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Item Open Access Instructional staff employment in higher education: 2015(Colorado State University. Libraries, 2019-07) Schulman, Steven, authorThis report shows instructional staff employment -- tenured faculty, tenure track faculty, part-time non-tenure track faculty, full-time non-tenure track faculty, non-faculty instructors and graduate teaching assistants -- at every college and university in the U.S., as well as summary tables and charts. They include two measures of contingency, the percent of faculty off the tenure track (the "faculty non-tenure track rate") and the percent of instructional staff off the tenure track (the "contingency rate").Item Open Access Instructional staff employment in higher education: 2016(Colorado State University. Libraries, 2019-07) Schulman, Steven, authorThis report shows instructional staff employment -- tenured faculty, tenure track faculty, part-time non-tenure track faculty, full-time non-tenure track faculty, non-faculty instructors and graduate teaching assistants -- at every college and university in the U.S., as well as summary tables and charts. They include two measures of contingency, the percent of faculty off the tenure track (the "faculty non-tenure track rate") and the percent of instructional staff off the tenure track (the "contingency rate").Item Open Access Instructional staff employment in higher education: 2012(Colorado State University. Libraries, 2019-07) Schulman, Steven, authorThis report shows instructional staff employment -- tenured faculty, tenure track faculty, part-time non-tenure track faculty, full-time non-tenure track faculty, non-faculty instructors and graduate teaching assistants -- at every college and university in the U.S., as well as summary tables and charts. They include two measures of contingency, the percent of faculty off the tenure track (the "faculty non-tenure track rate") and the percent of instructional staff off the tenure track (the "contingency rate").Item Open Access Instructional staff employment in higher education: 2013(Colorado State University. Libraries, 2019-07) Schulman, Steven, authorThis report shows instructional staff employment -- tenured faculty, tenure track faculty, part-time non-tenure track faculty, full-time non-tenure track faculty, non-faculty instructors and graduate teaching assistants -- at every college and university in the U.S., as well as summary tables and charts. They include two measures of contingency, the percent of faculty off the tenure track (the "faculty non-tenure track rate") and the percent of instructional staff off the tenure track (the "contingency rate").Item Open Access Instructional staff employment in higher education: 2014(Colorado State University. Libraries, 2019-07) Schulman, Steven, authorThis report shows instructional staff employment -- tenured faculty, tenure track faculty, part-time non-tenure track faculty, full-time non-tenure track faculty, non-faculty instructors and graduate teaching assistants -- at every college and university in the U.S., as well as summary tables and charts. They include two measures of contingency, the percent of faculty off the tenure track (the "faculty non-tenure track rate") and the percent of instructional staff off the tenure track (the "contingency rate").Item Open Access Faculty gender equity indicators 2021: data report(Colorado State University. Libraries, 2021-11) Curtis, John W., authorUpdate and expansion of a 2006 report. A comprehensive tabulation of national data on academic employment by gender from 1995-2019 in the form of four equity indicators: employment status, both by institutional category and full- or part-time status; tenure status; achievement of full professor rank; and salary for full-time faculty members.Item Open Access The long-term trend in contingent faculty employment: data report(Colorado State University. Libraries, 2021-11) Curtis, John W., authorThe national trend in academic employment status from 1975 to 2019. Includes separate tabulations for instructional staff, including graduate student employees, and faculty, broken out by institution type.Item Open Access Faculty diversity and minoritized student outcomes: an analysis of institutional factors(Colorado State University. Libraries, 2021-11) Curtis, John W., authorThis paper describes an attempt to utilize the US Department of Education's IPEDS census data on faculty employment in a comprehensive quantitative analysis of the association between "faculty diversity" and degree outcomes for minoritized students. The paper first reviews (and critiques) recent calls to diversify the faculty and then reviews some of the published research on minoritized student success. The literature review suggests that existing studies, both qualitative and quantitative, are limited and do not clearly specify the mechanism by which faculty diversity is expected to improve outcomes for minoritized students. The paper first sets the context for the analysis with updated comprehensive tabulations of the trends in bachelor's degree awards and faculty employment, broken out by racial category and type of institution. Given the overrepresentation of African American and Latinx faculty members at minority-serving institutions, the analysis then proceeds to regression models of degrees awarded to students in those two racial categories by predominantly white institutions. The regression models for 2016-17 degree awards indicate that greater representation of African American faculty at PWIs is associated with larger proportions of degrees to African Americans, but the same is not true for Latinx faculty representation. Models of the change in the proportion of degrees awarded over 20 years do not show a statistically significant effect of changes in minoritized faculty representation, likely due to the small amount of change that has actually occurred. The paper describes a number of challenges for the quantitative analysis of institutional "diversity," not least of which is the problematic racial categories available in the data. The paper concludes with a discussion of the limits of the analysis and what it tells us about efforts to diversify the faculty.Item Open Access Contingent faculty report(Colorado State University. Libraries, 2015-12) Schulman, Steven, authorIn Fall 2010, the Coalition for the Academic Workforce surveyed non-tenure track faculty members (also called "contingent" faculty or "adjunct" faculty) in colleges and universities across the United States. 