This document summarizes research on the use of adjunct or part-time faculty in higher education. It discusses adjunct faculty as either a valued resource or cheap labor. While adjuncts make up around 50% of faculty, they generally receive low pay, few benefits, and little support. However, institutions have come to rely heavily on adjuncts for financial reasons. The document examines the characteristics and working conditions of adjunct positions, as well as the impact on higher education, including effects on teaching quality and student outcomes. It concludes that long-term over-reliance on adjuncts as marginalized "have-nots" could undermine the integrity of the academic system and student learning.
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
Student Attendance And Instructional Program - Dr. W.A. KritsonisWilliam Kritsonis
Dr. Wm. A. Kritsonis
Public School Law, Due Process, Student Attendance, Environment, Extra Curriculum Activites and the Law, Curriculum Issues and the Law, Copyrights, Diversity, Civil Rights, Punishment
Dr. William Allan Kritsonis, School Law, Drug Testing, Student Dress and Grooming, Search and Seizure in Public Schools, Privacy Issues, Due Process, Discrimination, Diversity, Legal Procedures, Rights of Students and Employees
William Allan Kritsonis, PhD - Student Discipline, Regular School Discipline, Discipline by Administrators, Discipline by Teachers, Coporal Punishment, Due Process, Unfair Treatment, Discrimination, Excessive Force
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
Student Attendance And Instructional Program - Dr. W.A. KritsonisWilliam Kritsonis
Dr. Wm. A. Kritsonis
Public School Law, Due Process, Student Attendance, Environment, Extra Curriculum Activites and the Law, Curriculum Issues and the Law, Copyrights, Diversity, Civil Rights, Punishment
Dr. William Allan Kritsonis, School Law, Drug Testing, Student Dress and Grooming, Search and Seizure in Public Schools, Privacy Issues, Due Process, Discrimination, Diversity, Legal Procedures, Rights of Students and Employees
William Allan Kritsonis, PhD - Student Discipline, Regular School Discipline, Discipline by Administrators, Discipline by Teachers, Coporal Punishment, Due Process, Unfair Treatment, Discrimination, Excessive Force
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
Dr. William Allan Kritsonis, School Law Power Point Presentation, Educational Laws & Policies, Due Process, Employment Law, Personnel Law, Equal Rights, Discrimination, Diversity, Teacher Rights, Termination of Employment
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Copy (2) Of Copy Of Herrington And Kritsonis School CollaborationWilliam Kritsonis
William Allan Kritsonis, PhD
Hall of Honor (2008)
William H. Parker Leadership Academy, Graduate School
Prairie View A&M University - The Texas A&M University System
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
International, Global, World-Wide Education
William Allan Kritsonis, PhD
In 2005, Dr. William Allan Kritsonis lectured at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled Ways of Knowing Through the Realms of Meaning.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Allan Kritsonis, Public School Law, School Law, School Legal Issues, Educational Laws & Policies
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERY SCHOOLS by Sheri L. Miller-Williams, Dissertation Chair: William Allan Kritsonis, PhD
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
Dr. William Allan Kritsonis, School Law Power Point Presentation, Educational Laws & Policies, Due Process, Employment Law, Personnel Law, Equal Rights, Discrimination, Diversity, Teacher Rights, Termination of Employment
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Copy (2) Of Copy Of Herrington And Kritsonis School CollaborationWilliam Kritsonis
William Allan Kritsonis, PhD
Hall of Honor (2008)
William H. Parker Leadership Academy, Graduate School
Prairie View A&M University - The Texas A&M University System
PhD Students in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System
William Allan Kritsonis, PhD
Professor & Faculty Mentor,
PVAMU - The Texas A&M University System
International, Global, World-Wide Education
William Allan Kritsonis, PhD
In 2005, Dr. William Allan Kritsonis lectured at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled Ways of Knowing Through the Realms of Meaning.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Allan Kritsonis, Public School Law, School Law, School Legal Issues, Educational Laws & Policies
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERY SCHOOLS by Sheri L. Miller-Williams, Dissertation Chair: William Allan Kritsonis, PhD
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
Running head CO-CURRICULAR SERVICES1CO-CURRICULAR SERVICES4.docxhealdkathaleen
Running head: CO-CURRICULAR SERVICES 1
CO-CURRICULAR SERVICES 4
Co-curricular Services
Name
School Affiliation
Co-Curricular Services
Higher education was initially perceived as a prestigious level of learning in which students were exposed to several benefits that could aid in a successful learning process. For instance, students had numerous learning materials, enough finances to cater for their learning needs, and adequate instructors to guide them in their studies. However, the current situation in the higher leaning is raising fears over the quality of higher education. Most students complain of faculty shortage, inadequate learning resources, and financial shortage. The financial shortage has, however, been the most significant problem hence the need to establish some of the implications that come with the shortage.
