Adjunct Professor Quotes

... the modern university system systematically requires an unending supply of young, vulnerable idealists to work for poverty wages as graduate student teaching assistants (and, of course, adjuncts). The advanced degree these students earn is, as Marc Bousquet has argued, simply a by-product of this systemic exploitation, and not meant to carry value forward as a basis for high-wage employment" (Kelsky).

At Trump University, we teach success,” Trump said, looking into the camera in a 2005 promotional video. “That’s what it’s all about—success. It’s going to happen to you. We’re going to have professors and adjunct professors that are absolutely terrific—terrific people, terrific brains, successful. We are going to have the best of the best. These are all people that are handpicked by me.” None of those statements were true. First,

The faux university also did not have professors, not even part-time adjunct professors, and the “faculty” (as they were called) were certainly not “the best of the best.” They were commissioned sales people, many with no experience in real estate. One managed a fast food joint, as Senator Marco Rubio would point out during the March 3 Republican primary debate in 2016. Two other instructors were in personal bankruptcy while collecting fees from would-be Trump University graduates eager to learn how to get rich. Trump

It is clear that Dr. Brown understands that 'command and control leadership' creates even more conflict and that only through open and trustful and honest delegation and empowering, tension is avoidable and team spirit and cohesiveness is achieved..." Alberto DeFeo, Ph.D. (Law) Chief Administrative Officer of Lake Country and Adjunct Professor of University of Northern British Columbia

Dr. Brown has the ability to make complex matters easy to understand. His book has taken the topic of communication to a new level. The book is easy to read. The exercises and appendices provide both a practical learning approach and a depth of understanding of the subject..." Alberto DeFeo, Ph.D. (Law) Chief Administrative Officer of Lake Country and Adjunct Professor of University of Northern British Columbia

Dr. Brown's book is able to make the subject matter interesting in a very pragmatic way, without losing the attractiveness and appeal of his academic writing and sound background. I would recommend the use of this book for teaching in leadership, management and organizational behavior courses knowing that it would make a great contribution to the learning experience of the reader." Alberto DeFeo, Ph.D. (Law) Chief Administrative Officer of Lake Country and Adjunct Professor of University of Northern British Columbia

The embrace of safety and protection now extends to course readings, which must be sanitized to remove anything that might offend someone. In his piece “I’m a Liberal Professor, and My Liberal Students Terrify Me,” Edward Schlosser noted that many faculty members have changed their syllabi for fear of being fired if students complain about offensive material in the course readings. One adjunct professor, he noted, was let go when “students complained that he exposed them to ‘offensive’ texts written by Edward Said and Mark Twain. His response, that the texts were meant to be a little upsetting, only fueled the students’ ire and sealed his fate.” The focus, he says, is now on students’ emotional state rather than on their intellectual development, sacrificing challenging discussions for the possibility that a student might feel upset.

University, where she is an adjunct professor of education and serves on the Veterans Committee, among about a thousand other things. That’s heroism. I have taken the kernel of her story and do what I do, which is dramatize, romanticize, exaggerate, and open fire. Hence, Game of Snipers. Now, on to apologies, excuses, and evasions. Let me offer the first to Tel Aviv; Dearborn, Michigan; Greenville, Ohio; Wichita, Kansas; Rock Springs, Wyoming; and Anacostia, D.C. I generally go to places I write about to check the lay of streets, the fall of shadows, the color of police cars, and the taste of local beer. At seventy-three, such ordeals-by-airport are no longer fun, not even the beer part; I only go where there’s beaches. For this book, I worked from maps and Google, and any geographical mistakes emerge out of that practice. Is the cathedral three hundred yards from the courthouse in Wichita? Hmm, seems about right, and that’s good enough for me on this. On the other hand, I finally got Bob’s wife’s name correct. It’s Julie, right? I’ve called her Jen more than once, but I’m pretty sure Jen was Bud Pewtie’s wife in Dirty White Boys. For some reason, this mistake seemed to trigger certain Amazon reviewers into psychotic episodes. Folks, calm down, have a drink, hug someone soft. It’ll be all right. As for the shooting, my account of the difficulties of hitting at over a mile is more or less accurate (snipers have done it at least eight times). I have simplified, because it is so arcane it would put all but the most dedicated in a coma. I have also been quite accurate about the ballistics app FirstShot, because I made it up and can make it do anything I want. The other shot, the three hundred, benefits from the wisdom of Craig Boddington, the great hunter and writer, who looked it over and sent me a detailed email, from which I have borrowed much. Naturally, any errors are mine, not Craig’s. I met Craig when shooting something (on film!) for another boon companion, Michael Bane, and his Outdoor Channel Gun Stories crew. For some reason, he finds it amusing when I start jabbering away and likes to turn the camera on. Don’t ask me why. On the same trip, I also met the great firearms historian and all-around movie guy (he knows more than I do) Garry James, who has become

