As reported in the New York Times today:
"The Just-In-Time Professor," released last month by the Democratic staff of the House Committee on Education and the Workforce, describes a growing population of more than one million adjunct and other nontenure-track instructors. "In 1970, adjuncts made up 20 percent of all higher education faculty," the report says. "Today, they represent half."
It’s also worth checking out the discussion here:
"the new college campus, rife with adjuncts and administrators, does not seem geared to fulfill its mission" http://t.co/OqW3u3ofVU— Josh Boldt (@josh_boldt) February 17, 2014
In this post, I’d like to suggest that there is another "mission" of universities that "the new college campus, rife with adjuncts and administrators, does not seem geared to fulfill," and that is supporting diverse communities of inquiry. Many colleges and universities in the U.S. declare that they aim to develop and support inclusive learning environments. Can learning environments be genuinely inclusive—or even genuine communities—when some "members" of these "communities" are systematically excluded from full and equal participation in the day-to-day affairs of the institution?