My Professional Experience in Higher Education
I am a medical student specializing specialized in end-stage renal diseases and dialysis under the broad course of healthcare and nursing. I am currently pursuing a masters degree in Education. Even though higher education was initially strengthened to train individuals through instilling skills that were essential for the wellness of the society, the current situation fails to meet the educational goals due to the challenges experienced in most universities. Dreams of individuals are shuttered while others drop out due to several reasons that the state and the university’s management have failed to address.
Major Problem in the Higher Education
One significant issue that I have observed in college education is inadequate funding. Initially, students received adequate financial support from the government and other private institutions. Currently, government support has been reduced while the private entities have withdrawn their support. Lack of adequate funding has compromised the quality of education offered in the institutions of learning.
Reasons Why Inadequate Funding is an Issue of Concern
Inadequate funding in institutions of higher learning has resulted in several implications both on the students and the instructors. Students are forced to drop out of school or defer their studies as they look for other means of sponsoring their education (Kezar & Lester, 2011, p.92). Also, the staff are denied a chance to form unions that will help advocate for fair pay. Some of them fear speaking out due to fear of losing their jobs. According to Kezar & Lester (2011, p.92), the university staff are isolated and lacks a sense of identity since their pay is not in proportion to the roles they perform. The postponement of studies brings a disconnect between learner and education, a factor that affects his competency in the profession. Also, learners spent more time to complete their studies than expected. Instructors, on the other hand, are demoralized as a result of poor or delayed pay, making them resign their duties in search of other well-paying jobs (Dougherty ...
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
Staff retention strategies in Zimbabwe’s public and private universities: Ret...Premier Publishers
The multiple-case study compared staff retention strategies in Zimbabwe’s public and private universities from the point of view of criterion sampled four public and three private universities’ Returnee Lecturers, respectively. In terms of similarities, the study found out that public and private universities had monetary and non-monetary staff retention strategies. It also observed that both public and private universities were found to have some conditions of service which served as part of retention strategies in those universities. With respect to differences, the study observed that public universities tended to offer better conditions of service in terms of salaries and bonuses, even though both conditions of service lag behind what international universities offer. The study concluded that staff retention strategies in public and private universities tended to differ on paper and implementation approach, but in practice they tended to yield similar results. Also, public universities tended to offer more allowances than private universities because of the support they receive from the government. Private and public universities need to have knowledge of what other local, regional and international competitors offer in terms of staff retention strategies through salary surveys and benchmark to effectively retain their staff.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
Examining Faculty Motivation to Participate in Faculty DevelopmentPatrick Lowenthal
In response to demands for public accountability and improved teaching and learning, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing faculty participation in these programs. This mixed-method study examined the motivation of full and part-time faculty to seek development, obstacles to attending, as well as preferred formats across four institutions.
The Personal and Intellectual Development of Studentsnoblex1
We think we know some useful things about what happens to students on the way to a college degree. We still have to make some educated guesses as to why it happens, but perhaps research will gain more insight into causal factors in the next years. At this point, however, the sheer volume of information available has encouraged some pragmatically-inclined folks to try to condense and simplify the findings into something that teachers and administrators can and will read and use.
