Descriptions of work done by adjuncts in composition remain riddled with negative images and associations. While such negativity is certainly not out of line, we worry that we are not developing a complete picture of why adjuncts do what they do. So what is positive about the life of an adjunct? Why might someone prefer being an adjunct over other work situations (either in or out of the academy)? Has the emphasis on what is not working in the adjunct world been misguided or right on target?
Nels P. Highberg, Ph.D. Candidate, University of Illinois at Chicago; Senior Lecturer, Ohio State University
Introduction — In the last issue of Lore, we asked several adjuncts to describe how the amount of money they make affects the quality of their teaching. While going over those responses and reflecting on the continued discussions that we have with adjuncts at a variety of institutions, we thought of taking a step back, for just a moment, from questions that inherently criticize the adjunct situation. In no way do we mean to infer that such criticisms are invalid. Far from it. But we have met several adjuncts who are not always so critical.[MORE]
Martha C. Sims, Senior Lecturer, Ohio State University
Though I don't advocate everyone's seeking an apprenticeship in composition through adjunct teaching, there are few more concrete ways of exposing oneself to pedagogies in practice than working in a variety of writing programs. [MORE]
Mike Michaud, Adjunct Instructor, Boston College
My workday actually begins at noon with either student writing conferences (mandated by the department) or my first section of Freshmen Writing Seminar (FWS). On Mondays and Wednesdays I teach two sections of FWS and meet with ten students for fifteen minutes each. On Tuesdays and Thursdays I teach one section of FWS and meet with twelve students. There are roughly fifteen students in each of the three sections of FWS that I teach. This means I conduct forty–five conferences per week. This is a lot, but not unmanageable. Two years ago I taught English at a nearby public high school where I worked with more than 110 students per day. That was unmanageable. [MORE]
Julie Aipperspach Anderson, Lecturer, Baylor University
I believe that one of the main advantages of working as an adjunct is the time commitment. As an adjunct, I enjoyed the flexibility of my schedule (both the limited number of classes as well as the freedom from what can quickly become time-consuming committee work for the department). [MORE]
Lori Levine, Adjunct, California State University at Fresno and State Center Community College District at Fresno City Community College and the Madera Center
When I was first asked to write about the positives of being an adjunct faculty member, I had to laugh. While I love teaching, I realized pretty quickly that being an adjunct is anything but desirable—low pay, no benefits, long drives, and so on. But after thinking about this question, I began to think about the many adjuncts who have no desire to be full–time instructors. [MORE]
Andrea DeFusco, Assistant Dean and Adjunct Instructor, Boston College; Adjunct Instructor, Northern Essex Community College
I am currently an adjunct at Boston College and Northern Essex Community College but also work as an assistant dean. In the latter capacity, my primary responsibility is to provide academic advising to Boston College undergraduates—mostly first– and second–year students. For me, there are three great advantages of the adjunct experience. [MORE]
Patricia Kedzerski, Senior Lecturer, Ohio State University
I've been living the life of an adjunct since 1993, shortly after I passed my general exams for a Ph.D. in composition and rhetoric at Ohio State University. Even though I could tell my share of adjunct hell stories from experiences at places I've taught outside of OSU, I also recognize that, for me, life on the bubble has a number of advantages I would hesitate to trade for the relative safety of tenure–track, a yearly contract, or a full–time job with benefits outside the academy. [MORE]
Nels Highberg, Ph.D. Candidate, University of Illinois at Chicago; Senior Lecturer, Ohio State University
Epilogue: Keep the Dialogue Going — The editors of Lore and the respondents in this section intend in no way for these perspectives to be seen as universal. Still, several striking threads run throughout these responses. Many of these writers embrace what they see as the freedom and flexibility of adjunct work.[MORE]
|
|
