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Assessment Tools and Implementation Guides
Designing Accessible and Inclusive Professional Development for NTTF Toolkit
KC Culver, Adrianna Kezar, and Jennifer Yeh
Pullias Center for Higher Education (2022)
This toolkit is meant to accompany our report “Designing Accessible and Inclusive Professional Development for NTTF,” which was created as part of the Delphi Project on the Changing Faculty and Student Success. In this report, we found that a variety of professional development opportunities are often necessary to support NTTF, given their needs, interests, and time constraints. More intensive professional development programs, including faculty learning communities, curricular redesign and departmental action teams, certificate programs, and discussion groups, offer NTTF sustained opportunities for learning and interaction with colleagues. These more intensive programs can offer a number of benefits for NTTF: instructional effectiveness, a sense of belonging, institutional integration and knowledge of resources, a professional network, career development and advancement, and opportunities for advocacy and leadership development.
Categories: Delphi Project
delphi project non-tenure-track faculty
Download 1.96 MB 20830 Downloads
Using Design for Equity in Higher Education for Liberatory Change: A Guide for Practice
KC Culver, Jordan Harper, and Adrianna Kezar
Pullias Center for Higher Education (2021)
This toolkit helps design teams engage in this process of implementing the Design for Equity in Higher Education model, For each phase of the model, this toolkit provides a short description and offers some questions and suggestions to guide practice.
Categories: Delphi Project, Racial Equity, Guides
design thinking policymaking delphi project racial equity
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"Waze" to Support Non-Tenure Track Faculty as a Student Activist
Jordan Harper & Adrianna Kezar (2020)
Created as part of the Delphi Project on the Changing Faculty and Student Success, this guide is designed for student activists at the undergraduate and graduate level looking to support Non-Tenure-Track Faculty in higher education. These students are in a unique position to make a difference in the lives of faculty currently experiencing terrible inequalities and working conditions.
Categories: Delphi Project, Guides
adjunct faculty delphi project non-tenure-track faculty student success tools
Download 319.06 KB 9260 Downloads
How Student Affairs Departments Can Support and Engage Non-Tenure-Track Faculty
Daniel Scott, Adrianna Kezar (2019)
This guide, created by The Delphi Project on the Changing Faculty and Student Success in collaboration with NASPA, highlights the many opportunities student affairs departments have to work with non-tenure-track faculty in furthering its student services mission---and, in turn, to support these faculty in their efforts to foster student learning and success.
Categories: Delphi Project, Student Success, Guides
adjunct faculty non-tenure-track faculty student success tools
Download 810.40 KB 16671 Downloads
Adapting by Design Toolkit
Daniel Maxey, Adrianna Kezar (2017)
Created to support the redesign of higher education models, this toolkit helps campus leaders identify and create an impetus for achieving the changes that are necessary to address changing faculty trends, including the rising numbers of non-tenure-track faculty, at colleges and universities. The goal of this toolkit is to ensure a successful future for our institutions, our students and faculty, and our communities.
The toolkit has three main sections that follow the three stages of a backward design process for developing new faculty models:
- Identify desired outcomes;
- Examine the current faculty models; and,
- Develop a plan for redesigning the faculty.
Each stage of the process includes a list of tasks and goals, worksheets, surveys and review and discussion questions to facilitate group dialogue.
The guide serves as an action-oriented companion piece to the report, Adapting by Design: Creating Faculty Roles and Defining Faculty Work to Ensure an Intentional Future for Colleges and Universities.
Categories: Delphi Project, Student Success, Guides
adjunct faculty contingent faculty new faculty models non-tenure-track faculty student success worksheets
Download 525.83 KB 19399 Downloads
Adapting by Design: Redesigning the Faculty Role Worksheet
The Delphi Project on the Changing Faculty and Student Success and Association of American Colleges & Universities (2016)
Based on the Delphi Project's Adapting by Design report (2015), this worksheet is designed to spark conversations among campus stakeholders about potential ways to intentionally and strategically redesign the faculty role on their campus.
Categories: Delphi Project
adjunct faculty contingent faculty new faculty models non-tenure-track faculty worksheets
Download 138.86 KB 10311 Downloads
Adapting by Design: Creating Faculty Roles and Defining Faculty Work to Ensure an Intentional Future for Colleges and Universities
Adrianna Kezar, Daniel Maxey (2015)
This report is an attempt to create a vision for new, future faculty models both by promoting campus-level change efforts and by initiating a national conversation about our direction as a profession. It follows meetings and discussions with numerous national thought leaders on higher education issues and several years of engaging administration and grassroots leaders from campuses across the country on issues of great concern to the faculty.
Categories: Delphi Project, Student Success
adjunct faculty community college contingent faculty new faculty models non-tenure-track faculty salary and benefits student success
Download 1.29 MB 22133 Downloads
Departmental Cultures and Non-Tenure-Track Faculty: A Self-Assessment Tool for Departments
The Delphi Project on the Changing Faculty and Student Success (2015)
This self-assessment tool is a detailed survey that can be used by colleges and universities to get direct, actionable feedback from non-tenure-track faculty. The survey, which can be administered by campus leaders, department chairs, union leaders or even by non-tenure-track faculty groups themselves, can be used to assess existing departmental cultures, with the goal to improve campus climate based on those findings.
The tool also includes profiles and detailed descriptions of each culture, which can guide departmental faculty and staff towards creating a more supportive environment for their non-tenure-track colleagues.
Categories: Delphi Project, Guides
adjunct faculty assessment contingent faculty non-tenure-track faculty salary and benefits
Download 267.03 KB 50341 Downloads
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Centers for Teaching and Learning
Adrianna Kezar, Daniel Maxey (2013)
This focus guide has been created for centers for teaching and learning and other offices that provide academic support and development opportunities for faculty on campuses. These offices are an important resource for enhancing the quality of instruction and student learning. Exploring how services and programming are made available to or utilized by non-tenure-track faculty, in particular, can help improve existing efforts and outreach to a segment of the faculty that has become a majority nationwide and on many campuses. It might also help identify opportunities to partner with other stakeholders and offices to provide additional services where they are needed.
Categories: Delphi Project, Guides
adjunct faculty contingent faculty non-tenure-track faculty
Download 1.81 MB 13469 Downloads
Dispelling the Myths: Locating the Resources Needed to Support Non-Tenure-Track Faculty
Adrianna Kezar, Daniel Maxey (2013)
This resource outlines potential changes that could be made to improve support for non-tenure-track faculty on campuses, organized in terms of those that would be less expensive to implement or would likely require the reallocation of funding or increased expenditures. It also provides a set of strategies for developing services and resources to support the whole faculty, not just full-time or tenured and tenure-track faculty members.
Categories: Delphi Project, Student Success
adjunct faculty contingent faculty non-tenure-track faculty student success
Download 415.76 KB 24900 Downloads
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Institutional Researchers
Adrianna Kezar, Daniel Maxey (2013)
This focus guide is designed for use by specific campus constituencies to support a better understanding of how non-tenure-track faculty are supported by programs and services on campus or included in institutional data that are collected and maintained.
