next »

[Julie, long-term adjunct]

I really dislike people who make stuff up (or lie, if you prefer) to put themselves in a better light.

Adjuncts do NOT do research.  Adjuncts do NOT publish.  And just because "bemused" makes stuff up doesn't change reality.

Adjuncts fall into two categories:

1.  people employed in full-time industry who teach part time
2.  people who teach part-time but do so at 2 or more colleges to make enough money.

Let's take each in turn.

The people who work in industry are already working a 40 hour week (or more) at their regular job.  They have little time left to do any serious research or publication.  Futhermore, people in industry often cannot publish their work because of non-disclosure agreements.  

The individual who is commuting between two or more colleges often spends considerable time in that commute.  This leaves little time to do any serious publication or research.

Finally, the notion that tenured faculty don't do research or publication is a complete fabrication.  Indeed, it denigrates many, many serious researchers.  Yes, there are faculty who don't do research or publish, but they are in the minority.  

I defy "bemused" to provide some real data to support his claims.  I will randomly pick three faculty from my department (chemistry at Univ. of Tennessee) and he can pick any three adjuncts at his university.  Let's compare the total number of publications.  Let's compare the total amount of research expenditures.  Let's compare the number of proposal written.
Let's see if "bemused" claims can pass the smell test.  As the saying goes, "bemused" needs to either put up or shut up.

I---and everyone else in this colloquy---await your response "bemused"...

[Patricia]

While working on my masters in educational technology at a well-known university, I engaged in online learning for 3 classes:

Class 1 was taught by a tenured professor and was well organized, had good use of video and other on-line technology and from what I hear, was better than the in-class version due to the professor's dry personality.

Class 2 was taught by an adjunct and was interactive, used the internet and other technology effectively, encouraged interaction by use of online chats and discussion groups, and was taught in a way that maximized the setting and the adjunct's strengths.

Class 3 was taught by the department chair and consisted of re-cycled PowerPoint slides.  The topic was Distance Education.

Conclusion: its the teaching, not the technology.

[%sig%]

[Bemused]

Shame on you for slurring people whose  accomplishments you personally have not achieved. I am an adjunct, and I have published three books (peer-reviewed academic presses only) and dozens of shorter publications (again, all peer-reviewed academic presses and journals). I publish at least twice a year, even if you personally cannot manage to do the same.

Your post is ignorant and aggressive, to say the absolute least. Whatever frustrations you feel about your own lack of professional accomplishment, that has nothing to do with the rest of the adjunct community.  We are productive, engaged scholars, no matter what you are.

[Wondering]

"Adjuncts do NOT do research. Adjuncts do NOT publish. And just because "bemused" makes stuff up doesn't change reality."


No adjuncts do research? Not one? Ever?

No adjuncts publish? Not one? Ever?

Negation in all-caps or not, does this seem reasonable or logical to you?

Clue: hasty generalization.

[recovering adjunct]

Let's all avoid sweeping generalizations.   While every institution has its fair share of tenured deadwood, most full-time faculty work hard and are dedicated teachers and productive scholars.   I would submit that many adjuncts, particularly in overcrowded fields in the humanities, do so as well, but have, through no fault of their own but rather as the result of hiring freezes, increased reliance on part-timers, and the irresponsible overproduction of new PhD's, been unable to find full-time positions.

Julie writes that adjuncts not employed full-time outside the academy are:
>  2.  people who teach part-time but do so at 2 or more
> colleges to make enough money.
>
Adjuncts rarely "make enough money," no matter how hard they work.  When I was an adjunct, before landing my current full-time job, I taught six classes a semester on three campuses in three cities, and earned about $20,000 for that year.  I published quite a bit during that period, because I knew I needed to build up my record in order to break out of the adjunct ghetto.  Somehow I managed to do that, but I don't think I could have sustained that pace forever.  I also could not have started new research (as opposed to wrapping up, revising, and publishing my dissertation work), for lack of financial support.
Let's not stereotype either adjuncts or full-time faculty.  The latter, with steady jobs and substantial incomes, can take care of themselves.   Academia needs to do better for its adjuncts, particularly those who depend on poorly paid part time labor for their entire incomes, and who remain in the game despite everything because they love teaching and researching in their chosen fields.

