Judith M. Gappa

Teaching without tenure

449 FACULTY MEMBERS IN COLLEGES AND UNIVERSITIES are divided into two groups: those who are tenured or on “tenure track” and those who are not. Today most faculty are no longer tenured or tenure eligible. Forty-two percent of all faculty members are part-time, and another 28 percent are in fulltime, non–tenure-eligible positions. Baldwin and Chronister’s Teaching Without Tenure takes an in-depth look at the employment of full-time, non–tenuretrack faculty. Teaching Without Tenure fills an important niche in the literature on college and university faculty careers and employment arrangements. Beginning with Bowen and Schuster’s American Professors:A National Resource Imperiled (1986), numerous publications and reports have raised concerns about faculty employment. Some researchers have narrowed their examination of faculty careers to particular disciplines, such as the traditional liberal arts, or to specific career stages, such as the tenure-track probationary period. Others have concentrated on the rapid growth of part-time faculty. But very few have examined the phenomenon of full-time non–tenure-track (FTNTT) appointments. Baldwin and Chronister surveyed 84 higher education institutions, analyzed institu-

Academic Careers for the 21st Century: More Options for new Faculty

As American colleges and universities move into the twenty-first century, their faculty members now number approximately one million (Kirshstein, Mattheson & Jing, 1997). This expansion in the numbers of faculty has been accompanied by changes in the traditional academic career to accommodate numerous and varied institutional and individual needs. Today, the majority of faculty members no longer occupy tenure-eligible positions. Twenty-eight percent of the full-time faculty members are not eligible for tenure, and 42% are part-time (Gappa, 2000). The proliferation of faculty careers and employment arrangements raises a critically important question: how do colleges and universities make and keep the academic career attractive to the most promising current and potential faculty members?

Improving the Status of Part-Timers in Higher Education

1. Confronting Myths and Realities About Part--Time Faculty Members Part One: The Current Environment for Part--Time Faculty 2. Who Are the Part--Time Faculty? 3. Employment Profiles of Part--Timers 4. External Forces Affecting Part--Time Employment 5. Money and the Use of Part--Time Faculty 6. When and Why Institutions Employ Part--Timers 7. Employment Policies and Practices 8. Participation in the Academic Community Part Two: Enhancing Education Through the Use of Part--Time Faculty 9. Recognizing the Changing Context of Academic Employment 10. Using Part--Timers to Achieve Educational Objectives 11. Developing Fair Employment Policies and Practices 12. Investing in Human Resources 13. From Invisible to Valued: Creating a New Reality for Part--Time Faculty Resources: A. Site Institutions B. Questionnaires Used in Campus Interviews