Non-Tenure Writing Jobs The MLA session on the adjunct crisis indicates where higher education has come to in the Brave New World of the 21st century. Research by the MLA itself, by Gloria McMillan, by Eileen Schell and other colleagues, already confirm the deep replacement of tenure-track faculty with contingent adjuncts and others. This crisis is deepest in composition and in community colleges. Doug Hesse’s program at Denver Univ. is no solution; it will extend the subordination of composition through sub-faculty lines while rationalizing it as “good for students"(before research has even proved it so). But, sub-faculty writing lecturers will never be treated as “real” professors by their institutions and will never be accepted as colleagues by their tenure-track peers. Such sub-faculty plans will weaken the faculty as a whole in the academy by further dividing it into competing sub-groups. Neither will a sub-faculty plan benefit the 14 million undergraduates on campus, most who attend under-funded public colleges with no billion-dollar endowments or corporate angels to turn to. Community colleges, in particular, where about 6 million students are enrolled, can have up to 65% of classes taught by adjuncts. The sub-faculty plan is thus really a management tool available in the short-term to those colleges with deep pockets and deep readiness to entrench a lesser sub-faculty in their writing programs. Doug Hesse acknowledges such an outcome as a possibility. He is quoted in the IHE report saying he was disturbed by the degree of interest other WPAs took in DU’s new sub-faculty writing program, fearing that DU was installing a “Vichy"-type model(collaborating with the authorities desire to de-tenure faculty generally and to subordinate writing instructors particularly). But, Hesse is quoted as making peace with this because he feels that sub-faculty lines for writing teachers are at least good for writing students. Even if we knew for sure this was true, why must writing teachers be the only professionals in higher education called upon to make such sacrifices? A large private grant to finance Denver University’s program($10 million for Hesse’s project)is good fortune for one campus, but it offers no model for how we can solve the national disgrace of exploited adjuncts.

See especially academia, which has effectively become a hope labor industrial complex. Within that system, tenured professors—ostensibly proof positive that you can, indeed, think about your subject of choice for the rest of your life, complete with job security, if you just work hard enough—encourage their most motivated students to apply for grad school. The grad schools depend on money from full-pay students and/or cheap labor from those students, so they accept far more master’s students than there are spots in PhD programs, and far more PhD students than there are tenure-track positions. Through it all, grad students are told that work will, in essence, save them: If they publish more, if they go to more conferences to present their work, if they get a book contract before graduating, their chances on the job market will go up. For a very limited few, this proves true. But it is no guarantee—and with ever-diminished funding for public universities, many students take on the costs of conference travel themselves (often through student loans), scrambling to make ends meet over the summer while they apply for the already-scarce number of academic jobs available, many of them in remote locations, with little promise of long-term stability. Some academics exhaust their hope labor supply during grad school. For others, it takes years on the market, often while adjuncting for little pay in demeaning and demanding work conditions, before the dream starts to splinter. But the system itself is set up to feed itself as long as possible. Most humanities PhD programs still offer little or nothing in terms of training for jobs outside of academia, creating a sort of mandatory tunnel from grad school to tenure-track aspirant. In the humanities, especially, to obtain a PhD—to become a doctor in your field of knowledge—is to adopt the refrain “I don’t have any marketable skills.” Many academics have no choice but to keep teaching—the only thing they feel equipped to do—even without fair pay or job security. Academic institutions are incentivized to keep adjuncts “doing what they love”—but there’s additional pressure from peers and mentors who’ve become deeply invested in the continued viability of the institution. Many senior academics with little experience of the realities of the contemporary market explicitly and implicitly advise their students that the only good job is a tenure-track academic job. When I failed to get an academic job in 2011, I felt soft but unsubtle dismay from various professors upon telling them that I had chosen to take a high school teaching job to make ends meet. It

Christopher Bache has been a professor of religious studies at Youngstown State University for thirty years and more recently adjunct professor at the California Institute of Integral Studies. He was director of transformative learning at the Institute of Noetic Sciences. His teaching focuses on Eastern religions, psychology of religion, and transpersonal psychology. Bache is the author of three books.

