Scaling Support for Contingent STEM Faculty
Scaling Support for Contingent STEM Faculty
Description
Scaling Support for Contingent STEM Faculty aims to help campus teams provide support, particularly related to professional development, to aid contingent faculty who lack the institutional support to provide a quality learning environment for students in STEM.
About
The major focus of the project is to conduct research in important areas that contribute to the goals of better supporting contingent faculty in STEM. We will address three questions:
- Design of Sustained Professional Development (SPD): What aspects of SPD design do contingent faculty report influencing their ability to engage in equitable and inclusive ways to achieve intended outcomes?
- Impact of SPD: Do contingent faculty report participation in SPD achieves intended outcomes (such as teaching effectiveness, sense of belonging, and career development)? If so, in what ways?
- Influences on the Success of Sustained Professional Development (SPD): What policies and processes do design teams report influencing their ability to engage contingent faculty in professional development in equitable and inclusive ways?
Our two phases of research address these questions using different approaches:
Phase One
In the first phase of research, we conducted case studies of campuses’ design teams that have already made effective changes and can serve as models for aspiring campuses. (link to toolkit and report).
We also studied existing professional development opportunities that have successfully engaged contingent faculty. We identified 14 campuses to participate in this study and conducted interviews with key staff. Results from this study can be found – link.
Phase Two
In phase two of the project, we are engaging campuses in action research to support campus design teams in creating or revising existing SPD programs with the goal of better supporting contingent faculty. In this phase of research, we are working with campus design teams to provide guidance and models for both their design process and the various types of SPD that they can implement. Research is forthcoming.
Project News
New Report Examines Professional Development for NTTF in Higher Education
Project Team
Adrianna Kezar
Principal Investigator
Professor, USC
K C Culver
Consultant
Publications
Change Leadership Toolkit: University of Georgia Case Study
Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for California
What is the Employee Value Proposition for Contingent/VITAL Faculty?
Non-Tenure-Track Faculty on our Campus: A Guide for Campus Task Forces to Better Understand Faculty Working Conditions and the Necessity of Change
State of the Faculty
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
Faculty, Academic Careers, and Environments (FACE) Institutional Data Providers Focus Groups Report
Ecological Validation Model of Student Success: A New Student Support Model for Promoting College Success Among Low-Income, First-Generation, and Racially Minoritized Students
The Process of Academic Validation Within a Comprehensive College Transition Program
Tailoring Programs to Best Support Low-Income, First-Generation, and Racially Minoritized College Student Success
Serving Students Who Are Homeless
Addressing Homelessness and Housing Insecurity in Higher Education
Creating a Campus-Wide Culture of Student Success
Change Leadership Toolkit: A Guide for Advancing Systemic Change in Higher Education
The University of Massachusetts Amherst Model: A Comprehensive Strategy for Enhancing Non-Tenure-Track Faculty Work Environments and Student Outcomes
Technology and College Access: Understanding the Unique Challenges and Opportunities Black Students Face
Getting the Boards Involved: Challenges and Opportunities for Equity at the Highest Level of University Governance
Identifying Institutional Needs for Student Parents in Community Colleges: Recommendation for Successful Policy and Practice
Increasing Student Success: Understanding the Impact of a Comprehensive College Transition Program
Campus Policing: A Guide for Higher Education Leaders
The Equity Cost of Inter-Sector Math Misalignment: Racial and Ethnic Disparities in Community College Student Outcomes
High-Impact Practices (HIPs) Tool for Admins
Professional Development for Non-Tenure-Track Faculty at Texas State University
Professional Development for Non-Tenure-Track Faculty at Kennesaw State University
The Career-Track Faculty Model: Best Practices in Appointment, Advancement and Retention of NTTF at University of Arizona
Promoting a Greater Sense of Inclusion and Stability for NTTF at Loyola Marymount University
Off the Track: The rising number of non-tenure-track faculty and what it means for students in our colleges and universities
Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning (Updated 2020)
The Imperative for Change: Fostering Understanding of the Necessity of Changing Non-Tenure-Track Faculty Policies and Practices
The Professoriate Reconsidered: A Study of New Faculty Models
Rethinking Faculty Models/Roles: An Emerging Consensus about Future Directions for the Professoriate
Report of Findings from Values, Practices, and Faculty Hiring Decisions of Academic Leaders Study for CCAS Leadership
