How to Mentor Non-tenure-track Faculty: Principles and Underpinnings of a Program in Place in Post-secondary Education

By Annemarie Franczyk.

Published by Journal of the World Universities Forum

Format Price
Article: Print $US10.00
Published online: April 4, 2014 $US5.00

The State University of New York College at Buffalo, like many post-secondary institutions faced with ever-tightening budgets and exploding enrollments, has come to rely on a significant number of non-tenure-track adjunct instructors to achieve its mission. Student achievement in upper-level courses often depends on the foundation learned in the introductory and preparatory classes which are usually taught by this sector of the faculty. These instructors help the college as a whole and departments in which they teach to be positioned favorably with national accrediting organizations. However, because these are part-time, non-tenure-track instructors, they can be relegated to second-class citizen status with no meaningful contact with full-time faculty and department administration. Therefore, it is critical that colleges and universities foster an environment that fully includes the part-time faculty into the academic operation. The communication department of the New York State University College at Buffalo has developed a mentoring program that fosters an active, advantageous relationship with its adjunct instructors, which outnumber full-time faculty by a four-to-one margin. This article demonstrates how the program includes, manages and recognizes these faculty members, its principal underpinnings and how it can be applied across the institution.

Keywords: Non-tenure-track Faculty, Part-time Faculty, Mentoring

The Journal of the World Universities Forum, Volume 6, Issue 4, April 2014, pp.15-19. Article: Print (Spiral Bound). Published online: April 4, 2014 (Article: Electronic (PDF File; 204.991KB)).

Dr. Annemarie Franczyk

Assistant Professor, Communication Department, New York State University College at Buffalo, Buffalo, New York, USA

Dr. Franczyk has been an award-winning journalist for 30 years, during which time she developed a special interest in researching and writing about matters that affect community health. She has a master's degree in health administration and a doctoral degree in health policy, which contributed to her journalistic outlook by deepening her ability to analyze health-care issues. Her research on physical activity and municipal zoning reflects her professional and academic interests in health and a personal interest in urban planning. Dr. Franczyk teaches journalism, including courses that focus on health-care reporting, while maintaining a freelance-writing career.

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