Langen, J. M. (2011). Evaluation of adjunct faculty in higher education institutions. Assessment & Evaluation in Higher Education, 36(2), 185-196. doi:10.1080/02602930903221501
In this study Langen looks at how adjunct faculty are often evaluated through a strategic analysis project involving 155 responses (of 750 surveys sent, a reasonable 21% response rate) to college administrators in the Michigan system. Her data shows that there are a wide number of evaluation practices for adjuncts and that many of them do not parallel that of full-time faculty. One of the important factors in professional development for adjunct faculty (and any other group) is that of evaluation. This report shows the disparity between institutions when applying evaluation practices.
Wallin, D. L. (Ed.). (2005). Adjunct faculty in community colleges : An academic administrator’s guide to recruiting, supporting, and retaining great teachers. Bolton, MA: Anker.
In this edited volume, Wallin combines the knowledge of seventeen contributors from community colleges that are making the needs and contributions of adjunct faculty a “front-burner issue” in their schools. These schools can be looked to for models of support for adjunct faculty. Topics run the gamut from the history and development of the adjunct’s role in community colleges through recruiting, hiring, training, and supporting of adjuncts in the community college realm. Interestingly, many of the contributions ask the question of why adjunct faculty are used? Do they increase the quality of faculty and program offerings, or are they simply a method of financial expediency for the college? Many, in the community college realm see them offering expertise in specialty areas that many full-time faculty cannot. Divided into three intuitive parts of Understanding Part-Time Faculty, Recruiting and Retaining Part-time Faculty, and Supporting Part-Time Faculty Through Technology, the book serves as a road-map for those looking to develop or enhance an adjunct program from recruitment to support. It is unfortunate that an amazing resource mentioned in one of the contributions is no longer maintained (4faculty.org), but the article of how the Rio Saldo College maintains a quality program (from recruitment to evaluation) with 28 permanent residential faculty and 850 adjunct faculty provides a multitude of program ideas for those interested. As more four-year institutions increase the number of adjuncts, a reading of this book would be essential for administrations with adjunct responsibilities.