Categories: Delphi Project, Guides
adjunct faculty contingent faculty non-tenure-track faculty worksheets
Download 1.79 MB 10682 Downloads
Non-Tenure-Track Faculty in our Department: A Guide for Departments and Academic Programs to Better Understand Faculty Working Conditions and the Necessity of Change
The Delphi Project on the Changing Faculty and Student Success (2012)
This guide is designed for use by faculty and staff at the department level who would like to examine non-tenure-track faculty practices and issues. Its question sections, discussion questions, and concluding questions guide practitioners through the process of examining non-tenure-track faculty issues in the department and help them to better understand challenges associated with current practices and begin to build the rationale for change.
Categories: Delphi Project, Guides
adjunct faculty assessment contingent faculty non-tenure-track faculty salary and benefits worksheets
Download 784.45 KB 60899 Downloads
Non-Tenure-Track Faculty on our Campus: A Guide for Campus Task Forces to Better Understand Faculty Working Conditions and the Necessity of Change
The Delphi Project on the Changing Faculty and Student Success (2012)
This guide is designed for use by task forces, committees, or groups who would like to examine non-tenure-track faculty practices and issues at the campus level. Its question sections, discussion questions, and concluding questions guide practitioners through the process of examining non-tenure-track faculty issues on campus and help them to better understand challenges associated with current practices and begin to build the rationale for change.
Categories: Delphi Project, Guides
adjunct faculty assessment contingent faculty non-tenure-track faculty salary and benefits worksheets
Download 981.28 KB 65715 Downloads
Case Studies
“Moving Toward One Faculty” at the University of Texas at San Antonio
Natsumi Ueda, Jordan Harper, Adrianna Kezar
As student enrollment increases, the University of Texas at San Antonio (UTSA)’s strategic plan calls for retaining more diverse faculty and improving work environments and experiences of fixed-term-track (FTT) faculty, the new name given to non-tenure-track faculty at UTSA, to better support student learning and engagement. The campus engaged in a six-year, multi-prong change process. In 2020, based on the collected data and revisions to papers with FTT faculty policy recommendations, a committee composed of the representatives of student, staff, faculty and senior leaders voted for the revised policy to be approved. FTT faculty, which comprises 52% of all UTSA faculty, perceive that the recent changes in FTT faculty policies and practices is a positive step in creating a unified faculty. The improvement in FTT policies and practices have also led UTSA to reevaluate other policies and practices in other areas, such as overall faculty retention, to be more equitable. UTSA is advancing toward realizing its commitment to student success and its role as HSI by better supporting faculty.
Categories: Delphi Project
delphi award delphi project
Download 211.56 KB 4107 Downloads
Improving Job Stability and Career Pathways for Lecturers Through Collective Bargaining at the University of California
Jordan Harper
Pullias Center for Higher Education (2022)
University Council-American Federation of Teachers (UC-AFT)/University of California (UC) Unit 18 faculty achieved a historic win with their new collective bargaining agreement effective for 2021-2026. Their efforts focused on improving lecturers’ job stability and career pathway revisions. Their bargaining campaign theme was “faculty equity — student success,” drawing an inextricable link between faculty working conditions and student learning conditions. The new contract is an attempt to retain lecturers, move more part-time lecturers toward full-time status, and improve their livelihood. Successful changes to the contract sets the basis for future contracts. The process that led to the historic win is the focal point of this case study and serves as a model for other unions and non-tenure-track faculty who aspire to unionize nationwide.
Categories: Delphi Project
delphi award delphi project
Download 170.36 KB 5786 Downloads
Supporting Adjuncts from a Distance: Adjuncts as Subject Matter Experts & Valued Members of the Northcentral University Community
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (2022)
Northcentral University (NCU), a 100% online, nonprofit institution, declared part-time adjunct faculty as vital actors in carrying out their mission for student success. This realization and subsequent declaration prompted NCU to initiate a task force to explore the working conditions and challenges adjunct faculty face. The task force was comprised of part- time adjunct faculty, full-time faculty, human resources, and leaders from the Office of the Provost. Together, the task force developed three guiding principles to frame their ongoing work: 1) integration into the university community; 2) preparation for their responsibilities as adjunct faculty; and, 3) compensation for their work and university activities.
Categories: Delphi Project
delphi award delphi project
Download 81.65 KB 4409 Downloads
Investing in Part-time Faculty at Montgomery College
Jordan Harper
Pullias Center for Higher Education (2022)
Montgomery College (MC)'s The Institute for Part-Time Faculty Engagement and Support (IPTFES) was created in 2015 and pioneered by the late Dr. Antonio “Tango” Thomas. IPTFES was created to expand, improve and build upon policies and practices that support part-time faculty (PTF), which MC recognizes as essential members of the campus community and integral to the student success mission. In the ITPFES’s first four years (2015-2019), they were able to create orientation and on-boarding sessions for new part- time faculty, establish resource centers across all their campuses, and establish a professional development fund to compensate part-time faculty who are trying to improve their teaching. Since their 2019 Delphi Award finalist recognition, the IPTFES has taken on new leadership and expanded their supports for part-time faculty. In what follows, the process the IPTFES used to create their supports is highlighted in more detail, and newer services, programs and supports the institute is offering are foregrounded.
Categories: Delphi Project
delphi award delphi project
Download 161.58 KB 2416 Downloads
Greater Stability and Inclusion for Part-time and Full-time Faculty at Dominican University of California
Jordan Harper, Natsumi Ueda
Pullias Center for Higher Education (2022)
Dominican University of California (Dominican) has a significant number of non-tenure-track faculty with 32 full-time term faculty (FTTF) and 204 part-time adjunct faculty (PTTF). Faculty off the tenure-track contribute meaningfully to its more than 60 undergraduate and graduate degree programs. Dominican has an institutional mission to develop ethical leaders and socially-responsible global citizens. However, the institution recognizes that the extremely high cost of housing in the surrounding area poses ethical and financial challenges for all employees, including faculty — both part-time and full-time — who are attempting to contribute to the mission and live comfortably while doing so. These issues led Dominican to create intentional supports related to recruiting, retaining, and supporting all faculty regardless of rank. The supports they built were attempts to unify Dominican faculty as one and remove structural barriers that hindered term, and especially, adjunct faculty’s, sense of belonging, professionalization, well-being and livelihood.