28,974 of these faculty members responded, making the CAW data set one of the largest sources of information available about the characteristics and work conditions of contingent faculty.Item Open Access Instructional spending per student: patterns and explanations(Colorado State University. Libraries, 2019) Schulman, Steven, author; Academic Labor: Research & Artistry, publisherMost students know what they spend on tuition and other costs of attending college, but most do not know how much their colleges spend on their education in return. This paper provides figures on instructional spending per full-time equivalent student, broken down by institutional level and sector. Variations in this measure of educational spending can be substantial even among apparently similar institutions. A cross-sectional multiple regression model utilizing 2016 IPEDS data on every public and private non-profit college and university in the United States is used to explore the possible causes of these variations. It shows that instructional spending per student rises with the portion of the budget devoted to instruction. It falls with the non-tenure track portion of the instructional staff, with the prevalence of students from low-income backgrounds, and with tuition as a fraction of total revenue. These findings are mostly as expected, but most of the variation in instructional spending per student is still unexplained.Item Open Access Affective activism: answering institutional productions of precarity in the corporate university(Colorado State University. Libraries, 2015) Adsit, Janelle, author; Doe, Sue, author; Allison, Marisa, author; Maggio, Paula, author; Maisto, Maria, author; Johns Hopkins University Press, publisherGiven the context in which precarity is unevenly distributed in today's corporate university, it is important for women's studies to consider its role in bringing about higher education policy reform. Reporting on the findings of a national survey of chairs and directors of women's studies departments, this article suggests strategies for performing "affective activism" within the university through research and action, guided by feminist theory—including collaborative organic theater, institutional discourse analysis, and the drafting of position statements. Drawing from a range of experiential and discursive primary-source materials, the essay suggests strategies and examples for how institutional norms can be made available for interrogation and transformation. In this work, emotion can provide a lens by which to see the institutional situation of women's studies and its intervention in the new status quo of the corporate university.Item Open Access The costs and benefits of adjunct justice: a critique of Brennan and Magness(Colorado State University. Libraries, 2017-03-21) Schulman, Steven, author; SpringerLink, publisherIn their controversial 2016 paper in this journal, Brennan and Magness argue that fair pay for part-time, adjunct faculty would be unaffordable for most colleges and universities and would harm students as well as many adjunct faculty members. In this critique, I show that their cost estimates fail to take account of the potential benefits of fair pay for adjunct faculty and are based on implausible assumptions. I propose that pay per course for new adjunct faculty members should be tied to pay per course for new full-time non-tenure track instructors or to pay per course for new assistant professors. That framework for adjunct faculty justice yields an aggregate cost range of $18.5–$27.9 billion, one-third to one-half lower than the range computed by Brennan and Magness. Its opportunity cost would not be borne by students since students and faculty are complements, not substitutes, in the educational process. Instead it could be financed by reducing spending on non-educational purposes. Current adjunct faculty members would be protected from job displacement in this justice framework. The real obstacle to achieving justice for adjunct faculty is the priorities of university administrators, not budget constraints or opportunity costs.Item Open Access Trends in contingency in higher education, 2012-2016(Colorado State University. Libraries, 2019-07) Schulman, Steven, authorThis report shows instructional staff employment -- tenured faculty, tenure track faculty, part-time non-tenure track faculty, full-time non-tenure track faculty, non-faculty instructors and graduate teaching assistants -- at every college and university in the U.S., as well as summary tables and charts. They include two measures of contingency, the percent of faculty off the tenure track (the "faculty non-tenure track rate") and the percent of instructional staff off the tenure track (the "contingency rate"). The measures of contingency presented in this report are taken from the CSAL Instructional Staff Employment reports from 2012 to 2016.Item Open Access Contingency in higher education: evidence and explanation(Colorado State University. Libraries, 2017) Schulman, Steven, author; Academic Labor: Research & Artistry, publisherThis paper summarizes recent evidence on the trends in contingency in higher education. Contingent faculty employment, defined as the sum of full-time non-tenure track faculty employment and part-time faculty employment, increased both absolutely and relative to all faculty positions between 2002 and 2015, despite a modest downturn after 2011. The long-term growth of contingency since 2002 has primarily occurred in doctoral degree universities. The short-term decline in contingency since 2011 has primarily occurred in public associates' degree colleges and in private for-profit colleges. The short-term decline in contingency since 2011 is due to the contraction of the for-profit sector combined with a one-time drop in public associates' degree colleges. The explanation of the long-term growth of contingency as an inevitable response to financial exigency is rejected. Contingency has increased due to the priorities of higher education administrators, not state budget cuts or other drops in revenue.Item Open Access Instructional staff employment in higher education: 2017(Colorado State University. Libraries, 2019-07) Schulman, Steven, authorThis report shows instructional staff employment -- tenured faculty, tenure track faculty, part-time non-tenure track faculty, full-time non-tenure track faculty, non-faculty instructors and graduate teaching assistants -- at every college and university in the U.S., as well as summary tables and charts. They include two measures of contingency, the percent of faculty off the tenure track (the "faculty non-tenure track rate") and the percent of instructional staff off the tenure track (the "contingency rate").Item Open Access Trends in faculty diversity, 1995-2019: data report(Colorado State University. Libraries, 2021-11) Curtis, John W., authorA comprehensive tabulation of national data on faculty employment status by racial category, institution type, student enrollment, and the intersection of racial and gender categories.