1. Helen E. Burn, Highline Community College & Curriculum Research Group Gabrielle Gerhard, Curriculum Research Group 2013 Washington State Community College Math Conference, Bellingham, Washington

2.  Tenure is shrinking nationally (about 1/3 of college faculty have tenure)  Adjunct faculty comprise an increasing percentage (>60%) of instructional staff, particularly in precollege mathematics  Any hopes of improving precollege mathematics relies on supporting and engaging adjuncts  System-wide focus on adjunct faculty

3.  Defining NTTF (non-tenure-track faculty): ◦ Contingent ◦ Full- or part-time NTTF ◦ Tenure hopefuls versus choice to be NTTF  Equally committed while satisfaction can vary (Gappa & Leslie, 1993; Wagonner, 2007)  Effectivess of NTTF (e.g., Benjamin, 1998; Ehrenberg & Zhang, 2004; Jacoby, 2006) ◦ Interactions ◦ Support ◦ Instructional approaches ◦ Technology

4.  Supporting  Engaging  Share study findings from Re-Thinking Precollege Mathematics grant  Defining adjunct roles/expectations

5. A board of trustee member becomes aware of the “adjunct issue” and is concerned. Your vice-president asks you to speak to the board of trustees about how you support NTTF in your department. List the top three to five departmental practices you would include in your presentation. Distill each to single bullet

6. What behaviors describe an “engaged” adjunct faculty? What could your department do to secure this type of engagement? List three to five strategies that come to mind.

7.  Effective Engagement Strategies for NTT Community College Faculty in Developmental Mathematics Reform (Gerhard & Burn, 2013)  Re-thinking Precollege Mathematics Grant  Goal - “substantive changes in core educational practices”  3 “Core Practices” of the grant ◦ Faculty Inquiry Groups (FIGs) ◦ Classroom Assessment Techniques (CATs) ◦ Reciprocal Observations  Qualitative study (interviews) with 7 grant leaders (FT) and 11 adjunct faculty in 3 RPM colleges

8.  Professional development opportunities  Leveraging the core practices  Targeted instructional support  Offering perquisites

9.  Initiating engagement ◦ Compensation ◦ Preferential scheduling ◦ Personal invitations  Sustaining engagement - organized around O'Meara, Terosky, & Neumann (2008) professional growth framework ◦ Learning ◦ Professional relationships ◦ Agency ◦ Commitment

10.  4 changes to practice - interconnected ◦ Classroom instruction: less lecturing, questioning patterns, instructor role, teaching basics ◦ Approach to curricular topics ◦ Preparation for course no longer just textbook driven ◦ Assessment: changes to form and content

11.  NTTF professional development ◦ Utilizing the professional growth framework  Institutionalizing engagement ◦ Practices shifted from groups to individuals ◦ Advancement opportunities missed  Professional development as a shared responsibility ◦ NTTF faculty, departments, colleges, the state system

12.  Part laborer, part professional  Hired and managed as contingent labor  Professional training, autonomy, academic freedom  Practices that support NTTF (e.g., Gappa & Leslie, 1993; Green, 2007; Grubb, 2010; Lyons, 2007; Wallin, 2007) ◦ Clarity of expectations ◦ Mentoring ◦ Compensation ◦ Creation of instructional materials ◦ Professional development ◦ Peer interaction and communication

13. HelenBurn, hburn@highline.eduhburn@highline.edu Highline Community College & Curriculum Research Group Gabrielle Gerhard, Curriculum Research Group 2013 Washington State Community College Math Conference, Bellingham, Washington