Categories: Delphi Project
delphi award delphi project
Download 148.21 KB 3107 Downloads
Systemic Improvement for Teaching Faculty and Expansion of Tenure for Teaching at Worcester Polytechnic Institute (WPI)
Delphi Award Winner, 2021
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (2021)
In 2012, Worcester Polytechnic Institute (WPI), a private research university in Massachusetts, made systemic change to better respect, recognize and support faculty off the tenure track. Motivated by the realization that teaching faculty and other contingent faculty were becoming more numerous at and more critical to the institution, WPI established regular titles and promotional lines for the NTTF. In the spring of 2021, WPI formally established a teaching track to tenure and an institutional goal to place 40 percent of its current full-time teaching faculty on the tenure track between August 2021 and August 2023. At WPI, the design and implementation of a tenure track for teaching faculty and the other changes for remaining NTTF began to resolve some intractable problems in higher education, such as the erosion of tenure and academic freedom, the precarious status of contingent faculty, and the weakening of faculty governance. These systemic improvements grant teaching faculty at WPI the professional identity and esteem currently missing in many institutions across the country.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Institutionalizing a Culture of Respect for Teaching and Professional Faculty at the University of Denver
Delphi Award Winner, 2021
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (2021)
In 2015, the Board of Trustees at the University of Denver approved a new Advancement, Promotion and Tenure document developed by the Faculty Senate and approved by the Board of Trustees. This document created a new line of full time non-tenure-track full-time faculty, which DU refers to as Teaching and Professional Faculty (TPF). Keeping in mind their institutional commitment to inclusion, respect and collegiality, DU began thinking critically about implementation and institutionalization in an effort to keep teaching and professional faculty afloat. DU’s implementation and institutionalization efforts were guided by an equity-minded approach, revisiting many of their policies, procedures and initiatives and asking “what does this mean for teaching and professional faculty?” In answering this key question, DU began to introduce a slew of changes toward institutionalizing a culture of respect for TPF.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Creating and Sustaining the Inclusive Teaching Program for Lecturers at the University of Michigan
Delphi Award Finalist, 2021
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (2021)
The University of Michigan (UM), a unionized, public four-year university, quickly realized that most lecturers teach entry- level and foundational courses at both the undergraduate and graduate levels in their disciplines. This realization, along with the launch of a multi-year Diversity, Equity, and Inclusion (DEI) strategic plan in 2016, led the University of Michigan to think critically about creating better supports for lecturers off the tenure track. The final product was a professional development program exclusively for lecturers known as the Inclusive Teaching Program for Lecturers (ITPL). In focusing on lecturers, the University of Michigan ensured that inclusive and equity-focused teaching practices are embedded in classrooms across the institution and that lecturers off the tenure track are well prepared to enact such practices in their respective classrooms. To this end, the University of Michigan recognizes lecturers as a critical teaching and mentoring population by investing key resources in their professional development that, in turn, also improve student learning outcomes.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Professional Development for Non-Tenure-Track Faculty at Indiana University—Purdue University
Professional Development, 2021
Jennifer Yeh, KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
Of the nearly 5,000 faculty employed at Indiana University–Purdue University Indianapolis (IUPUI), 74% are non-tenure-track-faculty (NTTF). Among these NTTF, 45% are full-time and 55% are part-time (adjuncts). IUPUI offers a promotion track for full-time NTTF, providing access (during the spring semester) to the eDossier system that organizes materials/evidence for promotion consideration. All candidates are reviewed by the department/center, school, and at campus level by the Promotion Advisory committee and the Office of the Vice Provost for Faculty and Academic Affairs. Workshops are provided by the school’s Academic Affairs division to help NTTF prepare their dossier for promotional consideration; typically, NTTF who have served in rank for 3 years are encouraged to apply.
Categories: Delphi Project
Professional Development delphi project non-tenure-track faculty
Download 154.78 KB 5106 Downloads
Professional Development for Non-Tenure-Track Faculty at University of North Carolina, Charlotte
Professional Development, 2021
Adrianna Kezar and KC Culver
Pullias Center for Higher Education (2021)
UNC Charlotte's professional development is offered through the Center for Teaching and Learning. Since its inception in 1998, the Center for Teaching and Learning has offered a wealth of professional development opportunities for all instructors at UNC Charlotte. Those opportunities are wide-ranging in topic, scope, and impact. The work ranges from supporting individual faculty with just-in-time solutions to supporting complex programs at the institutional level. Major priorities for Center for Teaching and Learning include providing professional development opportunities to ensure constructive and active learning environments, leveraging the experience and wisdom of faculty leaders to promote teaching excellence, and encouraging innovative research and scholarly publication on teaching and learning.
Categories: Delphi Project
Professional Development delphi project non-tenure-track faculty
Download 157.01 KB 5497 Downloads
Professional Development for Non-Tenure-Track Faculty at Kennesaw State University
Professional Development, 2021
KC Culver, Maeve Lee, and Adrianna Kezar
Pullias Center for Higher Education (2021)
The Center for Excellence in Teaching and Learning (CETL) at Kennesaw State University (KSU) supports the success of faculty and graduate teaching assistants through institution-wide initiatives focused on career success as well as on instructional development; these opportunities include workshops, one-to-one consultations, and more intensive multi-day programs. In this case study, we begin by discussing the environmental context at the state and institutional levels, as policies at both levels have implications for how professional development is positioned to support the success of NTTF at KSU. We then describe CETL initiatives that have specifically targeted adjunct faculty and outline professional development initiatives employed in two colleges- the College of Science and Mathematics (CSM) and the College of Humanities and Social Sciences (RCHSS).
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty
Download 126.08 KB 5051 Downloads
Professional Development for Non-Tenure-Track Faculty at Sinclair Community College
Professional Development, 2021
Maeve Lee, KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
The Sinclair Community College strives to maintain a ratio of 50% of courses taught by part-time NTTF (adjuncts; up to 12 credit hours per term) and 50% taught by full-time faculty members, who include both full-time NTTF (instructors) and tenure-track/tenured faculty. The institution has a Faculty Senate that offers governance related to full-time faculty. The institution has had a dedicated Center for Teaching and Learning (CTL) for more than a decade, and a robust suite of professional development opportunities are offered. The CTL leverages the institution’s location near the original Lily Conference on College Teaching to engage as many faculty members as possible with the conference itself and the culture of valuing teaching and learning that it fosters.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty
Download 95.10 KB 4856 Downloads
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 gain collective bargaining rights. College administrators recognized a need to better support NTTF. As a result, the college created a Lecturer Advisory Committee and appointed a faculty member to work part time to coordinate lecturer development. The director of lecturer development is now partnering with CRLT-Engin to create professional development events specifically for NTTF.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty
Download 101.75 KB 6559 Downloads
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 by the First-Year Writing program and the School of Social Work due to the high percentage of adjunct faculty who teach in these programs. In addition, the brief also describes how those leading these efforts in the CTL and in Social Work are assessing the needs of adjuncts in order to inform the opportunities they offer.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty
Download 124.99 KB 5361 Downloads
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 various levels of coordination and collaboration. This case study provides a brief overview of California State University-level initiatives, campus offerings in more localized spaces (e.g., student success program, departmental, and grant-funded efforts), and professional development opportunities offered through CEETL.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty stem reform
Download 109.46 KB 5717 Downloads
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 needs. While UGA offers a promotion for NTTF from the rank of lecturer to senior lecturer, all NTTF are employed through annual contracts, regardless of rank or length of employment at UGA. The Scientists Engage in Education Research (SEER) Center at UGA provides a centralized place for interdisciplinary research on improving teaching and learning in STEM disciplines. SEER offers occasional opportunities for professional development of faculty, all of which are open to NTTF.