I confess that I am about to deliver yet another list - one that will not continue the upward count of things to do to improve education, but that will pull from the existing lists those items that I think are most relevant to the unique educational mission of the service academies. Since you know the educational characteristics of your academies far better than I, it may be presumptuous of me to attempt this feat, but breathe easy; my list has only six items. The first three are what might be called environmental factors that create the cumulative overall impact on the personal and intellectual development of students. These factors are most likely to affect attributes such as leadership and character. They are: 1) the coherence and reinforcement of a consistent educational message, 2) the socialization of the student into the values of the institution, and 3) the integration of education and experience. The second set of three items are instructional or classroom factors that promote the development of academic and intellectual skills such as critical thinking, problem solving, and effectiveness in communication. The three items in that list are: 1) the communication of high expectations, 2) the encouragement of active student learning, and 3) the provision of assessment and prompt feedback.
Environmental Factors: The educational environment of the service academies is probably one of the most potentially potent that exists on any campus in the United States. Students are immersed in a consistent and reinforcing environment from the day they arrive to the day they graduate. Thus, I have listed coherence and reinforcement of the educational message as first on my list of research-documented characteristics known to have an impact on students. This characteristic represents one of your most distinctive departures from the average college campus. First and perhaps most powerfully, you are residential institutions. Your students live on campus and are subject 24 hours a day to the influence of the people and environment of your academies. That, says the research, makes for a peculiar potency that affects values, attitudes, self-concept, intellectual orientation, and a host of other personal variables that contribute to what you might call leadership and character.
Source: https://ebookschoice.com/the-personal-and-intellectual-development-of-students/
ARE WE EFFECTIVELY TEACHING TODAY’S COLLEGE STUDENT?ijejournal
Evidence suggests that twenty first century college students have less aptitude and less interest in academic
learning than their predecessors. This poses a challenge to faculty who are charged with passing
knowledge to the next generation of teachers, scientists, managers and others whose field necessitates a
degree from a college or university. The authors examine this assertion by taking a closer look at how
faculty provide intellectual stimuli to their students, how technology helps or hinders learning, and the
complex relationship between faculty and students. Three broad themes are explored: helping students
understand the higher education experience, keeping students engaged in and out of class, and
continuously assessing for improvement in students’ relationships with those charged with educating them.
Specific recommendations, grounded in research, are made for each area explored. The authors conclude
that making changes in how faculty approach the experiences students have, will significantly improve the
quality of those experiences.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
1. National Journal: FOCUS On Colleges, Universities, and Schools
Volume 2, Number 1, 2008
ADJUNCT FACULTY: Valued Resource or Cheap
Labor?
Cheryl Halcrow, PhD
Assistant Professor of Mathematics Education
Department of Mathematics
University of North Dakota
Grand Forks, North Dakota
Dr. Myrna R. Olson
Chester Fritz Distinguished Professor
College of Education and Human Development
Department of Teaching & Learning
University of North Dakota
Grand Forks, North Dakota
ABSTRACT
Are adjunct faculty a valued and necessary teaching resource at institutions of
higher education, or are they really just a source of cheap labor? Both viewpoints,
along with many in between, can be found in the literature regarding the use of
adjunct faculty or part-time instructors in today’s colleges and universities. What is
also evident in the literature is the sense that “those faculty members are critical to
the financial and programmatic viability of their institutions” (Ellison, 2002, p.3). It
appears that colleges and universities would not be able to remain open without
adjunct faculty; part-time instructors now constitute approximately 50% of the
total professoriate in this country (Jacoby, 2006; Schneider, 1999). Yet it seems that
many adjuncts still do not receive the respect they deserve or the support they need
to do their jobs properly, from either their full-time colleagues or the
administration. Could they be considered the last marginalized group on American
campuses? It is an issue that needs to be addressed in order to maintain the
integrity of the American postsecondary institution and quality education for all
students.
