role of graduate assistants in instruction is not always clear. The percentages included in this report have been adjusted to represent faculty positions only. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tenure; Outcomes of Education; College Faculty; Part Time Faculty; College Instruction; Educational Research; Research Reports; Correlation; Work Environment; Curriculum Development; Job Security; Teacher Student Relationship; Nontenured Faculty; Employment Practices; Teacher Selection; Faculty Recruitment; Teacher Orientation; Educational Policy; Policy Analysis; Educational Practices; Teacher Role; Administrative Policy; Faculty Development

Abstract:
It is important for administrators, faculty, and policy makers to understand and consider how policies commonly associated with non-tenure-track faculty roles and working environments impact student learning. Many policies impede the ability of faculty to provide effective instruction that is aligned with departmental and institutional goals for learning outcomes. On many campuses, current policies create conditions wherein these faculty are inaccessible to students outside of scheduled class time and are not permitted to have a role in decision-making, including decisions about the courses they teach. While many policies and practices negatively impact equity and morale, this paper discusses how certain conditions created by policies--or a lack of policies--influence the ability of institutions to maximize the benefits of non-tenure-track faculty contributions to student learning. [For the accompanying report, "The Changing Faculty and Student Success: Conceptual Diagrams--Interactions of Non-Tenure-Track Policies and Practices on Student Learning Outcomes," see ED532270.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Faculty; Part Time Faculty; Tenure; College Instruction; Undergraduate Students; Academic Achievement; Outcomes of Education; Educational Trends; Educational Research; Research Reports; Annotated Bibliographies; Correlation; Work Environment; Curriculum Development; Compensation (Remuneration); Job Security; Teacher Student Relationship; School Holding Power; Academic Persistence; Graduation Rate; Transfer Rates (College); Nontenured Faculty; Administrative Policy

Abstract:
It is important to understand existing research on the connections between non-tenure-track faculty and student learning and to continue to research these issues. Although working conditions vary across the academy and even within a single institution, many faculty--particularly part-timers--are not permitted to contribute to curriculum planning and design, are often hired within days of the start of the semester (which impedes planning and preparation), are not provided office space for office hours and other work, and do not receive support from administrative staff or resources to support instruction. These conditions are problematic, but so are inequitable compensation, job insecurity, the denial of healthcare benefits and retirement plans, exclusion from meaningful participation in governance and professional development, and a lack of respect for non-tenure-track faculty from tenured faculty and administrators on many campuses. The cumulative impact of working conditions impedes individual instructors' ability to interact with students and apply their many talents, creativity, and varied knowledge to maximum effect in the classroom. Many prior studies and reports have been used to justify a positive working environment for tenured and tenure-track faculty. Yet, the same rationale is not always applied to the fastest-growing segment of the faculty on campuses. This paper presents a list of five effects on student outcomes that have been tied to overreliance on non-tenure-track faculty. The bibliography that follows on page 3 includes summaries of research on non-tenure-track faculty and student outcomes, followed by a list of citations for other selected publications and reports that detail the growing numbers of non-tenure-faculty and their working conditions more specifically. It is important to acknowledge that findings do not--or should not--implicate non-tenure-track faculty, as individuals, as being responsible for negative outcomes. In fact, research finds that these faculty, whose primary responsibility is to teach undergraduate students, are largely committed to teaching, student learning, and often bring useful professional and real-world experience to their work, enhancing the classroom experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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