June 24, 2017
June 24, 2017
June 28, 2017
With the growth of academic programs to include online at XXXX and coupled with the requirement to provide full benefits to adjunct faculty who are teaching more than 9 credit hours in a semester, XXXX, a primarily teaching focused school, has begun to shift from a nearly complete tenure track faculty to a faculty model with 25 percent of the faculty non-tenure track. This change in faculty structure has also been driven by the State controlling through their approval each year of the number of full time equivalents (FTE) lines available.
Normally limited faculty development, presentation, and small research grants were available to the tenure track faculty, but now some schools at XXXX are providing these funds to non-tenure track faculty which not only improves the potential for a non-tenured track faculty moving into a tenure track line in the future and increases the overall faculty scholarship production, but enhances the quality of non-tenured track faculty activities as well as their future transportability to another opportunity; thereby enhancing the entire program. The obvious downside is the spreading of already limited faculty development funds over a larger population.
The School of Engineering at XXXX will outline its faculty development programs as well as co-teaching models that are producing a more cohesive department (scholarship increased production). Faculty surveys, student survey and comments, and non-tenure track faculty changes will be presented, analyzed, and best practices presented based on the data.
Welch, R. W., & Rabb, R. J., & Bower, K. C. (2017, June), Non-Tenure Track Faculty Professional Development Opportunities Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28709
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