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Shares thoughts about a recent teaching experience that may speak to two current and related issues of importance to English studies, those of part-time and adjunct staffing and of the full-time faculty's responsibility for and involvement in the design, supervision, and instruction of lower-division courses. Considers the reintegration of tenured faculty into teaching of general humanities and introductory English courses.--ERIC abstract

The nexus of teaching, administration and research activities engaged in by academic staff in higher education means that each individual plays a multitude of roles in relation to colleagues, producing inevitable tensions. One role relationship that epitomizes this extraordinary juggling task is that of doctoral supervisor/supervisee, when both are academic staff in the same institution. The last 10 years has seen an upsurge of research interest in doctoral research students, and government and funding bodies have imposed ever more stringent requirements on supervisors. However, staff pairings have been ignored in this literature and research. This article reports on an exploration that seeks to redress this omission by giving voice to the participants (colleague supervisor or research student), allowing them to articulate constructs about what may be unique in the interaction, thus highlighting factors that support or impede success in the enterprise.--ERIC abstract

Discusses the importance of a higher education institution's intellectual capital as a strategic asset in long-range planning. Addresses problems of part-time and graduate student instructors in the context of teaching quality as the institution's fundamental mission. Suggests that tenure encourages research, builds institutional strength, and motivates faculty.--ERIC abstract

Includes policies on sexual harassment, classroom accomodations, employment of faculty family members, short-term medical disability, and other issues, from the Yale University Faculty Handbook.

This book provides a systematic look at nontenure track faculty, the roles they play in higher education, and the policies that control the terms and conditions of their employment. Data sources include two surveys of the National Survey of Postsecondary Faculty.

Given the current increase in the use of adjunct faculty, this paper addresses adjunct faculty role expectations for the purpose of clarifying program stressors. Because university policies on adjuncts are open-ended or unspecified, each participant defines adjunct roles differently; these definitions are not always compatible. Both core and adjunct faculty focus on teaching but core faculty also must perform a service role of influencing continuous program modifications. Adjuncts often limit their role to teaching and may not fully incorporate policy changes, undermining programmatic coherence. Inequity is experienced by core and adjunct faculty as well as students. Understanding perspectives is a first step towards program coherence. While solutions aimed at reducing stress for core and adjunct faculty are not readily apparent, initial discussion of the dilemma allows us to consider options as programs are revised in response to new standards.--from article

This article describes the critical elements of an existing training program designed to systematically prepare contract faculty for teaching responsibilities in social work education programs. This program can be used as a model by social work education programs in preparing and integrating this crucial segment of the instructional workforce.--from authors' abstract