[Frustrated]

Let's try to get this conversation back on track.  

I am very interested in this discussion because I am an Instructional Technologist at a community college and I also oversee our Online courses.  I work mostly with adjunct instructors and am beginning to hear this same 'quality of adjunct instruction' from the full time faculty.

For me, working with adjuncts a no-brainer.  For the most part, they already have the technical skills to use a computer, as well as the other technologies required for online instruction.  And when they need to learn a new technology to enhance their instruction, I assist them in the design and development of it.  For me, the best part about working with adjuncts is that they come to me with ideas.  They constantly challenge me for new ways of distributing and assessing their online instruction – which I believe makes us both better instructors.  

From the full time faculty I get questions such as, “how can someone teach a class with out giving multiple choice tests?”  (This statement is in reference to an adjunct online instructor who believes that the student learning can be assessed to a much higher degree through papers and projects than thru multiple choice tests.)  And who can forget the constant run-a-round about being to busy to ever attend workshops, or attempt something new.  I feel, if you are a full time faculty member, you should have the initiative to try new things as they come…then pass them along to adjuncts, leading the infusion of  technology into their respective curriculums.

I, personally, do not feel that our students are receiving a lower level of education because adjuncts are designing and teaching online courses.  For me, it is a ‘No Brainer’.  I will continue to work with the people who are willing to go above and beyond to succeed!  However, grievances filed with the faculty union suggest others have different opinions.

I am very interested in finding out what other’s experiences are with this ‘Online Adjunct vs Full Time Faculty member’ debate.  I look forward to reading your replies!

Sincerely,
Frustrated.

[%sig%]

[Blackwater Draw]

It's not all the teacher...
As an adjunct I have been teaching online for a community college with increasing success for five years. My class has been filling every semester, including summer, so that I sometimes do several sections online... For three semesters I also lectured for another state university, the same course. The lecture class was twice the size of the online class, usually 85-100. I was paid the same for each format. I could not, by myself, give the personalized instruction in the lecture format. The online course continues to produce more satisfied students as evidenced by the thank you notes I receive.

By the way I did not ever teach more than a few workshops in unrelated subjects before teaching this (non-technical) liberal arts required course.

[Gina, adjunct]

I hope it's not too late for me to ring in here. As an adjunct instructor of English at a few colleges and one university, I am naturally eager to secure a permanent teaching position. Mostly, I incorporate technology in classroom instruction currently. Discussion boards on Blackboard, for example, provide an illusion of distance ed for students, as well as for myself when I am checking student participation in BB forums at 3a.m. :) The separate work stations in the classroom, though, tend to establish an environment for independent learning before the syllabus has been passed around, whereas a few years ago without computers classrooms were environments of learning as a whole (perhaps). I'm only saying it's trickier now implementing group work with computers in the classroom, to the point where I've carefully suggested for us to forget the computer for a while; I'm not complaining. Cuts in state funding are forcing community colleges and public universities to rethink priorities to become more independent. Community colleges have long recognized technology as an important learning tool for reaching and appealing to new students. By continuing to promote and extend distance education programs, colleges are meeting fiscal demands while meeting student needs.

As a published writer I don't believe that I stack up any less or weaker to anyone else in my shoes when it comes to running through firey hoops to become an exceptional candidate for full time teaching position. I don't feel this way because I teach in environments of higher learning that are supportive (even of wee adjuncts). To prevent myself from further rambling, I would only welcome the opportunity to teach a section on-line so I can compare the two environments: technology used in a classroom setting versus a virtual one. As an adjunct, too, I support the necessary decisions colleges and universities are currently needing to make. I naturally know what it means to be independent as it were, to not know when the compensation will end or by how much. Whatever makes me more profitable, I say, to offer students the best, I will do.