Categories: STEM Reform, Delphi Project Case Studies
delphi project non-tenure-track faculty stem reform
Download 97.65 KB 6083 Downloads
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 faculty at Valencia have defined and refine seven essential competencies that promote student learning: assessment as a tool for learning, inclusion and diversity, learning-centered teaching practices, LifeMap (enhancing life skills through disciplinary learning), outcomes-based practice, professional commitment (demonstrating a commitment to ongoing professional development), and scholarship of teaching and learning (contributing to knowledge of teaching and learning). These competencies guide professional development offerings as well as faculty evaluation practices.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty
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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 departments to support course redesign, examining how interventions can be scaled at different types of institutions, and the building of communities within and across campuses to increase the impact of course transformation. This case study details the professional development initiatives developed within TRESTLE at CU Boulder, providing an example of how offerings were tailored at one institution in order to meet TRESTLE’s cross-institutional objectives.
Categories: STEM Reform, Delphi Project Case Studies
delphi project non-tenure-track faculty stem reform
Download 105.51 KB 6645 Downloads
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 Advancement of Teaching (UCAT) recognized a need to provide better support that specifically targeted NTTF and a new position was created that was dedicated to NTTF. This case study focuses on NTTF-specific initiatives developed by the coordinator of associated faculty in UCAT.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty
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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. The faculty member who served as TRC director from 2018–2020 made increasing participation of NTTF a priority. The initiatives at CSUSB represent an amalgamation of approaches to instructional development, with some initiatives developed at the system level, some developed at the campus level, and some through partnerships with outside organizations.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty
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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 and just-in-time microlearning, one-to-one consultations with instructional developers, and virtual faculty learning communities (FLC). These initiatives are intended to boost the quality of instruction in online courses, create an inclusive environment for adjuncts, and provide students with better support from faculty who are confident about teaching and use effective practices for learning.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty stem reform
Download 102.04 KB 7498 Downloads
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 the Provost, a Term Faculty Task Force was convened in alignment with George Mason’s Strategic Plan Goal 9, Support Teaching and Faculty Excellence. The task force was responsible for identifying challenges and difficulties facing term faculty, as well as thinking through career development and advancement opportunities. They were also expected to generate and present recommendations for new policies, practices and initiatives. After the Term Faculty Task Force presented their recommendations to the Provost, he then directed the formation of a Term Faculty Committee (TFC) to oversee and facilitate the implementation of task force recommendations.
Categories: Delphi Project
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Making Maryville University the Adjunct Destination
Applicant for the Delphi Award, 2020
Jordan Harper
Pullias Center for Higher Education (2020)
Since its inception in 1872, teaching has been and continues to be a top priority at Maryville University. In 2015, key stakeholders at the university designed a strategic plan titled, “A New Century of Higher Education: Maryville 2022” that uses four pillars to frame future initiatives and priorities for the institution: Active Learning Ecosystem, Transformational Innovation, Diversity and Inclusiveness, and Strategic Growth. In order to realize their strategic goals and achieve significant strategic enrollment growth, the university increased its expectations and support regarding faculty professional development. Furthermore, Maryville sought to make its institution the adjunct destination nationwide by implementing a phased “Adjunct Destination” plan that clearly signals the institution’s investment in the growth and development of faculty who have significant commitments to teaching and exist off the tenure track.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Building a Sense of Belonging for Non-Tenure-Track Faculty Across Campuses in the Lehigh Valley Consortium
Delphi Award Finalist, 2020
Jordan Harper and Adrianna Kezar
Pullias Center for Higher Education (2020)
The Lehigh Valley Association for Independent Colleges (LVAIC), the oldest of its kind in the nation, is comprised of over 900 non-tenure-track faculty across six different institutions. Lehigh Valley works with other institutions with different missions, goals, and priorities to create structures that support community, pedagogical development, and networking opportunities for non-tenure-track faculty across their schools. Embedded within a collaboration of this magnitude are important lessons and examples of best practices for supporting non-tenure-track faculty, some of who teach at other institutions in the region and are longing to feel a sense of belonging and be part of a community of support.
Categories: Delphi Project Case Studies
delphi project non-tenure-track faculty
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Supporting Adjuncts from a Distance: Adjuncts as Subject Matter Experts & Valued Members of the Northcentral University Community
Delphi Award Winner, 2020
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (2020)
This publication highlights the successful efforts of Northcentral University to support non-tenure-track faculty through the conception and implementation of a guiding framework. Northcentral University is one of the winners of the 2020 Delphi Award, an annual $15,000 cash award given to individuals or organizations who have worked to support adjunct, contingent, and non-tenure-track faculty in promoting student success. The award is an initiative of The Delphi Project for the Changing Faculty and Student Success, and effort of the Pullias Center to help create new faculty models and better support faculty off the tenure track to enhance higher education institutions.
Categories: Delphi Project, Guides
Delphi award 2020 Delphi Award Case Study non-tenure-track faculty
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Inclusive Faculty Development at Louisiana State University
Delphi Award Winner, 2020
Jordan Harper, Adrianna Kezar (2020)
This publication highlights the successful efforts of Louisiana University to significantly improve their support for non-tenure-track faculty through the implementation of a high-impact program. Louisiana University is one of the winners of the 2020 Delphi Award, an annual $15,000 cash award given to individuals or organizations who have worked to support adjunct, contingent, and non-tenure-track faculty in promoting student success. The award is an initiate of The Delphi Project for the Changing Faculty and Student Success, an effort of the Pullias Center to help create new faculty models and better support faculty off the tenure track to enhance higher education institutions.
