Mary Taylor Huber and Pat Hutchings
February 26, 2018
As higher education has grown and diversified over the past thirty to forty years, the professoriate has grown and diversified as well. One well known, and to many disturbing, aspect of this trend is the growing proportion of faculty in “non-career ladder positions, both full-and part-time,” hired specifically to do “instructional ‘heavy lifting,” (Finkelstein, Conley, & Schuster, 2016, p. 94). They are there to teach classes, not to contribute to knowledge about teaching or to the general improvement of teaching practice.
But we have been struck by an interesting countertrend—not yet visible in the statistics–that seems to have taken hold: the proliferation of different kinds of appointments that up the ante on–and value of–pedagogical knowledge and skill. Continue reading