Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Contingent faculty (3)
- Composition (2)
- Academic breaks (1)
- Accessibility (1)
- Adjunct instructors (1)
-
- Adjuncts' working conditions (1)
- Bilingual (1)
- Catholic higher education (1)
- Catholic social teaching (1)
- Cognition (1)
- Collectivism (1)
- Colorado community colleges (1)
- Community engagement (1)
- Community-engaged projects (1)
- Contingent academic labor (1)
- Contingent labor (1)
- Covid-19 (1)
- Disability (1)
- FYC (1)
- Faculty employment (1)
- Faculty labor (1)
- Graduate student labor (1)
- Graduate teaching assistant (1)
- High impact learning practices (1)
- Hybrid courses (1)
- Labor (1)
- Labor constraints (1)
- Material working conditions (1)
- Monolingual (1)
- NNEST (1)
Articles 1 - 10 of 10
Full-Text Articles in Education
From “Spring Break” To “Reading Days”: Contingency, Relations Of Power, And Positionalities In Experiences Of Overwork During Academic Breaks, Kelli R. Lycke Martin, Ann Shivers-Mcnair
From “Spring Break” To “Reading Days”: Contingency, Relations Of Power, And Positionalities In Experiences Of Overwork During Academic Breaks, Kelli R. Lycke Martin, Ann Shivers-Mcnair
Academic Labor: Research and Artistry
In this article, the authors analyze the impacts of their university eliminating Spring Break and replacing it with intermittent Reading Days during the Covid-19 pandemic. With particular attention to contingency, relations of power, and positionalities, they offer narratives of their lived experiences with Reading Days as a graduate student (Author 1) and as a pre-tenure faculty member (Author 2). They also offer analysis of the public conversations surrounding the institutional decision. The article addresses how the particularities of the narratives are symptomatic of a culture of overwork that predates and continues beyond the moment in time and place of the …
The Pandemic, Contingent Faculty, And Catholic Colleges And Universities, Jason King
The Pandemic, Contingent Faculty, And Catholic Colleges And Universities, Jason King
Academic Labor: Research and Artistry
In this paper, we explore the impact of the Covid-19 pandemic on contingent faculty in Catholic higher education. As a baseline for comparison, we draw on our 2019 essay which traced the increasing reliance on contingent faculty in Catholic higher education from 2001-2017. When compared to 2020, we find three significant results. First, Catholic colleges and universities responded to the pandemic by reducing all employment – administration, staff, tenured/tenured track faculty, and contingent faculty. In this general reduction, contingent faculty was reduced by 2.6%. Second, the reduction in employment was particularly pronounced in small Catholic schools. At these schools, contingent …
“Drown[Ing] A Little Bit All The Time: The Intersections Of Labor Constraints And Professional Development In Hybrid Contingent Faculty Experiences, Courtney Adams Wooten, Brian Fitzpatrick, Lourdes Fernandez, Ariel M. Goldenthal, Jessica Matthews
“Drown[Ing] A Little Bit All The Time: The Intersections Of Labor Constraints And Professional Development In Hybrid Contingent Faculty Experiences, Courtney Adams Wooten, Brian Fitzpatrick, Lourdes Fernandez, Ariel M. Goldenthal, Jessica Matthews
Academic Labor: Research and Artistry
Faculty teaching during COVID-19 have been asked to adapt to a wide range of instructional modalities that have often increased the labor they experience without commensurate compensation. Hybrid courses, which were already popular pre-pandemic, have become even more common as schools and universities have rushed to adapt instruction to students’ needs. This article reports on interviews with faculty teaching hybrid courses to investigate their perceptions of the labor involved in teaching in this instructional modality, drawing connections to the labor many faculty are experiencing as they adapt to hybrid or other, similar instructional modalities. It then argues that targeted professional …
Fyc’S Unrealized Nnest Egg: Why Non-Native English Speaking Teachers Belong In The First-Year Composition Classroom, Asmita Ghimire, Elizabethada Wright
Fyc’S Unrealized Nnest Egg: Why Non-Native English Speaking Teachers Belong In The First-Year Composition Classroom, Asmita Ghimire, Elizabethada Wright
Academic Labor: Research and Artistry
Overviewing rhetoric and composition's evolution from “English” to “Englishes,” this article shows how the denigration of non-native English-Speaking Teachers (NNEST) of writing on the basis of English difference disregards linguistics’ understandings of the evolutions of language. Additionally, this essay demonstrates that when we consider writing via the lens of the threshold concepts and see writing as an exercise of mind, ideas and thinking, NNEST of writing can be a strength in twenty-first century First Year Composition (FYC) course.