Categories: Delphi Project
Delphi award 2020 Delphi Award Case Study non-tenure-track faculty
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Steady Lines of Communication, Representation and Support for Non-Tenure-Track Faculty at Washington University in St. Louis
Applicant for the Delphi Award, 2020
Jennifer Yeh, Jordan Harper
Pullias Center for Higher Education (2020)
The Association for Teaching Research and Practice (ATRaP) at Washington University in St. Louis was created to support full-time non-tenure-track faculty (FTNTTF) and encourage the institution’s administration to establish a steady line of communication with NTTF. The achievements and institutionalization of ATRaP as an official university association have further increased the empowerment of FTNTTF. Moreover, the university administration has been supportive of the Association and likewise desire to provide a positive working environment for the valued personnel that make up non- tenure track faculty; this mutually-beneficial relationship has heavily contributed to the effectiveness in change and overall success of the ATRaP.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Advocacy and Equal Access Opportunities for Non-Tenure Track Faculty at Middlesex Community College
Applicant for the Delphi Award, 2020
Jennifer Yeh, Jordan Harper
Pullias Center for Higher Education (2020)
Middlesex Community College (MCC) recognizes that student achievement is intertwined with faculty success, which of course includes adjunct faculty. MCC has a history of including non-tenure-track faculty (NTTF) in consideration of past initiatives, such as opening the availability of some Professional Development (PD), workshops and stipend opportunities. However, after two accreditation reports in 2013 indicated a need to better integrate part-time faculty into the college, MCC took actionable steps to make improvements in these areas. MCC developed a two part program that 1) equalized the access of all professional development (PD) opportunities and 2) established a dedicated Adjunct Liaison position to ensure part-time faculty had dedicated support and someone to advocate on their behalf. Over the years, MCC has made considerable efforts to include adjuncts in the college’s priorities on increasing persistence and retention rates, bridging achievement gaps and addressing accreditation issues.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Nurturing the ‘SOUL’ of Adjuncts at The American Womens’ College at Bay Path University
Delphi Award Finalist, 2020
Jordan Harper, Adrianna Kezar
In 2013, Bay Path University launched The American Women’s College (TAWC) to deploy the Social Online Universal Learning (SOUL) model for delivering accelerated online baccalaureate degree programs exclusively for women, the first of its kind in the nation. The SOUL model was designed to improve student learning by offering wrap-around supports and implementing evidence-based practices, as well as moving women toward degree completion faster and in a more affordable manner. The SOUL model is designed to nurture, develop and educate our students along with our adjunct faculty who teach them. TAWC deems adjunct faculty the backbone of the SOUL model. So much so that the faculty development committee created an adjunct faculty hierarchy of needs. The adjunct faculty hierarchy of needs outlines what adjunct faculty need to be effective educators and members of the TAWC community.
Categories: Delphi Project
Delphi Award Case Studies delphi project non-tenure-track faculty
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Creating a Culture of Care for Contingent Faculty Through Professional Development at Santa Monica College
Delphi Award Winner, 2019
Jordan Harper, Daniel Scott, and Adrianna Kezar (2019)
This publication highlights the successful efforts by Santa Monica College to significantly improve their faculty policies and culture. SMC is one of winners of the 2019 Delphi Award, an annual $15,000 cash award given to individuals or organizations who have worked to support adjunct, contingent, and non-tenure-track faculty in promoting student success. The award is an initiative of The Delphi Project for the Changing Faculty and Student Success, an effort of the Pullias Center to help create new faculty models and better support faculty off the tenure track to enhance higher education institutions.
Categories: Delphi Project, Student Success
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“We are One Penn State”: Reforming Policy to Better Support Non-Tenure-Track Faculty at Penn State
Delphi Award Winner, 2019
Jordan Harper, Daniel Scott, Adrianna Kezar
Pullias Center for Higher Education (2019)
This publication highlights the successful efforts Penn State University to significantly improve their faculty policies and culture. PSU is one of winners of the 2019 Delphi Award, an annual $15,000 cash award given to individuals or organizations who have worked to support adjunct, contingent, and non-tenure-track faculty in promoting student success. The award is an initiative of The Delphi Project for the Changing Faculty and Student Success, an effort of the Pullias Center to help create new faculty models and better support faculty off the tenure track to enhance higher education institutions.
Categories: Delphi Project, Student Success
2019 Delphi Case Study adjunct faculty case study delphi award Delphi Award 2019 Delphi Award Case Study non-tenure-track faculty student success
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Expanding Opportunities and Community for Non- Tenure-Track Faculty at Washtenaw Community College
Applicant for the Delphi Award, 2019
Jennifer Yeh, Jordan Harper
Pullias Center for Higher Education (2019)
Washtenaw Community College (WCC) is located in southeast Michigan and enrolls around 18,000 students per year. The Part-Time & Adjunct Faculty Institute (PTFI) serves roughly 750 non-tenure-track faculty (NTTF) at WCC. Although WCC has a history of supporting NTTF, part-time faculty still lacked opportunities in areas of community building and professional development (PD). The creation of the PTFI originated from an institution-wide strategic plan that placed Professional Development and Organizational Health as WCC’s top priority and more specifically, to provide rewards and incentives to increase faculty participation in PD. With the combined support of senior-level administrators and the Faculty Professional Development Committee, the PTFI has experienced notable success and institutionalization.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Supporting and Creating Space for Part-time Faculty at Montgomery College
Delphi Award Finalist, 2019
Jordan Harper, Daniel Scott
Pullias Center for Higher Education (2019)
Retelling the story of part-time faculty is of paramount importance to Antonio ‘Tango’ Thomas, the Director of the Institute for Part-Time Faculty Engagement & Support at Montgomery College. Seen as an integral part of the college fabric, there is an institutional belief that part-time faculty must have resources at their disposal in order to successfully achieve the educational mission of the college.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Addressing the Unique Needs and Challenges for Contingent Faculty at UNC Charlotte
Delphi Award Finalist, 2019
Jordan Harper, Daniel Scott
Pullias Center for Higher Education (2019)
The University of North Carolina at Charlotte (UNC Charlotte) Center for Teaching and Learning spearheaded a longitudinal, data-driven project to better understand and respond to the needs of non-tenure-track faculty. When the project began in 2014, the study consisted of five phases: contingent faculty needs assessment, implementation of institutional responses to identified contingent needs, follow-up assessment and contingent faculty initiatives, institutionalization and dissemination of successful contingent faculty initiatives, planning for expansion and continuous improvement of contingent faculty needs. UNC Charlotte has completed the first three phases, are fully engaged in phase four, and are moving towards phase five. With institutional stakeholders including Academic Affairs, College Deans and Department Chairs, Offices of Institutional Research and University Assessment, and Faculty Governance, the project has birthed new and exciting practices to support non-tenure-track faculty.
Categories: Delphi Award, Delphi Project Case Studies
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Supporting Non-Tenure-Track Faculty and the Art of Teaching Through Association Collaboration
Applicant for the Delphi Award, 2019
Jordan Harper
Pullias Center for Higher Education (2019)
In 2015, two of philosophy’s largest professional organizations, the American Philosophical Association (APA) and the American Association of Philosophy Teachers (AAPT) collaborated to produce the Teaching Hub, a two-day professional development event to be held at three place-based philosophy convenings (Eastern, Central, and Pacific). The Teaching Hub was created as a way to support, celebrate, and develop the pedagogical contributions of contingent faculty in philosophy departments across higher education institutions. The Teaching Hub was also created to welcome teaching-oriented philosophers back to the APA meetings, which had become predominantly research-focused. The program is regularly funded by both the APA and the AAPT.
