non-tenure-track faculty – Page 2

Professional Development for Non-Tenure-Track Faculty at the University of Michigan’s College of Engineering

Professional Development, 2021 KC Culver and Adrianna Kezar Pullias Center for Higher Education (2021) The University of Michigan’s Center for Research on Learning and Teaching (CRLT) was the first teaching center in the United States, founded in 1962. Nearly 52% of the nearly 6,300 instructional staff on the Ann Arbor campus are non-tenure-track faculty, and in 2004, lecturers unionized to […]

Professional Development for Non-Tenure-Track Faculty at Boise State University

Professional Development, 2021 KC Culver and Adrianna Kezar Pullias Center for Higher Education (2021) This case study is focuses on Boise State’s work to support adjuncts and begins with an overview of various initiatives in the CTL that are designed to be more accessible to and inclusive of adjuncts, including an adjunct-specific faculty learning community. It then describes professional development offered […]

Professional Development for Non-Tenure-Track Faculty at San Francisco State University

Professional Development, 2021 Jennifer Yeh, KC Culver, and Adrianna Kezar Pullias Center for Higher Education (2021) San Francisco State University (SFSU)’s Center for Equity and Excellence in Teaching and Learning (CEETL) provides professional development opportunities for faculty that promote equity-minded, innovative, and reflective learning and instructional practices. SFSU offers an example of an institution that provides professional development at multiple levels, with […]

Professional Development for Non-Tenure-Track Faculty at the University of Georgia DeLTA Project in STEM

Professional Development, 2021 KC Culver and Adrianna Kezar Pullias Center for Higher Education (2021) The vast majority of faculty across career tracks at the University of Georgia (UGA) are employed full time. UGA works to limit the number of teaching-focused non-tenure-track faculty (NTTF) to make up no more than 20% of total instructional faculty, with some exceptions based on institutional […]

Professional Development for Non-Tenure-Track Faculty at Valencia College

Professional Development, 2021 KC Culver, Adrianna Kezar, and Jennifer Yeh Pullias Center for Higher Education (2021) As a learning-focused institution, Valencia College offers a robust, competency-based faculty development program, including a number of opportunities that have been designed specifically for adjuncts, who teach about 40% of Valencia’s course sections. Over the past twenty years, the academic community of deans and […]

Professional Development for Non-Tenure-Track Faculty in STEM at the University of Colorado Boulder

Professional Development, 2021 KC Culver, Maeve Lee, and Adrianna Kezar Pullias Center for Higher Education (2021) The University of Colorado Boulder’s Center for STEM Learning (CSL)’s Transforming Education, Supporting Teaching and Learning Excellence (TRESTLE) was a seven- institution project funded by the National Science Foundation from 2015-2020. The TRESTLE project focused on increasing use of research-based instructional practices through embedded expertise within […]

Professional Development for Non-Tenure-Track Faculty at The Ohio State University

Professional Development, 2021 Maeve Lee, KC Culver, and Adrianna Kezar Pullias Center for Higher Education (2021) The Ohio State University (OSU) employs nearly 6,000 faculty, about 50% of whom are non-tenure-track faculty (NTTF). Over the past several years, there have been significant changes to the institutional structure and programs related to professional development for faculty. Staff in OSU’s University Center for the […]

Professional Development for Non-Tenure-Track Faculty at California State University, San Bernardino

Professional Development, 2021 KC Culver, Adrianna Kezar, and Jennifer Yeh Pullias Center for Higher Education (2021) The California State University San Bernardino (CSUSB) Faculty Center for Excellence (FEC) provides professional development for faculty, including support for research, teaching, community engagement, and career success. Instructional development is offered through the Teaching Resource Center (TRC), which is led by a faculty member. […]

Professional Development for Non-Tenure-Track Faculty in STEM at the Embry-Riddle Aeronautical University

Professional Development, 2021 KC Culver, Adrianna Kezar, and Maeve Lee Pullias Center for Higher Education (2021) Embry-Riddle Aeronautical University’s Bruce A. Rothwell Center for Teaching and Learning Excellence (RCTLE) provides professional development to the Worldwide campus’ majority adjunct instructor population. The RCTLE utilizes four professional development initiatives specifically geared towards adjuncts: required training for new hires and returning faculty, workshops […]

Improving the Quality of Term Faculty Careers at George Mason University

Applicant for the Delphi Award, 2021 Jordan Harper Pullias Center for Higher Education (2021) George Mason sought to create an institutional culture in which non-tenure-track faculty (known as “term faculty” at George Mason) are viewed as valuable and the term faculty career path as both productive and rewarding. Through a partnership between the University’s Faculty Senate and the Office of […]