Senior scholars, insulated by tenure, pawn undergraduate instruction onto overburdened adjuncts and unprepared grad students. Beleaguered instructors ward off student resentment by offering fluff courses, assigning little work, and bestowing As with glad-handed largesse. This 'non-aggression' pact enables students to enjoy the social aspects of college without the inconvenience of doing much academic work, and it allows professors to focus on research (or carpentry or yoga) unencumbered by pestering students.

What you witness are campuses where the students are customers first, classrooms are filled with adjunct professors who rush off to their next job after class, and students spend very little time engaged in studying or learning.

Of course, it’s not that I really work there. Dorian, like many other colleges, pays a horde of part-time teachers to do the dirty work of modern education. As an adjunct instructor I labor in obscurity so that the full-time professors can think deeply in a measured, quiet, unpressured life that, in my more bitter moments, I think must be like the early onset of Alzheimer’s. A part-time college instructor typically makes about an eighth of the pay of a real professor, with no benefits, medical coverage, or job security. Everyone loves us because we’re cheap, docile, and actually teach for a living.

Her current one, adjunct professor of freshman literature, would expire in two weeks, courtesy of budget cuts brought on by a state legislature dominated by those rabid about tax and spending cuts. She had lobbied hard for a new contract

Dr. Evan Leonard is a dedicated clinician, educator, and lifelong learner with a passion for making a difference in the lives of others. With a background in emergency and critical care medicine, Evan has honed his skills as a practitioner and educator, earning recognition for his contributions to the field. As an adjunct professor, he is committed to empowering the next generation of healthcare professionals with the knowledge and skills they need to succeed. Outside of work, Evan enjoys pursuing his diverse interests, from sports to literature and is always eager to engage with others in meaningful ways.

The hope of many traditional investors is that markets will eventually reach a tipping point where they are so inefficient that it opens up a bonanza of lucrative opportunities for them to take advantage of. But so far there are no signs of that point approaching. Some analysts are skeptical that there will ever be a promised land of abundant alpha. Michael Mauboussin, one of Wall Street’s most pedigreed analysts and an adjunct professor at Columbia Business School, has an apt metaphor to show how the hope among many active managers that index funds will eventually become so big that markets become easier to beat is likely in vain: Imagine that investing is akin to a poker game between a bunch of friends of varying skill. In all likelihood, the dimmer players will be the first to be forced out of the game and head home to nurse their losses. But that doesn’t mean that the game then becomes easier for the remaining cardsharps. In fact, it becomes harder, as the players still in the game are the best ones.24

You’re like rented furniture. In the world of higher education, I call adjunct professors—who do the majority of the teaching—”migrant workers with degrees.” Don’t be insulted and don’t fight it. Your talents are used (hopefully not misused) for as long as they’re valuable to others—and then returned to where you came from when you’re no longer of use.

The classroom has become one giant game of favor exchanges between students, professors, and administrators. When they each play their parts, everyone comes out a winner. Students receive better grades, adjuncts keep their job year after year, full-time professors win tenure or have to spend less time dealing with students complaining about bad grades, and administrators are rewarded with more money and higher rankings.

If it’s true that “all roads lead to Rome,” then there needs to be somebody standing at the crossroads, directing traffic. It is true, and there was such a man. His name was Eugene Nida, a founding organizer of the Summer Institute of Linguistics, a founding member of Wycliffe Bible Translators, Executive Translations Secretary of the American Bible Society, a founding delegate of the United Bible Societies, and an adjunct professor at the Jesuit Pontifical Biblical Institute in Rome.