Categories: Delphi Project
Delphi Award Case Studies delphi project
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Equity for lecturers and counseling faculty at California State University, Dominguez Hills
Delphi Award Winner, 2018
Daniel Scott, Adrianna Kezar, Kirti Celly, Pamela Robinson
Pullias Center for Higher Education (2019)
This new publication highlights the recent successful efforts California State University, Dominguez Hills made to significantly improve their faculty policies and culture. CSUDH is one of winners of the inaugural Delphi Award, an annual $15,000 cash award given to individuals or organizations who have worked to support adjunct, contingent, and non-tenure-track faculty in promoting student success. The award is an initiative of The Delphi Project for the Changing Faculty and Student Success, an effort of the Pullias Center to help create new faculty models and better support faculty off the tenure track to enhance higher education institutions.
Categories: Delphi Project, Student Success
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Redesigning teaching evaluations to support professional development for faculty at Harper College
Delphi Award Winner, 2018
Daniel Scott, Adrianna Kezar, Michael Bates
Pullias Center for Higher Education (2019)
This new publication highlights the recent successful efforts Harper College made to significantly improve their faculty policies and culture. Harper College is one of winners of the inaugural Delphi Award, an annual $15,000 cash award given to individuals or organizations who have worked to support adjunct, contingent, and non-tenure-track faculty in promoting student success. The award is an initiative of The Delphi Project for the Changing Faculty and Student Success, an effort of the Pullias Center to help create new faculty models and better support faculty off the tenure track to enhance higher education institutions.
Categories: Delphi Project, Student Success, STEM Reform
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Improving and Dedicating Supports for Part-time Faculty at Central Piedmont Community College
Applicant for the Delphi Award, 2018
Jennifer Yeh, Jordan Harper
Pullias Center for Higher Education (2019)
In an effort to bolster support for part-time faculty, the division director for Central Piedmont Community College’s largest curriculum department connected and collaborated with full-time faculty members. A research-based program proposal was subsequently submitted highlighting five no-to-low cost support priorities to better the experiences of part-time faculty — orientation, needs-based training, belonging, professional development and recognition. The proposed program relied on the creation of a new Part-Time Faculty Coordinator (PTFC) role. Since its inception, the program has been able to track improvements in increased classroom visits and observations, mentorship between full-time and part-time faculty, morale and digital engagement within the Part-Time Learning Management Software (PTLMS) Hub and Part-Time (PT) faculty newsletter.
Categories: Delphi Project
Delphi Award Case Studies delphi award delphi project non-tenure-track faculty
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Report of the Task Force to Recommend Best Practices for Non-Tenure-Track Instructional Faculty
California State University, Dominguez Hills (2018)
This report presents a strong example of a policy-guiding document for campuses considering making changes to support non-tenure-track faculty, or campuses that have already begun. It presents the purpose, methods, process, and results of the task force's evaluation process.
Categories: Delphi Project, Student Success, Policymaking, Guides
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Delphi Example Practices William Rainey Harper College Center
The Delphi Project on the Changing Faculty and Student Success (2017)
This example practice is intended to cultivate and share knowledge about positive practices that have been implemented on real college and university campuses to provide information to individuals and groups on other campuses that are beginning to consider changes on their own campuses.
The example here includes:
William Rainey Harper College Center for Adjunct Faculty Engagement: Access to Shared Office Space; Awards and Recognition; Communication; Faculty Evaluation; Instructional Resources, Professional Development; Shared Governance
Categories: Delphi Project, Policymaking, Guides
Download 62.44 KB 357 Downloads
Delphi Example Practices Villanova University
The Delphi Project on the Changing Faculty and Student Success (2017)
This example practice is intended to cultivate and share knowledge about positive practices that have been implemented on real college and university campuses to provide information to individuals and groups on other campuses that are beginning to consider changes on their own campuses.
The example here includes:
Collaborative Efforts by Human Resources and Academic Affairs to Improve Non-Tenure-Track Faculty Support at Villanova University: Hiring Processes, Orientation and Handbooks, Contracts, Promotion Opportunities, Job Security, Compensation, and Participation in Decision Making.
Categories: Delphi Project, Policymaking, Guides
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits
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Delphi Example Practices University of Illinois Urbana-Champaign
The Delphi Project on the Changing Faculty and Student Success (2017)
This example practice is intended to cultivate and share knowledge about positive practices that have been implemented on real college and university campuses to provide information to individuals and groups on other campuses that are beginning to consider changes on their own campuses.
The example here includes:
University of Illinois Urbana-Champaign Employment Guidelines for Specialized Faculty Holding Non-Tenure System Positions: Hiring, Multi-Year Contracts, Evaluations, Grievances, Orientation, Involvement in Governance and Unit, and Professional Development.
Categories: Delphi Project, Policymaking, Guides
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits
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Delphi Example Practices University of California System
The Delphi Project on the Changing Faculty and Student Success (2017)
This example practice is intended to cultivate and share knowledge about positive practices that have been implemented on real college and university campuses to provide information to individuals and groups on other campuses that are beginning to consider changes on their own campuses.
The example here includes:
University Council of the American Federation of Teachers (UC-AFT) Contract for Faculty in the University of California System: Compensation and Benefits, Evaluations, Job Security, Grievance and Due Process, and Professional Development Funds.
Categories: Delphi Project, Policymaking, Guides
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits
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Delphi Example Practices Tallahassee Community College
The Delphi Project on the Changing Faculty and Student Success (2017)
This example practice is intended to cultivate and share knowledge about positive practices that have been implemented on real college and university campuses to provide information to individuals and groups on other campuses that are beginning to consider changes on their own campuses.
The example here includes:
Tallahassee Community College Adjunct Seminars and Faculty Online Resource Center for Excellence: Professional Development; Faculty Evaluation, Promotion, and Advancement; Mentoring; Instructional Resources; Communication; and, Engagement with Campus Leaders
Categories: Delphi Project, Policymaking, Guides
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits
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Delphi Example Practices American University
The Delphi Project on the Changing Faculty and Student Success (2017)
This example practice is intended to cultivate and share knowledge about positive practices that have been implemented on real college and university campuses to provide information to individuals and groups on other campuses that are beginning to consider changes on their own campuses.
The example here includes:
The Increasingly Strong Involvement of Term Faculty in Faculty Governance and Administration at American University: Policy Revisions, Participation in Decision Making, and Governance.
Categories: Delphi Project, Policymaking, Guides
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits
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Delphi Project Example Practices
The Delphi Project on the Changing Faculty and Student Success (2017)
These example practices are intended to cultivate and share knowledge about positive practices that have been implemented on real college and university campuses to provide information to individuals and groups on other campuses that are beginning to consider changes on their own campuses.
The examples here include:
William Rainey Harper College Center for Adjunct Faculty Engagement: Access to Shared Office Space; Awards and Recognition; Communication; Faculty Evaluation; Instructional Resources, Professional Development; Shared Governance
Tallahassee Community College Adjunct Seminars and Faculty Online Resource Center for Excellence: Professional Development; Faculty Evaluation, Promotion, and Advancement; Mentoring; Instructional Resources; Communication; and, Engagement with Campus Leaders
Collaborative Efforts by Human Resources and Academic Affairs to Improve Non-Tenure-Track Faculty Support at Villanova University: Hiring Processes, Orientation and Handbooks, Contracts, Promotion Opportunities, Job Security, Compensation, and Participation in Decision Making.
