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August 29, 2016
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How You See Your Adjunct Role in Your Relationships with Students
Guest blogger: Daniel McIntosh
The adjunct teaching profession receives lots of attention for a myriad of reasons. These include the growing usage of adjuncts in both ground and online modalities, concerns about teaching quality from tenured faculty members, and even fairness in compensation. Many times, adjunct faculty are referred to as “part-time teachers.” I think that particular labeling is especially pejorative.
While many adjunct faculty do maintain secondary jobs, this is not all that different from research faculty. In fact, one could argue that traditional research faculty fall more into the “part-time teaching” label with many only teaching one course per semester in order to survive in the “publish or perish” world. The assumption seems to be adjunct faculty do not incorporate their outside activities into their teaching the way research faculty do. I could make an equally persuasive argument that adjunct faculty have an ability to provide real world examples directly applicable to their student learning outcomes while research faculty dive into esoteric concepts that students cannot truly appreciate. The point here isn’t to deepen the tensions between adjunct and full-time faculty, but rather highlight that there is no such thing as a “part-time” teacher and argue for a greater appreciation for our faculty associate compatriots.
When I am in the classroom, be it online or in person, that set of students has my full attention. This is true regardless if I am currently teaching a full load or a partial load. Both faculty associates, the preferred name for adjunct faculty, and full-time faculty desire to see their students thrive and give everything they have working toward that goal. If we as faculty can continue to maintain that focus and highlight the strengths of each of these teaching pools, we can continue to focus our energies where they should be: on the success of our students. It is through a better understanding of our unique strengths and weaknesses that we as a faculty team can best relate and support our students.
Daniel McIntosh is a lecturer in the W. P. Carey School of Business at ASU. Additionally, Daniel has taught at Grand Canyon University for six years. Daniel worked as a full-time faculty member, teaching both traditional and online mathematics and marketing courses. Most recently, Daniel has served as an adjunct faculty in order to remain connected to the University. Daniel is active in consulting and has worked with both sports organizations and teams including the Arizona Diamondbacks, the Arizona Coyotes, the Phoenix Suns, The University of Louisville, USA Basketball, and a host of others. Most recently, Daniel was a leader on the Economic Impact Study for the College Football Playoff, the Fiesta Bowl and the Cactus Bowl. Previously, he also worked on the EI report for the Super Bowl hosted at University of Phoenix Stadium. In 2016, Daniel was nominated for the prestigious John W. Teets award for Excellence in Undergraduate teaching. He has both an MBA and a B.S. from the W. P. Carey School of Business.
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8 Comments
I would like to put my "2 cents worth" in about this topic.
I am an adjunct instructor ONLY because I can't find a full-time position in my field, and it's not because my field is so specialized...it's because schools are only advertising for adjunct positions. Some colleges have tons of adjunct positions and many of them are for the same course. Why don't they put all of those classes together and make a full-time position out of it?? Because if they make it into a full-time position then they will have to pay for benefits too. I look at this as a way for colleges to save money and has little to do with providing "subject matter experts".
I would love nothing more than to dedicate myself to teaching but it's not going to happen as long as we continue to take adjunct positions without raising our voices to make ourselves heard.
I would like to know how many adjunct faculty would want a full-time position if it was available?
I second the motion Kristie!! I find this to be the case with all universities and even community colleges. High schools have to have full time "certified teachers" which include all the perks but colleges can get away with part time teachers. Thus we may be teaching part time for 2 or 3 institutions which I think is a detriment to all parties.
It will never change because at the end of the day colleges are better able to build administrative staff and more buildings.
Cindy
All,
It seems as though so many of us have as many preconceived notions about being an adjunct as there are tea leaves in China, respectfully speaking. The heart of the matter is that being a public figure, especially as an adjunct, does not in and of itself possess or necessitate any other preconception than this: teaching is an active process of service toward and with students, and our local communities. As a service-oriented professor, I wake up everyday with my many part-time teaching opportunities and think to myself how incredibly lucky I am to be doing this type of work!
If anything, please do not be offended when I say that we need to stop complaining about being adjuncts because, as formerly stated, there are no preconceptions about what we do other than service; moreover, why not adopt a more positive mindset? We have gone-into this line of work not only because we are naturally predisposed to serve but also because we knew (the operative verb here being, knew) that we wouldn't become rich. We knew that we would love teaching:). Where has that passion gone, if I may ask?
Hence, I agree with Professor McIntosh and want to thank him for his erudition, scholarly service, and most importantly, showing us that being an adjunct makes us no different than our full-time colleagues.
Kindly,
Sean
All, Part-time? I think that would be based on what we consider part-time and how available we are when we are solicited for teaching assignments. I am Adjunct (online) and at times when there was a need I would be teaching 4 courses. I remember one summer between three universities I was affiliated I taught 6 courses simultaneously. It seems that most of the time I am teaching 3 courses. After years of teaching and many, many years of experience in the field I am teaching, I can balance it without rendering the quality of education ineffective.
I concur with everything Daniel stated. Very good insight. I do believe there needs to be a balance between full-time and adjunct. Adjunct faculty do bring current, real world experience to the class room, to help make theories "come alive".
From a Part-time full timer.
Kristie,
This is correct. I have heard of this dilemma. I was offered a full-time position at a college a year ago, but it would require me to move and that is something I can not do, unfortunately. I had the opportunity to be "full-time" lecture at a community college, but it was for only for 1 semester. It was considered full-time temporary. They may offer something like this every fall based on need, but it is always full-time temporary. I do think there may be more opportunities for us out there, but it requires mobility. After being military for over 22 years, my husband is now retired, it's not something we want. I do know that full-time positions are very few and far between and can be temporary, but I have not seen too many tenured positions being advertised. Some semesters I teach enough courses to be full-time without benefits. I accept any jobs I am offered. I enjoy teaching. Luckily, because we are military I do not have the constraints of needing healthcare benefits, so for me, it works out pretty well. Overall, with GCU, the opportunities to collaborate and participate in FAB along with the opportunities to present support my growth as an academic leader. GCU also offers many professional development opportunities to support my instruction. I feel blessed to have this opportunity.
Mirta
Swinton,
I just read your post and agree, if you have the flexibility in your life you can accept up to 6 courses and maintain that level of excellence. I have done 6 face to face courses and that was exhausting teaching the same concepts over and over. However, it made me appreciate how blessed I am to have this opportunity. I learned so much that semester from my colleagues and my students. Now that I work more online, even when I teach the same course 4 to 6 times within staggered sessions, it allows me to be more innovative each time, and I learn so much from every student. I have had some great conversations with my students. I do think that my field experience teaching all grade levels and various disciplines is an added plus-at least that's my hope.
Mirta
Sandy,
After reading the post by your guest blogger it made me appreciate my path even more. This was a great opportunity to hear various opinions on this issue. Thank you for sharing.
Mirta
Sean,
Your words were beautifully stated, and I share your sentiments. I think about how blessed I am to be able to teach individuals from all over the country and learn about my students' paths, their hopes, and their dreams. I appreciate the position I am in where I am inspired by my colleagues and my students, and hopefully, I can inspire others.
Mirta