How to Promote Faculty Advancement for Nontenure-track Faculty
- Conference
- Location
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Virtual Conference
- Publication Date
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July 26, 2021
- Start Date
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July 26, 2021
- End Date
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July 19, 2022
- Conference Session
- Tagged Division
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Faculty Development Division
- Page Count
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15
- DOI
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10.18260/1-2--37259
- Permanent URL
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https://peer.asee.org/37259
- Download Count
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758
Paper Authors
Heather Doty University of Delaware
Heather Doty is an associate professor of mechanical engineering at the University of Delaware (UD). Dr. Doty teaches undergraduate courses in thermodynamics, statics, and dynamics, and conducts research on gender in the academic STEM workforce. She is co-PI on UD's NSF ADVANCE Institutional Transformation grant, which aims to recruit, retain, and advance women STEM faculty at UD. Dr. Doty is faculty advisor to UD's Women in Engineering Graduate Student steering committee.
Shawna Vican University of Delaware
Shawna Vican is an Assistant Professor of Sociology and Criminal Justice at the University of Delaware. She received her Ph.D. in Sociology from Harvard University. An organizational sociologist, Dr. Vican investigates the adoption and implementation of new employment practices and corporate social behaviors. Across her research, Dr. Vican explores how organizational policies and practices, managerial behavior, and workplace culture shape individual career outcomes as well as broader patterns of labor market inequality. Her current research includes a qualitative study of corporate diversity management strategies and a series of mixed-methods projects on diversity in the academic workforce.
Robin Andreasen University of Delaware
Robin O. Andreasen (Ph.D. University of Wisconsin-Madison) is Professor of Linguistics and Cognitive Science. She earned her PhD in philosophy and specializes in philosophy of science, philosophy of social science, and in science and policy. A race and gender scholar, Dr. Andreasen is research director and co-PI for UD’s ADVANCE-IT grant.
Abstract
Institutions of higher education are increasingly relying on non-tenure track (NTT) faculty to support teaching needs and service duties such as directing undergraduate programs. Academics have expressed a variety of concerns about this shift in hiring practices, many of which have focused on difficulties faced by part-time and adjunct professors. This paper will focus on a somewhat different, more recent, trend. A growing number of universities have established full-time renewable NTT positions with an array of titles and ranks. Research done at the University of Delaware (UD) – in the form of a full-time faculty climate survey – indicate high levels of job satisfaction among their NTT continuing faculty. That said, there are a number of challenges that need to be addressed in terms of workload, fair promotion practices, and equal access to effective formal mentoring. This paper will focus on what has been done at UD – and what else needs to be done – to support faculty development of its NTT faculty. It will also report on other institutions that are working to carve a place in academe for a new type of faculty position – one that deserves equal access to many of the benefits enjoyed by tenured and tenure-track faculty.
Doty, H., & Vican, S., & Andreasen, R. (2021, July), How to Promote Faculty Advancement for Nontenure-track Faculty Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37259
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