University Council of the American Federation of Teachers (UC-AFT) Contract for Faculty in the University of California System: Compensation and Benefits, Evaluations, Job Security, Grievance and Due Process, and Professional Development Funds.
University of Illinois Urbana-Champaign Employment Guidelines for Specialized Faculty Holding Non-Tenure System Positions: Hiring, Multi-Year Contracts, Evaluations, Grievances, Orientation, Involvement in Governance and Unit, and Professional Development.
The Increasingly Strong Involvement of Term Faculty in Faculty Governance and Administration at American University: Policy Revisions, Participation in Decision Making, and Governance.
All the files can be download together as a zip file below , or as individual PDFs.
Categories: Delphi Project, Policymaking, Guides
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits
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Contingent Commitments: Bringing Part-Time Faculty Into Focus
Center for Community College Student Engagement (2014)
This resource CCCSE reviews important non-tenure-track faculty issues as they pertain to community colleges, including a discussion guide that helps community college leaders and practitioners to consider conditions on campus and how they affect the work of faculty members. There is also a stand-alone discussion guide, which is also linked below.
Categories: Delphi Project, Student Success, Guides
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2013 Contingent Faculty Working Conditions Survey
The Public Sociology Association at George Mason University (2013)
Adapted from the 2011 Back to School Survey created by the New Faculty Majority Foundation, the Public Sociology Survey has been described as the most comprehensive survey of contingent faculty working conditions to date. This survey instrument was designed to be a web-based survey.
Categories: Delphi Project
adjunct faculty assessment contingent faculty non-tenure-track faculty
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The Changing Faculty and Student Success: Non-Tenure-Track Faculty Promising Practices
Pullias Center for Higher Education (2013)
This document represents a sample of reforms and practices implemented at institutions in response to the growing proportion of non-tenure-track faculty on campuses.
Categories: Delphi Project
adjunct faculty community college contingent faculty non-tenure-track faculty salary and benefits
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The Path to Change: How Campus Communities Worked to Change Non-Tenure-Track Policies and Practices
The Delphi Project on the Changing Faculty and Student Success (2013)
A collection of documents describing how several campuses have already initiated a dialogue about non-tenure-track faculty practices and how different groups on each campus worked together to implement changes. This collection includes: California State University, Pomona; Madison Area Technical College; Mountain College (a pseudonym, but represents an actual institution); San Francisco State University; University of Southern California; University System of Maryland; Villanova University; and Virginia Polytechnic Institute and State University.
Categories: Delphi Project
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits
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Papers and Reports
Designing Accessible and Inclusive Professional Development for NTTF Toolkit
KC Culver, Adrianna Kezar, and Jennifer Yeh
Pullias Center for Higher Education (2022)
This toolkit is meant to accompany our report “Designing Accessible and Inclusive Professional Development for NTTF,” which was created as part of the Delphi Project on the Changing Faculty and Student Success. In this report, we found that a variety of professional development opportunities are often necessary to support NTTF, given their needs, interests, and time constraints. More intensive professional development programs, including faculty learning communities, curricular redesign and departmental action teams, certificate programs, and discussion groups, offer NTTF sustained opportunities for learning and interaction with colleagues. These more intensive programs can offer a number of benefits for NTTF: instructional effectiveness, a sense of belonging, institutional integration and knowledge of resources, a professional network, career development and advancement, and opportunities for advocacy and leadership development.
Categories: Delphi Project
delphi project non-tenure-track faculty
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Designing Accessible and Inclusive Professional Development for NTTF
KC Culver and Adrianna Kezar
Pullias Center for Higher Education (2021)
One of the main lessons from the recent pandemic is the importance of professional development for all faculty. With a post-pandemic context, we are provided an opportunity to address long-standing problems in higher education, problems that are particularly prevalent within STEM education, including that professional development has not been a professional norm and non-tenure-track faculty (NTTF) have been actively excluded even though they teach a majority of courses. In this study, we wanted to explore campuses that have modified their professional development options to be more inclusive of NTTF and included faculty learning communities (FLCs) as an option for NTTF.
Categories: STEM Reform, Delphi Project
delphi project non-tenure-track faculty stem reform
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Using Design for Equity in Higher Education for Liberatory Change: A Guide for Practice
KC Culver, Jordan Harper, and Adrianna Kezar
Pullias Center for Higher Education (2021)
This toolkit helps design teams engage in this process of implementing the Design for Equity in Higher Education model, For each phase of the model, this toolkit provides a short description and offers some questions and suggestions to guide practice.
Categories: Delphi Project, Racial Equity, Guides
design thinking policymaking delphi project racial equity
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Design for Equity in Higher Education
KC Culver, Jordan Harper, and Adrianna Kezar
Pullias Center for Higher Education (2021)
A customized guide about liberatory design thinking processes that have been tested within college settings to support changes that enhance equity in policies and practices within institutions. This research is based on case studies of several institutions, including focus group interviews with the campus design teams and an analysis of artifacts. Profiles of two campuses that represent the trends of the data across a larger set of campuses is also included.
A companion guide to facilitate implementation of this model is available.
Categories: Delphi Project, Racial Equity, Guides
design thinking policymaking delphi project racial equity
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State of the Faculty
adjunct faculty assessment contingent faculty diversity non-tenure-track faculty salary and benefits student success
Download 778.24 KB 9986 Downloads
National Trends for Faculty Composition Over Time
The Delphi Project on the Changing Faculty and Student Success
This report is a review of changes in the number and proportions of non-tenure-track faculty as a segment of the professoriate over the past 40 years, including differences by sector and discipline.
Categories: Delphi Project
adjunct faculty community college contingent faculty non-tenure-track faculty statistics
Download 1.39 MB 28731 Downloads
Changing Faculty Workforce Models
Adrianna Kezar
In this TIAA-CREF Insitute paper, Kezar describes the trends that have led to the dramatic change in faculty workforce models and outlines several new models that have emerged.
Categories: Delphi Project
adjunct faculty community college contingent faculty new faculty models non-tenure-track faculty salary and benefits statistics
Download 254.33 KB 19503 Downloads
Unbundling Versus Designing Faculty Roles
American Council on Education's Presidential Innovation Laboratory (2014)
This paper, which is a part of PIL's Presidential Innovation Paper series, explores current conversations about the changing role of college and university faculty, the so-called “unbundling” or “disaggregation” of the faculty role. The editor acknowledges and thanks Adrianna Kezar, Sean Gehrke, and Daniel Maxey for their contributions toward this paper.
