Elkes, Lynne C.

English

epublications@Marquette

Conversations on Jesuit Higher EducationVolume 41 Faculty Life Issues Article 159-1-2011An Appendage or Vital Component? AdjunctFaculty and Jesuit Principles: The Needs of aNeglected MajorityLynne C. ElkesFollow this and additional works at: http://epublications.marquette.edu/conversationsRecommended CitationElkes, Lynne C. (2012) "An Appendage or Vital Component? Adjunct Faculty and Jesuit Principles: The Needs of a NeglectedMajority," Conversations on Jesuit Higher Education: Vol. 41, Article 15.Available at: http://epublications.marquette.edu/conversations/vol41/iss1/1524 ConversationsThe Jesuit tradition embraces respecting andresponding to the unique needs of individ-ual persons, as well as helping them toidentify and develop the full range andvariety of their particular gifts and talents.Among Jesuit institutions there is a consis-tent emphasis on academic achievement, excellencein teaching, and engaged, meaningful scholarship.The efforts of tenured, tenure-track and adjunct fac-ulty are required to meet and exceed the high expec-tations set by Jesuit tenets. However, a roadblock to this achievement is thegrowing need for better support for a substantial sec-tor of the instructional workforce: occasional, part-time, and non-tenure track instructors all of which Iwill refer to as adjunct. Most colleges and universi-ties rely upon adjunct faculty members to offernumerous courses toboth undergraduate andgraduate students. Whilethis workforce offersuniversities a means toserve a rapidly growingnumber of students in acost-effective manner and expose students to currentpractitioners, adjunct faculty members do not consis-tently receive the tools they need to be effective inthe classroom. Moreover, adjuncts often are viewed as anappendage rather than as a vital component of thecampus community. Resources and training need tobe tailored specifically for adjunct faculty and uti-lized to increase engagement between adjuncts andother faculty, chairs and academic administrators.Jesuit institutions should be keen to enhance theteaching competence and commitment of adjuncts,improve the classroom experience for students, andmore broadly apply the principles of cura person-alis, discernment, and magis to this cohort.Similar to many of its Jesuit brethren, LoyolaUniversity Maryland, my home institution, reliesupon adjunct faculty to offer courses to its students atthe undergraduate and graduate levels. Many per-course instructors teach on a regular basis and bringprofessional expertise or specialized knowledgewhile others are on call as enrollments and tenure-track lines change. The latter subset of adjuncts isdiverse; many instructors have full-time jobs andteach in the evenings or on weekends, others cobbletogether classes from different departments and/oruniversities and stillothers teach 3-4 class-es per semester. To be honest, formost of my 17 years atLoyola as an adjunctfaculty member I wasunaware of the nature of Jesuit teachings and theirrelevance to classroom pedagogy. It was only as Ibecame more involved in my current position asdirector of adjunct faculty training programs that Iwas exposed to these values in the broadest senseAn Appendage or VitalComponent?Adjunct faculty and Jesuit principles: the needs of a neglected majorityBy Lynne C. ElkesLynne Elkes is instructor of economics at LoyolaMaryland University. For 17 years I was unaware of Jesuit teachings1Elkes: An Appendage or Vital Component? Adjunct Faculty and Jesuit PrincPublished by e-Publications@Marquette, 2012Conversations 25and was able to apply them in the classroom, withvery positive results. I strive now to bring thatknowledge to my fellow adjuncts, in part to betterlink them to the university community, but also toenable them to view their teaching in a new context. Learning about cura personalis has changed myoutlook on how to approach my students and fellowfaculty members. The Jesuit concept to honor, carefor and educate the whole person by encouraging allmembers of the college community, students andfaculty alike, to strive after intellectual, physical, psy-chological, social and spiritual health and well-being, is unique in higher education. It is importantto create comprehensive programs to support facul-ty in their path to greater personal growth and devel-opment and tenure/tenure-track faculty are regularlyencouraged to partake of programming in this area. Adjunct faculty have in many cases been left farbehind in their Jesuit learning curve, as scarceresources are used to support full-time faculty inthese difficult economic times. However, it is exact-ly “these difficult times” that have caused many uni-versities to rely more heavily on a cadre of non-tenure track faculty to fill in gaps caused by a lackof funds or simply an abundance of students. Howwill Jesuit institutions maintain their uniqueness inthe crowded field of higher education if adjunct fac-ulty are not given the chance to incorporate basicJesuit educational and human values into their rolesas mentors and teachers?The concept of discernment is a crucial piece ofthe growth and development of the whole person.More specifically, the ability and opportunity tothink critically, inform one’s conscience, and culti-vate habits of ongoing reflection and self-evaluation,form the basis of personal academic growth. Adjunctfaculty rarely have the chance to be mentored as iscommon for tenure/tenure track faculty, or even toreflect on their body of teaching materials. Peermentoring or portfolio review mentoring workshopsfor adjunct faculty are appropriate paths to engageand expose this cohort to the ideals that should bedeveloped in all faculty members. Adjunct faculty, whether they are part-time orfull-time, instructors of traditional undergraduates orgraduate students in pursuit of professional advance-ment, tend to be in the classroom because theyenjoy the opportunity to share their knowledge withothers in a constructive environment. I have foundthat adjunct faculty at Loyola are driven to succeedand help their students succeed. The idea of magisis already at work; the restless pursuit of excellenceacross the board, and a refusal to be satisfied withmediocrity. Adjuncts crave the opportunity to betterthemselves, either in their disciplines or in generalpedagogy. Jesuit institutions owe it to this cohort toprovide the means to pursue this desire for growth.Some ideas forthe promotion ofthese values areas follows: offer-ing workshopson a variety oftopics at conven-ient times, providing even small amounts of fundingfor continued study or travel, providing engagementfor adjuncts with division deans, encouraging discus-sion about the role of adjunct faculty in the broaderscope of the institution, and creating peer-mentoringopportunities. A program that offers adjuncts advanced trainingin best practices in the classroom, immersion in theapplication of the university’s core values andopportunities for advancement in their own discipli-nary study, would increase the level of dedication byadjuncts to their students as well as their overalleffectiveness in the classroom. Students taught byenthused, engaged faculty will typically connect bet-ter to the material and ultimately be more successfuland motivated to continue with their studies. The establishment of a campus culture thatviews professional development for adjuncts asequally important to that of its tenured/tenure-trackfaculty is critical. Through providing adjunct facultymembers with professional development opportuni-ties, establishing better communication channelswith the broader campus, and underscoring how theinstitution values the contributions of the adjunctfaculty workforce, Jesuit institutions can continue todefine themselves as unique, caring organizationsdedicated to a community of learners.  ■Adjuncts crave theopportunity to betterthemselvesStatue at America House, New York City.2Conversations on Jesuit Higher Education, Vol. 41, Iss. 1 [2012], Art. 15http://epublications.marquette.edu/conversations/vol41/iss1/15

An Appendage or Vital Component? Adjunct Faculty and Jesuit Principles: The Needs of a Neglected Majority

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An Appendage or Vital Component? Adjunct Faculty and Jesuit Principles: The Needs of a Neglected Majority

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