Adjunct faculty have long played a supporting role in higher education. These often overqualified professors work long hours for comparatively little pay, on the hope that it might lead to a full-time position. But somewhere along the way, the situation changed.
Members of the facilities crew at Quinnipiac University were spending a lot of time traveling back to their shop during the workday.
This situation, of course, was not unique to Quinnipiac, but department officials at the school set out to eliminate the trips workers had to make to retrieve new work orders, find information about equipment in manuals or look up floor plans. The central Connecticut institution has a 212-acre main campus, and two branches that are a half-mile and about five miles away.
An email from the department chair with a building and classroom number, a schedule, a syllabus, and instructions for getting a parking permit is about all the orientation many adjuncts receive before arriving on campus to teach their first class. It’s no wonder many of them don’t assimilate into campus.
As leaders at some institutions have realized, it’s not enough to offer just an orientation for adjuncts. Additional training and support after the initial orientation has ended is good practice. For example, at National Louis University in Illinois, Linda Kryzak launched the Post-Training Café in March 2013 as an online forum for faculty members to support one another and share ideas.