_______________________________________________________________________
_
2. Characteristics of Adjunct Faculty Positions
For the most part, being hired as an adjunct faculty member means being hired on
a part-time basis, either in terms of work load or length of time in a given position. This
allows for the applicability of the following descriptors: non-tenured, non-permanent,
paid per course, year-by-year appointments, little or no health insurance or retirement
benefits, few raises or other opportunities for promotions, and very little voice in the
decisions affecting them (Banachowski, 1997).
Adjunct faculty may hold doctorates, master’s degrees, or bachelor’s degrees,
depending on the hiring institution. Generally, the lower the level of postsecondary
institution, the lower is the degree requirements for both full-time and part-time faculty.
Community colleges employ the greatest percentage of adjunct faculty, with
approximately two of every three faculty working part-time (Parsons, 1998). Nearly all
disciplines in higher education use adjunct faculty to teach certain courses, some more
than others. Part-time faculty are employed by all types and levels of colleges and
universities; again, some more than others (Gappa & Leslie, 1993).
What is interesting to note is the new genre of faculty position that has emerged
with the extensive use of part-time faculty in areas such as math and English, something
that could be called a full-time temporary appointment. Full-time temporary faculty
teach multiple sections of basic courses, have clearly defined work loads, participate
more actively in departmental governance, and receive better compensation packages,
often including health insurance and retirement benefits (Gappa & Leslie, 1993). They
work full time but are still considered temporary employees since they are generally
appointed for one year at a time and with no job security. These temporary faculty
members give more service to their institutions, provide more instructional continuity for
students, and are better integrated into their departments than typical adjunct faculty.
However, as with adjunct faculty, their salaries are much lower than those of tenured or
tenure-track faculty.
Reasons for Hiring Adjunct Faculty
In these times of diminishing budgets, the primary reason for hiring adjuncts is
economic. Simply put, it costs institutions much less for each adjunct they hire compared
to a full-time faculty member, and/or they can hire more teachers for the same amount of
money. Along with the financial savings to institutions is the large pool of people who
are seemingly willing to be hired as part-time faculty with lower wages and few benefits,
making the whole situation possible. According to Cohen and Brawer (1996), these part-
time faculty, who agree to the hiring practices of their institutions, are paid an average of
one-third of the salary packages of full-time faculty at the community college level. A
similar gap is likely to be found in most institutions of higher education.
Other factors are involved in the reasons behind hiring adjunct faculty.
Enrollment has been and continues to be on the rise at all levels of higher education.
Academic departments within colleges and universities have room for only a certain
number of permanent faculty. The number of classes needed to serve all students is
3. generally not within the bounds of an acceptable work load for tenured or tenure-track
faculty. Thus, we see the growing practice of hiring part-time faculty to teach
introductory classes with large numbers of students. At institutions with strong research
orientation and graduate programs, many of the senior faculty members are less
interested in teaching those lower level courses (Gappa & Leslie, 1993).
Employment Practices Regarding Adjunct Faculty
It seems that keeping adjunct faculty at a part-time status is the goal of many
institutions. To ensure flexibility, department chairs are willing to continue offering one-
year appointments over and over again. According to Jacoby (2006), some faculty are
barred from more than a 50% load in order to have benefits denied. Some institutions
will even interrupt the continuity of an adjunct with a full teaching load to avoid the
appearance of de-facto tenure.
Adjunct faculty generally have higher course loads than full-time faculty, but they
rarely teach the higher level courses. There is typically no expectation for research or
service among adjunct faculty. While this is fair and commensurate in terms of their
lower salaries, it also may contribute to part-time faculty feeling alienated from full-time
colleagues and the departments in which they work.
