LEADER 05512oam 2200721I 450 001 9910791939403321 005 20230802012559.0 010 $a1-136-80829-9 010 $a1-280-66275-1 010 $a9786613639684 010 $a0-203-82843-7 010 $a1-136-80830-2 024 7 $a10.4324/9780203828434 035 $a(CKB)2560000000082485 035 $a(EBL)958256 035 $a(OCoLC)818814371 035 $a(SSID)ssj0000716246 035 $a(PQKBManifestationID)11451052 035 $a(PQKBTitleCode)TC0000716246 035 $a(PQKBWorkID)10718486 035 $a(PQKB)11540216 035 $a(MiAaPQ)EBC958256 035 $a(Au-PeEL)EBL958256 035 $a(CaPaEBR)ebr10566683 035 $a(CaONFJC)MIL363968 035 $a(OCoLC)794670576 035 $a(EXLCZ)992560000000082485 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEmbracing non-tenure track faculty $echanging campuses for the new faculty majority /$fedited by Adrianna Kezar 210 1$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (257 p.) 300 $aDescription based upon print version of record. 311 $a0-415-89114-0 311 $a0-415-89113-2 320 $aIncludes bibliographical references and index. 327 $aCover; EMBRACING NON-TENURE TRACK FACULTY: Changing Campuses for the New Faculty Majority; Copyright; CONTENTS; PREFACE; PART I Setting the Stage: Background and Context; 1 NEEDED POLICIES, PRACTICES, AND VALUES: Creating a Culture to Support and Professionalize Non-tenure Track Faculty; 2 STRATEGIES FOR IMPLEMENTING AND INSTITUTIONALIZING NEW POLICIES AND PRACTICES: Understanding the Change Process; PART IICase Studies; 3 AN INSTRUCTIVE MODEL OF HOW MORE EQUITY AND EQUALITY IS POSSIBLE: The Vancouver Community College Model 327 $a4 TAKING A MULTIFACETED APPROACH TO CHANGE: Madison Area Technical College5 INSTITUTIONALIZATION OF A POSITIVE WORK ENVIRONMENT AT A COMMUNITY COLLEGE; 6 THE INSTRUCTOR CAREER LADDER AND ADDRESSING THE NEEDS OF RESEARCH FACULTY: Evolving Policies at Virginia Tech; 7 "LECTURERS ANONYMOUS": Moving Contingent Faculty to Visibility at a Master's Institution; 8 LESSONS FROM LONG-TERM ACTIVISM: The San Francisco State University Experience; 9CREATING CHANGES FORNON-TENURE TRACK FACULTYWITHIN A DECENTRALIZEDUNIVERSITY ENVIRONMENT 327 $a10BUILDING A MULTI-PRONG,CONTEXT-BASED STRATEGYFOR CHANGE AT A PRIVATECATHOLIC COLLEGEPART IIISynthesis of LessonsLearned; 11 TAKING HEART, TAKING PART: New Faculty Majority and the Praxis of Contingent Faculty Activism; 12 WE KNOW THE CHANGES NEEDED AND THE WAY TO DO IT: Now We Need the Motivation and Commitment; APPENDIX A WHITE PAPER ON EXEMPLARY PRACTICES AND POLICIES: Relating to Non-Tenure-Track Faculty Submitted to the Academic Senate Executive Board by the Senate Committee on Non-Tenure-Track Faculty Affairs 327 $aAPPENDIX B USC COMMITTEE ON NON-TENURE-TRACK FACULTY AFFAIRS (CNTTFA): INVENTORY OF FULL-TIME NTT FACULTY-RELATED GUIDELINES AND CRITERIA: 2011 UPDATE INTERVIEW QUESTIONNAIRE: QUALITATIVECONTRIBUTORS; INDEX 330 $a"The nature of the higher education faculty workforce has radically and fundamentally changed from primarily full-time, tenured or tenure-track faculty to contingent faculty. Regardless of full or part-time appointments, contingent faculty share a common status: short-tem contracts, lack of job security, lack of a professional career track, and limited support on campus. We know little about efforts to support contingent faculty beyond broad, relatively uninformative survey data. While a few sources have developed recommendations for supporting contingent faculty, no resources have documented the real changes occuring on campuses and the challenges that occur while implementing new policies and practices. Improving Contingent Faculty Relations presents real cases where these new policies and practices have been implemented, unveiling the mechanisms that are required to create change, the challenges and opportunities that implementers face, and how effective methodology depends upon particular campus contexts. Readers will learn the various pathways to new policies and practices and can align their strategies with proven approaches. Contingent faculty contributors document from first-hand experience the change process on their campuses. Kezar supplements these case studies by distilling trends and patterns from a national study of campuses that have successfully implemented policies to improve conditions for nontenure track faculty. This book is essential reading for both contingent faculty and higher education administrators"--$cProvided by publisher. 606 $aCollege teachers, Part-time$zUnited States 606 $aCollege teachers$xTenure$zUnited States 606 $aUniversities and colleges$zUnited States$xFaculty 606 $aCollege teaching$zUnited States 615 0$aCollege teachers, Part-time 615 0$aCollege teachers$xTenure 615 0$aUniversities and colleges$xFaculty. 615 0$aCollege teaching 676 $a378.1/2 686 $aEDU000000$aEDU015000$2bisacsh 701 $aKezar$b Adrianna J$01105567 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910791939403321 996 $aEmbracing non-tenure track faculty$93868005 997 $aUNINA