Report of Findings from Values, Practices, and Faculty Hiring Decisions of Academic Leaders Study for ACAD Leadership
Student Outcomes Assessment Among the New Non-Tenure-Track Faculty Majority
The Path to Change: How Campus Communities Worked to Change Non-Tenure-Track Policies and Practices
Designing Accessible and Inclusive Professional Development for NTTF
The New Ecology of Higher Education: The Changing Faculty
Mental Models and Implementing New Faculty Roles
Report on the Project Working Meeting
An Examination of the Changing Faculty: Ensuring Institutional Quality and Achieving Desired Student Learning Outcomes
The Just-In-Time Professor: A Staff Report Summarizing eForum Responses on the Working Conditions of Contingent Faculty in Higher Education
Unbundling Versus Designing Faculty Roles
Changing Faculty Workforce Models
National Trends for Faculty Composition Over Time
The Changing Faculty and Student Success: Non-Tenure-Track Faculty Promising Practices
2013 Contingent Faculty Working Conditions Survey
Delphi Example Practices William Rainey Harper College Center
Delphi Example Practices Villanova University
Delphi Example Practices University of Illinois Urbana-Champaign
Delphi Example Practices University of California System
Delphi Example Practices Tallahassee Community College
Delphi Example Practices American University
Twelfth Grade Math and College Access
LAERI Research Report: 12th Grade Math and College Success
Scaling Change in Higher Education: A Guide for Stakeholder Groups
Scaling Improvement in STEM Learning Environments: The Strategic Role of a National Organization
Communities of Transformation and their Work Scaling STEM Reform
Creating a Unified Community of Support: Increasing Success for Underrepresented Students in STEM
The Logics that Keep Developmental Education Alive in an Age of Reform – Working Paper
Improving and Dedicating Supports for Part-time Faculty at Central Piedmont Community College
Professional Development for Non-Tenure-Track Faculty in STEM at the Embry-Riddle Aeronautical University
Professional Development for Non-Tenure-Track Faculty at California State University, San Bernardino
Professional Development for Non-Tenure-Track Faculty at The Ohio State University
Professional Development for Non-Tenure-Track Faculty in STEM at the University of Colorado Boulder
Professional Development for Non-Tenure-Track Faculty at Valencia College
Professional Development for Non-Tenure-Track Faculty at the University of Georgia DeLTA Project in STEM
Professional Development for Non-Tenure-Track Faculty at San Francisco State University
Professional Development for Non-Tenure-Track Faculty at Boise State University
Professional Development for Non-Tenure-Track Faculty at the University of Michigan’s College of Engineering
Professional Development for Non-Tenure-Track Faculty at Sinclair Community College
Professional Development for Non-Tenure-Track Faculty at University of North Carolina, Charlotte
Professional Development for Non-Tenure-Track Faculty at Indiana University—Purdue University
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Institutional Researchers
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Centers for Teaching and Learning
Adapting by Design: Creating Faculty Roles and Defining Faculty Work to Ensure an Intentional Future for Colleges and Universities
Adapting by Design: Redesigning the Faculty Role Worksheet
How Student Affairs Departments Can Support and Engage Non-Tenure-Track Faculty
Designing Accessible and Inclusive Professional Development for NTTF Toolkit
“Waze” to Support Non-Tenure Track Faculty as a Student Activist
Dispelling the Myths: Locating the Resources Needed to Support Non-Tenure-Track Faculty
Review of Selected Policies and Practices and Connections to Student Learning
A Model of Consensus Features for New Faculty Roles
Amarillo College Case Study
Empowering Men of Color in Higher Education: A Focus on Psychological, Social, and Cultural Factors
Lessons Learned from Men of Color Programs: A Roadmap to Guide Program Development and Beyond
Beyond the Board: Findings from the Field
Gaming The System: Fostering College Knowledge Through Play
Ready Or Not, Here We Play: The Impact of Collegeology Games on College Readiness, Access and Student Success
First in the World: Improving Access to College through Games, Technology, and Social Media
Technological Innovations for College Access
Launching the Mission Admission Challenge
From Pre to Post: Putting the Data Pieces Together
Zooming Along: Next Steps for Data Collection
How is Technology Addressing the College Access Challenge?: A Review of the Landscape, Opportunities, and Gaps
Data Transparency For Improving College Outcomes: Findings From A First In The World Study
AB 705 in the Los Angeles Community College District: Results from Fall 2019
Progress and Potential: Considering the Question of Racial Equity in CA AB705
College-Going Culture in a Digital Era: Strategies for Schools
Texting to Increase College Access and Success: Lessons from the Field
Integrating Digital Tools into Financial Aid Outreach and Support
Funder
This project is funded from the Improving Undergraduate STEM Education program within the Department of Undergraduate Education of the National Science Foundation, under Grant No. NSF DUE-1914784.