With the exception of some of the full-time temporary teachers described earlier,
most adjunct faculty are paid per course, higher at four-year institutions and lower at the
community college level. According to Smallwood (2001), 75% of all adjuncts get paid
less than $3,000 per course. Salaries for adjunct faculty are slightly better where
collective bargaining is allowed and used.
There are very few benefits typically available for adjunct faculty. The overall
lack of health coverage is seen as the most serious and controversial. Less than 25% of
departments in higher education offer health insurance to part-time faculty (Smallwood,
2001) and most adjuncts also do not receive retirement benefits. A few institutions do
offer tuition remission for children of both full-time and part-time faculty.
Adjunct faculty claim low levels of support from the departments in which they
work and from the institutions that hired them. Cohen and Brawer (1996) reported that
colleges tend to invest few resources in part-time faculty, because they view these
teachers as transients. Adjuncts often have to work in cramped spaces or offices, if they
have an office at all. Jacobs (1998) stated that most part-time faculty lack on-campus
office space and are forced often to meet their students in hallways. Feelings of
vulnerability in terms of job security are commonplace as adjuncts realize their positions
can be terminated at any time. Some part-time faculty report feeling welcome and
comfortable in their departments, but it seems that most feel their role is not respected
and they are not given many opportunities for involvement.
A young woman with a Ph.D. in the humanities came in second for a tenure-track
position at a prestigious university on her first job search. After working as an adjunct
for five years, during which time she had failed to land a permanent position in spite of
rigorously applying, she described her feelings this way:
I’m utterly invisible . . . I die a small death every time I feign a brisk
cheerfulness as I explain to one of the secretaries in the office that I am
So-and-So who needs you to please unlock the door of office number
4. XXX so that I can hold the weekly office hours for which I am not paid.
(Smallwood, 2004, p.A10)
Referring to herself as the Invisible Adjunct on a now defunct weblog of her own
creation, she said the following about her intentions to leave academia:
It’s not something like a 9-5 job that you did for awhile and it didn’t work
out. There is a serious identity investment. You are an academic. Then
you don’t get a job and you think: “I’m nothing. I’m worthless.”
(Smallwood, 2004, p.A10)
Impact of Adjunct Faculty Policies on Higher Education
How are adjunct faculty truly perceived by institutions that hire them and how do
they perform in their positions? Are they a valued resource made up of essential, less
costly, yet dedicated teachers who willingly work part-time and accept the conditions of
their employment? Or are they essentially cheap labor for their institutions, teachers who
are needed by higher education but who are exploited, underpaid, and not integrated into
their departments? It would seem that, at the present, both of these are true. It is true,
without doubt, that the American system of higher education is now dependent upon the
use of adjunct or part-time faculty, given that almost half of the total professoriate works
only part-time (Schneider, 1999).
Many of the people currently working as adjuncts have willingly accepted their
positions of part-time employment, fully realizing their substandard wages and benefits.
There are many reasons, including the desire to teach for personal growth and
satisfaction, to share real-world expertise, or to earn extra income. Yet, most part-timers
express anger and frustration over their exclusion from collegial activities and career
opportunities and the general lack of appreciation. The practice continues because, in
almost all geographical locations, the number of candidates willing to accept the
conditions of working part time in academia outnumber the opportunities available.
Gappa and Leslie (1993) described the situation as follows:
The academic profession has slowly but inexorably become bifurcated into
two faculties: the tenured “haves” and the temporary, part-time “have-
nots.” The reason for the two faculties is that one sustains the other: the
low costs and heavy teaching loads of the have-nots help make possible
the continuation of a tenure system that protects the jobs and perquisites of
the haves. (p.2)
Gappa and Leslie (1993) stated that many adjunct faculty are well qualified for
their positions. Consequently, it might seem that there are no real disadvantages to the
hiring of part-time faculty in the manner that presently occurs, especially considering the
fiscal constraints that many colleges and universities are currently facing. However, the
dangers of the bifurcated system now in place should not be overlooked. It is not
difficult to imagine the eventual disillusionment and lack of motivation of college
5. teachers who not only receive substandard wages and benefits, but who are also not
integrated into the departments for which they teach. Research suggests that part-timers
rely on traditional pedagogy and often fail to incorporate new methods of teaching
(Banachowski, 1997). Is this a surprise, given that part-time faculty get little in the way
of support or motivation and are sometimes overused in instructional delivery? The end
result of the current system could easily be differentiated teaching services between part-
time and full-time faculty and substandard work from some of the adjunct faculty.
