In the 8/12 Chronicle of Higher Education, Jane Halonen and Dana Dunn offer senior faculty advice to help new hires adjust to new positions, institutions, locations, and cultures. Much of the advice is great; I’m not broadly attacking their piece (certainly I’m not thrilled with all of it–if you’ve heard my rant about pieces that ignore teaching-focused jobs, you can guess the rest), but I saw the link posted and responded to by adjunct faculty, and I share their irritation that it ignores them.
So I decided to produce an analogous piece for tenured/tenure-track faculty to help new NTT hires adjust to their new positions too. You probably have more new contingent colleagues than new tenure-track colleagues anyway. Not all of this is new, but for some of you it will be newer than others.
I’m not going for perfect parallelism, but in some cases I’ll quote them so you can see why I’m saying something.
Respect the background, skills, and qualifications of your new hires.
Today’s new … hires are likely to arrive much better prepared, since the tight tenure-track market means they aren’t necessarily new to the profession. They may have had supervised teaching opportunities in graduate school and worked … as contingent instructors. Many… have an ambitious scholarly agenda and multiple publications….
Many new contingent colleagues have more teaching experience than you, and you should respect them for that. Ideally, you should create opportunities for their strengths to benefit the department, especially them, but at least recognize their professionalism. Furthermore, many are just as ambitious scholars as you, and can be plenty productive if you don’t deny them resources because you assume they don’t want/need them.
…the watchful eye of a department chair is different from that of a graduate adviser. There is no guarantee that their new supervisor will alert them to common pitfalls (e.g., that doing a course overload for extra income may mean they get little else done that semester) or closely track their research progress so that their tenure prospects remain favorable.
If you’re a supervisor, supervise. That means more than making renewal decisions based on flawed (at best) student evaluation instruments. Make sure they know how to access resources. Make sure they know what the rules and standards are, and if somebody is struggling, help them.
Also, protect them as much as you can from, for example, losing a few thousand dollars and maybe access to health insurance because that “course overload for extra income” probably was supposed to be the adjunct’s course.
Help them adjust to the complexities of a new setting by treating them like people who belong.
Even with the preview of academic life [I’m going to ignore how patronizing that is. Oops, apparently I’m not.] that adjunct appointments provide, new full-time faculty members may be surprised by the complexity of their new department’s culture and traditions, the characteristics of the specific student population, and the challenge of finding a reasonable work/life balance.
If they’re invited to participate fully in the department, and credited for it, and recognized as human beings, the rest of this is less of a problem. Treat them the same as anyone else.
Recognize that NTT faculty often have research agendas, and you should help them pursue those.
My colleague Katie Feyh and I have done workshops at the last two Rhetoric Society of America conferences on sustaining research agendas in contingent positions. While some of you may believe resources are tight enough that you’re leery of distributing them even further (Right answer: fight for more resources. Wrong answer: treat colleagues like they don’t exist), some supports cost nothing. For example, if your IRB has a policy against adjunct faculty applying as PIs, offer to sponsor applications. Better, try to get that policy changed.
Provide opportunities (and compensation) for service for NTT faculty who want it.
Your NTT faculty might want to participate in curricular conversations, or assessment projects, or deciding departmental awards, or…. Why anyone would ban them from doing this is beyond me; on the flipside, it cannot become a de facto expectation, and you can’t expect or demand it without compensating them.
An increasing number of colleagues are opting out of tenure-track positions, sometimes because of what Halonen and Dunn rightly call vicious politics. Don’t judge.
A growing cadre of faculty are choosing not to enter (or to leave) the tenure-track for lots of reasons. Don’t assume that colleagues aren’t on tenure lines because they couldn’t be; more than you think just don’t want to be. And that’s a choice you should respect.
Halonen and Dunn close with a list of specific advice I won’t try to parallel, but one item is just as applicable to new NTT hires as it is to new TT hires:
Show them the town. Get brochures… to help introduce a new faculty member to life beyond the campus. Share tips on the best festivals, brunch spots, barbers, dry cleaners, day-care centers, and so forth, so that the new person isn’t starting from scratch in every practical decision that attends moving to a new place.
Don’t assume NTT faculty couldn’t get better jobs somewhere else, or retired from “real jobs” and are now teaching because it’s something to do, or the other stereotypes we all too often have about NTT faculty. They’re people, and if humaneness matters, it matters for everybody.
[UPDATED: One other point: don’t invite your NTT colleague to collaborate on something with you, and then take the credit for it “because they don’t need it.” Yes, this happens, and you’re a monster if you do it.]
Their last two sentences are exactly right. Since Halonen and Dunn didn’t explicitly apply them to NTT hires, I will.
[T]he level of care extended to its members reflects the character of a department. Ensuring that newcomers have a humane workplace means you do, too.