Categories: Delphi Project
adjunct faculty community college contingent faculty non-tenure-track faculty
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Student Outcomes Assessment Among the New Non-Tenure-Track Faculty Majority
Adrianna Kezar, Daniel Maxey (2014)
This occasional paper published by the National Institution on Learning Outcomes Assessment (NILOA) explores the potential for non-tenure-track faculty to meaningfully contribute to student learning outcomes assessment and outlines policies and practices that can facilitate such contributions.
Categories: Delphi Project, Student Success
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Download 0.00 KB 7172 Downloads
The Just-In-Time Professor: A Staff Report Summarizing eForum Responses on the Working Conditions of Contingent Faculty in Higher Education
House Committee on Education, The Workforce Democratic Staff (2014)
This report summarizes the responses from a 2013 survey about the working conditions of contingent faculty and instructors, how those conditions affect their ability to earn a living and have a successful career, and how those conditions may affect students and their attainment of educational goals--providing a snapshot of life as contingent faculty.
Categories: Delphi Project
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits statistics
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An Examination of the Changing Faculty: Ensuring Institutional Quality and Achieving Desired Student Learning Outcomes
Adrianna Kezar, Daniel Maxey, Judith Eaton (2014)
This joint paper by the Delphi Project on the Changing Faculty for Student Success and Council for Higher Education Accreditation explores the changing faculty, implications for student learning and accreditation, and makes recommendations for how accrediting organizations can help to address challenges arising from growing contingency in higher education.
Categories: Delphi Project, Student Success
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Report on the Project Working Meeting
The Delphi Project on the Changing Faculty and Student Success (2013)
On May 18, 2012, more than 30 participants convened outside Washington, D.C. to discuss the issues faced by non tenure track faculty and to formulate strategies to respond to these challenges in new ways. The two meta-strategies that emerged from the meeting and are captured in this report are the result of a year of planning and collaboration among the project staff, our partners at AAC&U, and participants representing key stakeholder groups from across higher education. Following the meta-strategies is a summary of the meeting, which captures the various perspectives, concerns, and ideas exchanged among project participants in a convening of the full group, as well as more targeted small group discussions.
Categories: Delphi Project, Student Success
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Download 2.30 MB 44373 Downloads
Mental Models and Implementing New Faculty Roles
Elizabeth Holcombe, Adrianna Kezar (2013)
In this paper, Holcombe and Kezar examine the mental models of various stakeholder groups around implementing new faculty models, based on an analysis of open-ended responses in a survey study.
Categories: Delphi Project
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The New Ecology of Higher Education: The Changing Faculty
Adrianna Kezar (2013)
adjunct faculty assessment contingent faculty non-tenure-track faculty student success
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Report of Findings from Values, Practices, and Faculty Hiring Decisions of Academic Leaders Study for ACAD Leadership
Adrianna Kezar, Sean Gehrke (2012)
The findings of this study are based on the following topical areas of the survey: faculty composition, faculty hiring practices, gathering data related to faculty hiring, policies regarding non-tenure-track faculty, institutional demographics, and individual demographics. Within each section Kezar and Gehrke provide tables with frequencies and descriptive statistics for each question and a brief review of findings.
Categories: Delphi Project
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits statistics
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Report of Findings from Values, Practices, and Faculty Hiring Decisions of Academic Leaders Study for CCAS Leadership
Adrianna Kezar, Sean Gehrke (2012)
The findings of this study are based on the following topical areas of the survey: faculty composition, faculty hiring practices, gathering data related to faculty hiring, policies regarding non-tenure-track faculty, institutional demographics, and individual demographics. Within each section Kezar and Gehrke provide tables with frequencies and descriptive statistics for each question and a brief review of findings.
Categories: Delphi Project
adjunct faculty contingent faculty non-tenure-track faculty salary and benefits statistics
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Research Summaries
Rethinking Faculty Models/Roles: An Emerging Consensus about Future Directions for the Professoriate
Adrianna Kezar, Elizabeth Holcombe, Daniel Maxey (2016)
To help campus leaders envision a way forward, the TIAA Institute commissioned research by Adrianna Kezar, Elizabeth Holcombe, and Daniel Maxey, who surveyed a broad range of hundreds of higher education stakeholders about their views of numerous potential attributes of future faculty models. Their research results are summarized and shared herein.
Categories: Delphi Project, Student Success
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Download 848.25 KB 7766 Downloads
The Professoriate Reconsidered: A Study of New Faculty Models
Adrianna Kezar, Daniel Maxey, Elizabeth Holcombe (2015)
This survey study examines key higher education stakeholders views of new faculty roles/work.
Categories: Delphi Project
adjunct faculty contingent faculty new faculty models non-tenure-track faculty
Download 1.73 MB 10748 Downloads
The Imperative for Change: Fostering Understanding of the Necessity of Changing Non-Tenure-Track Faculty Policies and Practices
Adrianna Kezar, Daniel Maxey, Lara Badke (2014)
This summary outlines the necessity for addressing the changing faculty and its implications for student learning outcomes, equity, and institutional risk management. It aims to build an understanding of the implications of the current faculty model and policies and practices affecting non-tenure-track faculty, as well as to facilitate a conversation about change that begins with a shared appreciation of the potential risks of inaction or inattention to these problems.
Categories: Delphi Project, Student Success
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Review of Selected Policies and Practices and Connections to Student Learning
The Delphi Project on the Changing Faculty and Student Success (2013)
The summary discusses how certain conditions created by policies – or a lack of policies – influence the ability of institutions to maximize the benefits of non-tenure-track faculty contributions to student learning.
Categories: Delphi Project, Student Success
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Bibliographies
Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning (2020)
Created as part of the Delphi Project on the Changing Faculty and Student Success, the annotated bibliography is designed to highlight correlations between the working conditions of non-tenure-track faculty and the outcomes and experiences of their students.
Categories: Delphi Project
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Download 728.67 KB 5714 Downloads
Faculty Matter: Selected Research on Connections between Faculty-Student Interaction and Student Success
The Delphi Project on the Changing Faculty and Student Success (2013)
This bibliography includes summaries of a sample of selected studies that describe the importance of faculty-student interactions for facilitating positive student outcomes.
Categories: Delphi Project, Student Success
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Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning (2013)
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Infographics
A Model of Consensus Features for New Faculty Roles
Adrianna Kezar, Daniel Scott, Hannah Yang (2017)
This infographic shows a model that can guide institutions in guaranteeing that new faculty roles are oriented around the goals of the higher education enterprise while they flesh out the details of what the new faculty will look like in their particular contexts. The 4 themes of influence that must be considered and integrated into the future of faculty are: 1) Missions, goals and values, 2) Responsiveness to external factors, 3) Reprofessionalization, and 4) Key values.
Categories: Delphi Project, Student Success, Guides
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Off the Track: The rising number of non-tenure-track faculty and what it means for students in our colleges and universities
Pullias Center for Higher Education (2016)
This infographic shows the increase of non-tenure-track faculty and their effects on both the faculty and students.
Categories: Delphi Project, Student Success
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