[%sig%]

[Bob Wheeler, SUNY Buffalo]

Fundamental to this argument regarding adjuncts and online instruction is the definition of online education itself. To equate online education to videotaped lessons or other non-interactive media is to do online learning an injustice. Well constructed online programs are dynamic and interactive, offering a mix of real time and discussion board type activities. These activities should help maintain student involvement while providing the instructor with continuous feedback and assessment data. The role of an adjunct and that of a tenured or full time faculty member should be the same as they act as online facilitators. The problem with adjuncts might be in maintaining the culture of the online student community. By virtue of their diverse experiences, adjuncts may not structure their online course in such a way that is familiar to those students who have participated in previous online courses. This might result in some resistance on the part of the students to meet the adjunct’s expectations. However, this problem is not unique to the “bricks and books” world and can be avoided by establishing a set of standards for online education that reflect the best practices of the sponsoring institution.

As to the viability of online education, I see it as being here to stay but not practical for all types of learning. For some types of learning it can serve as an adjunct to the classroom experience while for others, entire courses may be easily taught completely outside the classroom. Although this seems like an obvious comment, it is appropriate less people think that the virtual classroom can replace human interaction and the necessity for involving all the senses in the learning process. I think going forward there will be plenty of room for online education as long as there are student populations that would not otherwise have access to learning. This includes students that are working adults, single mothers or captives to heavy travel  or work schedules. Rural students can also benefit from online education.

The role of the adjunct should not be any different in the online learning community than it is on campus. It seems the real issue here is more concerned with the value of adjuncts and not the learning modality. To me it would make better sense to explore online learning and adjunct instruction as two separate and distinct issues.

Just for sake of clarification, I am a grad student who is nearing the end of a Masters of Adult Education program that has been delivered almost completely on line. The first two courses I took were through interactive TV and were not half as effective as the online experiences. The faculty composition of this program is both full time and adjunct and in my opinion, the full time faculty has been more effective. However, I think this is because they have been at it longer and have had an opportunity to work out processes that the adjuncts have not had the time to develop.

[%sig%]

[Reality Check]

Such a bitter, stupid, angry post. There is nothing else to say about this kind of venom. We hope you are feeling better soon, "Julie."

[Adjunct professor]

When I was in college I noticed a difference between professors (accounting) who had practiced accounting and those who went straight into teaching. In my opinion the knowlegde and the teaching ability of the professor is key to the success of the student. It does not matter which platform (traditional or online) is used.

I have worked in accounting for over 10 years and taught as an adjunct for the same number of years. Last year a quit my accounting position and starting teaching "full-time" as an adjunct online professor. My income level and free time doubled.

Currently, I consult, develop and teach accounting and management courses.

[Anonymous]

I don't see distance ed. as something that will replace traditional ed., but as a medium that provides additional access.

[Anonymous]

Let's start with a list of your publications.

[current FT online adjunct]

As a full time online instructor, I work as adjunct faculty for some institutions and am also on the payroll as part time faculty at other institutions. Contrary to what some adjuncts want, I am not looking for a full time job. I love designing and teaching different courses at different institutions. I love everything about online teaching. I also routinely take off at least once a year, if not twice, for a month or so in between quarters and/or semesters.

I would not trade my many part time design and instruction jobs for a full time job at any one institution. I work about 30-50 hours a week, depending on how many classes I am teaching and how many design projects I am carrying at any given time. My salary is upwards of $65K and could be more if I didn't enjoy my time off occasionally every year. Most of my traveling is done with laptop in tow, but sometimes I need the time off to pursue my own writing. And yes, I am also a published writer.

Adjunct and part time teaching provide many advantages over full time work -- both $$ and timewise. I love it and would never change to full time.

[%sig%]

[Russ, Adjunct Faculty Member]

I have read all of the comments made by fellow adjuncts as well as full time faculty regarding this topic. I have been teaching part-time for 6 years now at a large university in Texas. Candidly, I would leave my full time job in a minute to become a full time instructor. Of course, like many adjuncts, I do not have a Ph.D. In its place, I have 35 years of experience in the financial services industry and I love teaching finance courses, both in class and online. I also have an MBA and many extra graduate credit hours in finance.
I have to say that the full time faculty accept me for what I am and for what I am capable of doing. I truly believe that I can bring to the classroom "real -world" experience...something that my students regard very highly as they study to prepare themselves for the rigors of a position in finance or business. I am not a research driven individual. I prefer to teach and only teach. I work as many hours preparing for, and facilitating, in class sessions and online sessions.
I believe that adjuncts and full time faculty can co-exist and do so to the benefit of the students and the institutions that we serve.