Who we are
We are instructors of English, anthropology, public policy, education, biology, and more. We direct programs; we advise students, faculty, and administrators; we coordinate labs. We have worked in the nonprofit field, we have taught for years at community colleges, four-year colleges, and universities, we juggle a diverse range of roles within the university system and outside of it, including non-teaching staff roles. What we don’t have is tenure–none of us are eligible. Several of us work semester-to-semester. We are the backbone of the university—and some of its most vulnerable members.
Who you are
You, like us, are performing critical roles at your institution. Maybe you run an academic program, or teach 200 students a semester, or are the mastermind of your institution’s retention program. You’re overworked, underpaid, and the system of higher education in the U.S. depends on you. We want to hear about your successes, the risks you’ve taken, and your research.
What we publish and why
Adjunctification publishes scholarship by and for contingent faculty. We exist to provide a forum for concerns and issues, such as: challenges and breakthroughs in pedagogy, curriculum development, program administration, and assessment, as well as scholarship on the adjunctification of the university. We also publish a limited selection of scholarship produced by non-tenure-track faculty on any topic. We invite you to pitch a 300-word description of your proposed piece, as well as how it relates to non-tenure-track faculty or speaks to their experience. Contact us @ adjunctification@ucdenver.edu. Mention where among the following categories it might fit and provide an estimated word count.
- Case studies analyze a single issue, institution, department, or curriculum in depth. Maximum 5000 words. Topics: adopting new labs, incorporating student feedback; a sense of belonging; policy implementation and/or failure; experiential reflection. Pedagogy-focused can potentially be applied across disciplines.
- Evaluations report on a project, program, pedagogy, or policy that worked. Include evaluation methods and results. Maximum 5000 words. Topics: assessment processes; faculty course evaluations and how they have evolved (or not).
- Hypothesis-driven research – Do you have quantitative or qualitative data about public policy, nonprofit management, public administration, public management, organization theory, or pedagogy, in the arts and sciences? Give us your hypothesis, methods, data, and tell us what it means. Maximum 5000 words and 5 tables or figures.
- In Practice – These are short, focused reports on a practice that worked. Describe the practice, the context, the goal and the outcome. 1000-2000 words. Topics: Managing time, demands, logins, tips, challenges, successes, the practice of being contingent faculty–focus on the contingent experience in practice.
- Reviews of books (especially books by non-tenure-track faculty at institutions of higher education), documentaries, podcasts, TV series, etc. on issues related to the role of adjuncts in higher education. 1200 words.
- Editorials – Give us a piece of your mind (but support your claims with evidence). 600 words. Potentially anonymous, write in response to something you have read.
- Essays/explorations/reflections/innovations/designs – Surprise us, charm us, enlighten us, but balance speculation with scholarship. 1000 words.