Studenting And Teaching With Chronic Pain: Accessibility At The Intersection Of Contingency And Disability, Beth Greene
Studenting And Teaching With Chronic Pain: Accessibility At The Intersection Of Contingency And Disability, Beth Greene
Academic Labor: Research and Artistry
While much attention is given to undergraduate students with disabilities, far less is devoted to graduate students, particularly those who also act as faculty: Graduate Teaching Assistants (GTAs). This article discusses issues of accessibility encountered by these contingent faculty members, specifically GTAs who have invisible disabilities, and how approaching discussions of contingency and disability with an ethos of transparent vulnerability—a level of transparency that necessarily leads to vulnerability—can help combat the stigma that continues to surround contingency and disability in higher education.
Academic Collective Bargaining: Status, Process, And Prospects, Daniel J. Julius, Nicholas Digiovanni Jr.
Academic Collective Bargaining: Status, Process, And Prospects, Daniel J. Julius, Nicholas Digiovanni Jr.
Academic Labor: Research and Artistry
The authors provide a perspective, as scholars and practitioners, of the organizational, demographic, legal and contextual variables that inform the past and the future of faculty unions in U.S. colleges and universities. They ask, how best to conceptualize and evaluate the impact of faculty unions; from the inception of academic unionization in the 1960’s to the present, and further, what is known and not known about collective bargaining. Issues examined include: factors that influence negotiation processes, governance, bargaining dynamics, the institutional and demographic factors associated with faculties who vote in unions, compensation and the legal status of graduate student unions. …
Intergroup Solidarity And Collaboration In Higher Education Organizing And Bargaining In The United States, Daniel Scott, Adrianna J. Kezar
Intergroup Solidarity And Collaboration In Higher Education Organizing And Bargaining In The United States, Daniel Scott, Adrianna J. Kezar
Academic Labor: Research and Artistry
For too long in higher education, different worker groups have conceived of themselves as separated by distinct, even competing interests. The isolation between groups reduces communication, fosters unawareness of common interests, and hinders their ability to effectively collaborate in solidarity, as does the divided and largely independent structure of the unions and bargaining units representing them. Without greater collaboration and solidarity, members of the higher education community are less able to resist the harmful trends that have been transforming the sector over the previous decades, subjecting them to increasingly similar working conditions and distancing higher education from its student learning, …
Sustaining Community-Engaged Projects: Making Visible The Invisible Labor Of Composition Faculty, Jessica Rose Corey, Barbara George
Sustaining Community-Engaged Projects: Making Visible The Invisible Labor Of Composition Faculty, Jessica Rose Corey, Barbara George
Academic Labor: Research and Artistry
Increasingly, service-learning, community-engaged projects, or community-engaged learning are encouraged in higher education as part of HIPs, or High Impact Practices. While the authors' experiences with service-learning or community-engaged learning in our composition courses have been positive, and while student engagement is generally acknowledged as a desirable outcome of any pedagogy, we posit that there are questions about the labor system needed to sustain such practices. We use narratives to reflect upon our experiences holding various identity positions within academia (from graduate student, adjunct, to NTT and TT positions), and research about the work involved with community engaged projects, to interrogate …
Reviews Of Daniel Davis's Contingent Academic Labor And Lisa Del Rosso's Confessions Of An Accidental Professor, William Christopher Brown
Reviews Of Daniel Davis's Contingent Academic Labor And Lisa Del Rosso's Confessions Of An Accidental Professor, William Christopher Brown
Academic Labor: Research and Artistry
This review covers Daniel Davis's Contingent Academic Labor: Evaluating Conditions to Improve Student Outcomes and Lisa del Rosso's Confessions of an Accidental Professor. Davis's book offers a rubric for evaluating the working conditions of contingent academic laborers. del Rosso's Confessions is a memoir of her experience as a contingent academic laborer.
Instructor Impermanence And The Need For Community College Adjunct Faculty Reform In Colorado, Stephen P. Mumme
Instructor Impermanence And The Need For Community College Adjunct Faculty Reform In Colorado, Stephen P. Mumme
Academic Labor: Research and Artistry
This policy letter, prepared for the Colorado State Board of Community Colleges and Occupational Education and submitted in January 2018 reports on the occupational conditions of adjunct faculty in the Colorado Community College System. The document describes the adverse employment and instructional conditions present in the CCCS, arguing that current conditions threaten the quality and integrity of the General Transfer Pathways program (GT-Pathways) in Colorado. The letter advances a range of practical policy reforms for the consideration of Board that, if adopted would improve current working conditions for adjunct faculty and strengthen quality of community college instruction in Colorado.