29, 2015 /PRNewswire/ -- Recognizing the growing need for
adjunct support, Cengage Learning, a global education company, is expanding its partnership with the National Institute for Staff and Organizational Development (NISOD), a membership organization committed to promoting and celebrating excellence in teaching, learning, and leadership at community and technical colleges, to co-host a series of webinars, podcasts, and blog posts covering professional development topics for
adjunct faculty and administrators.
In recent months,
adjuncts at several colleges across the country have lobbied to join unions; some even held a "hunger strike" to draw attention to their low pay.
Advancement opportunities and job security for
adjuncts with outstanding evaluations and participation in professional development can be another type of award that addresses concerns of
adjuncts.
On February 25,
adjuncts wore "Scarlet A" pins to spark even more dialogue.
Single-income
adjuncts tend to be a scattered lot, ones difficult to organize because they are at multiple worksites with multiple obligations and scant time for much else.
Regardless of the long delay, the
adjunct faculty continues in its overwhelming support for union representation.
They know their job is safe and not all give 100 percent like
adjunct faculty members do.
There are concerns about teaching quality when
adjuncts are employed (Liouziotis, 2000).
Unions that represent a small number of
adjuncts and the AAUP have also asked the IRS to spell out timekeeping methods.
In addition to daytime and evening in-person offerings and session blocks that allow
adjuncts to receive maximum value for each campus attendance, sessions should be made available for synchronous and asynchronous distance access via modern educational technologies.
Forty-six
adjuncts contributed part of or their entire honorarium in support of the scholarship.
However, new
adjuncts may have difficulty transitioning into teaching and imparting their practical knowledge to students; many times there are certain structural elements to a course, such as preparing a comprehensive syllabus, that students expect but for which new teachers are unprepared (Ellison, 2002).