Rev. Dr. Martha R. Jacobs, MDiv, DMin, BCC, is the author of A Clergy Guide to End-of-Life Issues. She provides workshops throughout the country for clergy and congregations on end-of-life issues. Martha is an adjunct professor at New York Theological Seminary, where she is the coordinator for the Doctor of Ministry in Pastoral Care and a per diem chaplain at New York Presbyterian Hospital, Columbia Campus. She is the founding managing editor of PlainViews

Feminist principles are not, ultimately, simply about making things better for women. They are about paying attention to gender in order to think about policies that make things better for everyone. So, for instance, a feminism that is simply about ensuring that women at the top get bathrooms with diaper-changing stations means nothing if the women and men who are cleaning those bathrooms — and presumably wiping baby shit from the walls — get neither time off nor the ability to place their children in care while at work. A policy that ensures that female professors get to take a year off after having their babies is useless if the system continues to simply hire adjuncts of all genders — who get no such benefits, no matter how well paid they are — to fill in for them." Rebecca Traister and Bourgeois Feminists like her neither understand nor want any of this. And there is a Special Place In Hell for women who refuse to consider a feminism meant to ensure freedom for all, regardless of gender.

James D. Ward PhD currently holds the position of Adjunct Associate Professor of Public Service and teaches a graduate-level course at the Robert F. Wagner Graduate School of Public Service called Strategic Management and Leadership. James D. Ward PhD is considered a prominent voice in the area of public policy and administration and is a well-respected speaker and author.

Wikipedia: Reconquista (Mexico) A prominent advocate of Reconquista was the Chicano activist and adjunct professor Charles Truxillo (1953–2015) of the University of New Mexico (UNM). He envisioned a sovereign Hispanic nation, the República del Norte (Republic of the North), which would encompass Northern Mexico, Baja California, California, Arizona, New Mexico, and Texas. He supported the secession of US Southwest to form an independent Chicano nation and argued that the Articles of Confederation gave individual states full sovereignty, uncluding the legal right to secede. Truxillo, who taught at UNM's Chicano Studies Program on a yearly contract, suggested in an interview, "Native-born American Hispanics feel like strangers in their own land." He said, "We remain subordinated. We have a negative image of our own culture, created by the media. Self-loathing is a terrible form of oppression. The long history of oppression and subordination has to end" and that on both sides of the US–Mexico border "there is a growing fusion, a reviving of connections.... Southwest Chicanos and Norteño Mexicanos are becoming one people again." Truxillo stated that Hispanics who achieved positions of power or otherwise were "enjoying the benefits of assimilation" are most likely to oppose a new nation and explained: There will be the negative reaction, the tortured response of someone who thinks, "Give me a break. I just want to go to Wal-Mart." But the idea will seep into their consciousness, and cause an internal crisis, a pain of conscience, an internal dialogue as they ask themselves: "Who am I in this system?" Truxillo believed that the República del Norte would be brought into existence by "any means necessary" but that it would be formed by probably not civil war but the electoral pressure of the region's future majority Hispanic population. Truxillo added that he believed it was his duty to help develop a "cadre of intellectuals" to think about how the new state could become a reality.

Maroon communities of composition teachers, mentorless graduate students, adjunct Marxist historians, out or queer management professors, state college ethnic studies departments, closed-down film programs, visa-expired Yemeni student newspaper editors, historically black college sociologists, and feminist engineers. And what will the university say of them? It will say they are unprofessional. This is not an arbitrary charge.

The way that Berardi describes labor will sound as familiar to anyone concerned with their personal brand as it will to any Uber driver, content moderator, hard-up freelancer, aspiring YouTube star, or adjunct professor who drives to three campuses in one week: In the global digital network, labor is transformed into small parcels of nervous energy picked up by the recombining machine…The workers are deprived of every individual consistency. Strictly speaking, the workers no longer exist. Their time exists, their time is there, permanently available to connect, to produce in exchange for a temporary salary.15 (emphasis mine)

The Bureau of Labor Statistics reports that in 1975, 31 percent of college teachers were female; by 2009, the number had grown to 49.2 percent.7 There are more women teaching in college than ever, and it is quite possible that their presence, coupled with our discovery of the postmodern narrative, has had a feminizing effect on the collective unconscious of faculty thought. Strong winds of compassion blow across campus quads. Women are more empathetic than men, more giving, simply more bothered by anyone’s underdog status. Many of the female adjuncts I have spoken to seem blessed and cursed by feelings of maternity toward the students. Women think about their actions, and the consequences of their actions, in a deeper way than do men.

If Pythagoras were alive today, he would live in the Malibu hills or perhaps Marin County. He’d hang out at health-food restaurants accompanied by an avid following of bean-hating young women with names like Sundance Acacia or Princess Gaia. Or maybe he’d be an adjunct professor of mathematics at the University of California at Santa Cruz.