NEED TO PROVIDE PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND INCENTIVES FOR ADJUNCT DEVELOPMENTAL EDUCATION PROFESSIONALS
(A Resolution approved March 2002 by the NADE Executive Board)

WHEREAS, successful developmental programs are staffed by professionals whose practice is based on sound theory, professional research, and current literature;

WHEREAS, professional development opportunities are necessary for creating the networking and imparting the knowledge upon which successful developmental education programs are built;

WHEREAS, all professionals who serve the needs of developmental education programs and courses, both adjunct and full-time, need opportunities and incentives to participate in ongoing professional development;

THEREFORE, be it RESOLVED, that the National Association for Developmental Education advocates that institutions encourage and provide professional development opportunities and incentives for all professionals, both adjunct and full-time, on topics related to developmental education in general and to their areas of specialization.

BACKGROUND

The American Federation of Teachers reports that while the total enrollment in U.S. colleges grew by 66% between 1970 and 1995, the number of full-time faculty grew only by 49%. The number of adjunct faculty, however, grew 266% in the same period. At community colleges, adjunct instructors represent some 63% of the faculty; among 4-year institutions in the United States, 43% of college faculty are part-time employees. At this rate of adjunct growth, the 2001 academic year will be noted as the first year in which adjunct faculty outnumber full-time.

In many cases, adjunct professionals make up significantly more than 50% of an institution's professional employees. They are assigned fewer student contact hours; however, their responsibilities to students and to the profession are identical to those of their full-time counterparts. As such, they deserve the same support for professional enhancement.

The ever-increasing use of adjunct faculty at institutions of higher education has created unique professional development challenges. In general, adjunct faculty members are offered few incentives or opportunities for participation in those activities that might enhance their teaching skills and strengthen their programs and courses. Institutions may fail to assume responsibility for providing support and resources that enhance knowledge, skills, and networking opportunities for those who do not have full-time contracts.

While adjunct counselors and faculty are often assigned positions that directly support developmental students, background education and experience in the field of developmental education may not be prerequisites for employment in those positions. As a result, many adjunct professionals begin their assignments underprepared for the work they are asked to do. Therefore, it is imperative that institutions provide both the opportunity and incentive to support the professional development of their adjunct employees.

Goald, Lawrence and Robinson, Perry (2000.) The vanishing professor [Electronic version]. Retrieved January 17, 2002, from http://www.aft.org/higher_ed/reports/professor/part2.html