Given the growth of and reliance on part-time faculty, the “Invisible Adjunct”
(quoted earlier) sees the current two-tiered system as representative of an overall decline
in the merit of college instructors. As one thinks about the situation, a profession which
seems unable or unwilling to maintain the proper status of all its members is a profession
that might have trouble ahead. The “Invisible Adjunct” asked, “Can you think of another
profession . . . that would claim that a significant portion of their membership were so
lacking in merit as to deserve substandard wages and no benefits?” (Smallwood, 2004,
p.A11)
Schneider (1999) added to the list of dangers of exploiting adjunct faculty. She
accurately stated that half of the professoriate does not have academic freedom. Adjuncts
can be dumped very easily by higher education institutions, and it has happened
numerous times in recent years. Many of the cases involved unhappy students, and it is
not difficult to see the ramifications of that. Teachers without tenure become fearful of
anything that might upset students. According to P.D. Lesko, head of the National
Adjunct Faculty Guild (as cited in Schneider, 1999):
[Adjunct] people are terrified of being rigorous graders, terrified to deal
with complaints about the course materials, terrified to deal with
plagiarists. A lot of them are working as robots. They go in, they teach,
they leave. No muss. No fuss. (p.A19)
Two fairly recent studies give one final important reason for questioning the
practice of colleges and universities relying too heavily on unfairly compensated part-
time faculty. Harrington and Schibik (2001) found in a study of a large Midwestern
university that freshmen who took a higher percentage of their courses with part-time
faculty were less likely to persist toward their degrees. Jacoby (2006) found that
graduation rates among community college students actually decrease as the proportion
of part-time faculty hired increases. He contends that the causality of this finding is
likely the “consequence of multiple disincentives inherent in current part-time faculty
contracting” (p.1098) rather than lower or lesser qualifications. This finding could easily
have consequences beyond the community college. In all cases, few incentives are given
part-time faculty to foster relationships with students or become highly involved in their
institutions.
Adjuncts Who Do Not Feel Abused
The literature is beginning to give evidence of adjuncts that see their position as
one of possibility rather than exploitation. Adjuncts with this viewpoint are still quite
6. rare, but they generally are those who are interested in teaching online or at multiple
institutions. For those with a great deal of ambition, it seems possible to earn a good
living as an adjunct, where there is no research or service component to their jobs.
Examples of adjuncts who make a good living do exist. Dr. Ruth Achterhof of
Michigan earns about $90,000 per year teaching online courses for a number of
institutions (Carnevale, 2004). As a virtual adjunct, she works completely out of her
home and has more work than she can handle. Dr. Jill Carroll earned a Ph.D. in religious
studies at Rice University but was unable to find tenure-track employment. She decided
the systemic change needed to fix higher education was not going to happen soon enough
for her, so she embraced the possibility of adjunct work. In 2000, by teaching for a
number of institutions, Dr. Carroll earned over $54,000 (Smallwood, 2001).
While the foregoing examples present possibilities of better lives for adjuncts,
what of the students they teach? When part-timers are splitting their time over many
different schools or areas, they are going to be teaching hundreds of students. For those
not teaching online, getting around to several institutions requires a lot of driving time,
which limits the amount of time spent on any one campus or time given to work. In
either situation, it would be difficult to offer one-to-one assistance or mentoring to
students. Teaching quality may be compromised by the sheer numbers of students.
