Adjuncts Happen: Strong Faculty; Weak System
Barbara Garii, Lesley University
Naomi Jeffery Petersen, Indiana University South Bend
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.
Academic Exchange Quarterly Summer 2005 Volume 9, Issue 2