Conclusions
We believe that most adjunct faculty initially accept their positions with
conviction and excitement, simply because they love their subjects, love to teach, and are
concerned about students. Higher education sees it this way as well. A provost at one of
the institutions studied by Gappa and Leslie (1993) compared adjunct faculty to “fine
wine at discount prices” that can be “poured down the drain” if there are any flaws at all
(p.141). Even though most of the literature finds adjunct faculty well qualified,
committed, and conscientious about their jobs, having marginal status with permanent
faculty and programs (even while having full status and expectations from students) is
eventually going to result in disenfranchisement among them. Besides eventual feelings
of anger, unhappiness, and lack of motivation, adjunct faculty have few opportunities to
keep abreast of developments in their fields without interaction among full-time
colleagues or motivation to read scholarly articles and journals. This disconnect between
part-time and full-time positions can create serious problems.
The fact that this culture of “haves” and “have-nots” still exists as a rooted and
accepted part of the American system of higher education seems very ironic to us. In the
last 40 years, our universities have opened their doors to all manner of students and have
attempted to put them on equal playing fields, regardless of their social, economic, or
ethnic status. They have sought to bring and promote diversity into the mainstream of
students’ everyday experiences. To be accused of marginalizing or disempowering any
group, whether it be women, children, gays, the elderly, the handicapped, or any religious
or ethnic minority, would be considered heinous to most institutions of higher education.
And yet, is that not exactly what is happening across the country to the group known as
adjunct faculty? To be referred to as fine wine that can be “poured down the drain” if
there are any flaws would make it seem so (Gappa & Leslie, 1993, p.141).
The two tiers of instructors in our colleges and universities bring to mind Abraham
Lincoln’s famous saying, “A house divided against itself cannot stand.” Given that half
the total professoriate in this country now works part-time, is American higher education
7. headed down a dangerous path? Even if it is not headed for total downfall, what is going
to happen to the quality of education that American students need and deserve? There is
only one solution: eventually there has to be greater parity between full-time and part-
time instructors. It might be necessary for adjunct faculty to have heavier teaching loads
in absence of their commitment to research and service, but they still should be
compensated more in line with their educational and professional accomplishments. This
holds true for both salaries and benefits, as well as opportunities for growth and personal
satisfaction. It is generally true that what people earn in a paycheck is a fair indicator of
how they see themselves valued by society and how they tend to perform in their jobs.
Higher education is currently struggling with declining resources, so economic
parity may be slow to establish. Yet, much can be done without financial constraint to
immediately stop the inequitable treatment of part-time faculty and make them feel more
invested in their departments and institutions. Simple improvements in employment
conditions can motivate adjuncts to continue to perform well. Several writers referred to
these moves as simply more complete integration of part-time faculty into their
organizational cultures (Banachowski, 1997; Ellison, 2002; Gappa & Leslie, 1993;
Parsons, 1998). The practices suggested for integration include such steps as providing
orientation and mentoring for adjunct faculty, conducting annual formal evaluations,
developing mechanisms for recognizing adjuncts’ accomplishments, offering professional
development opportunities, including adjuncts in social functions and on some
committees, involving them in curriculum and textbook decisions, and simply showing
respect and appreciation.
Concluding Remarks
In conclusion, adjunct faculty might presently be the invisible underclass of
American academia, but in this day of accountability the situation cannot maintain itself.
For the sake of the future of higher education, it should not be maintained. The need for
the talents and energy of part-timers is more than likely going to increase, so it is
imperative that all institutions understand the adverse effects of excluding such a large
portion of their instructional faculty from the mainstream and the critical need for change.
Higher education has endorsed substandard compensation and working conditions for
adjunct faculty, and it is going to have to find a way to remedy the situation (Ellison,
2002). Only when both full-time and part-time faculty members everywhere work
together and see themselves as valuable members of one team will this country reach its
goal of academic excellence.
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Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, National FORUM Journals, Houston, TX www.nationalforum.com