1. Envisioning the Faculty for the 21st Century
Adrianna Kezar
Elizabeth Holcombe
William Mallon
Leslie Gonzales
Nancy Hensel
R. Eugene Rice

2. Overview Context and Need for New Faculty Models
Emerging Consensus about New Faculty Roles
Model for the Future of the Faculty: Faculty as Scholarly Educators
Medical Schools Leading the Way
Changing Demographics and New Opportunities for Faculty Work
Collaborative Evaluation and Holistic Departments
Academic Freedom in the 21st Century

3. Context and Need for New Faculty Models

4. Changes in Faculty Composition
Composition of Instructional Faculty Among Nonprofit Institutions*
*Excludes graduate students responsible for providing instruction

5. Drivers of Change in Faculty Composition
Massification of higher education, with rising enrollments and new types of institutions
Market fluctuations, necessitating greater flexibility
Economic concerns, such as uncertain revenue streams and cost concerns
Corporatization of higher education
New ways of using technology
Assessment
More to come…

6. Critiques of Adjunct Model
Poor working conditions and lack of support leading to worse student outcomes
Few professional development opportunities
Exclusion from departmental and institutional service
Little or no constructive evaluation of their work to allow for improvement
Not provided with important information about programs, policies, and curricula
Lack of job security leading to high rates of turnover and instability
Viewed as merely a tool for content delivery, important role in student learning not respected
Professionalism degraded
Inequities in compensation, benefits, and working conditions

7. Critiques of Tenure-Track Model
Overemphasis on research at expense of teaching
Lack of flexibility
Few incentives to improve teaching or focus on learning
Lack of attention to other scholarly roles in service, civic engagement, or local leadership
Probationary period (tenure-track but before tenure is granted) constrains faculty to focus primarily on research and publication

8. Faculty Matter for Student Learning and Institutional Mission
Abundance of research on importance of faculty-student interactions for student success
Particularly strong impact for students of color and first- generation college students
Depth and quality of interactions impact strength of outcomes
Institutional factors can promote or constrain positive student- faculty interactions and shape outcomes

9. Emerging Consensus

10. Survey
Survey of over 1500 stakeholders in higher education, including faculty, campus administrators (deans & provosts), policymakers, trustees, and accreditors in
Goal was to get key stakeholders to envision future faculty models and see if there were areas of consensus around a more effective model
Questions in 8 areas: faculty pathways; contracts; unbundling of faculty roles; status in the academic community; faculty development, promotion, and evaluation; flexibility; collaboration and community engagement; and public good roles

11. Broad Consensus
General agreement on the attractiveness of many ideas presented in the survey
Strongest agreement on issues related to restoring professionalism of faculty
No major differences among faculty members in unions
Concerns about feasibility

12. Consensus on Restoring Professionalism to Faculty Role
Elements of professionalism:
Academic freedom
Equitable compensation and access to benefits
Involvement in shared governance
Access to resources needed to conduct their role
Opportunities for promotion
Clearly defined expectations and evaluation criteria
Clear notification of contract renewal as well as grievance processes
Continuous professional development

13. Other Areas of Consensus
Reduce reliance on part-time faculty by increasing number of full-time positions
Create differentiated faculty roles
Emphasize importance of teaching
Maintain some sort of scholarly component in all faculty roles, using Boyer’s expanded definition of scholarship
Allow more flexibility in working arrangements, such as creativity contracts
Foster more collaboration and community engagement
Revise incentives and reward structures
Promote public good roles

14. Feasibility Concerns
Several feasibility “gaps,” where there were high levels of agreement but low perceptions of feasibility
Creativity contracts
Boyer model
Consortium agreements
Flexible work arrangements
Concerns cited in open-ended comments mostly around budgets or logistical complexity

15. Hot Button Issues
Some key areas of disagreement to navigate carefully:
Phasing out vs. maintaining tenure
Termed tenure appointments
Concerns about emphasizing teaching to exclusion of other roles
Having faculty more closely align their work to departmental and institutional needs

16. Model for the Future of the Faculty

17. Faculty as “Scholarly Educators”
Emphasis on student success
4 arcs of influence:
Mission, goals, and roles
Responsiveness to external forces
Reprofessionalization of professoriate
Reinforcing or restoring key values

18. Resources to Help Redesign Faculty Roles
The Adapting by Design report goes into more detail on many of the ideas we discuss, and its accompanying Toolkit provides a practical guide for institutional leaders interested in taking concrete steps to redesign faculty roles on their campus
REPORT: content/uploads/2015/06/DELPHI- PROJECT_ADAPTING-BY-DESIGN_2ED.pdf
TOOLKIT: content/uploads/2016/12/DelphiProject_Adapti ngByDesignTOOLKIT.pdf

19. Other Delphi Project Resources
Dispelling the Myths: Locating the Resources Needed to Support Non-Tenure-Track Faculty
The Imperative for Change: Fostering Understanding of the Necessity of Changing Non-Tenure-Track Faculty Policies and Practices
Non-Tenure-Track Faculty on Our Campus: A Guide for Campus Task Forces to Better Understand Faculty Working Conditions and Necessity of Change
These and other resources can be found at

20. Up Next Medical Schools Leading the Way: William Mallon
Changing Demographics and New Opportunities for Faculty Work: Leslie Gonzales
Collaborative Evaluation and Holistic Departments: Nancy Hensel
Academic Freedom in the 21st Century: R. Eugene Rice

21. Medical Schools Leading the Way
William Mallon, Ed.D.
Senior Director, Strategy and Innovation
Association of American Medical Colleges

22. Innovations in Faculty Appointment and Career Pathways
Differentiated Faculty Tracks

23. Full-time MD Faculty in Clinical Departments at U. S
Full-time MD Faculty in Clinical Departments at U.S. Medical Schools,
Non-tenure track
Tenured
Tenure-track
Other

24. Innovations in Faculty Appointment and Career Pathways
Differentiated Faculty Tracks
Expanded Definition of Scholarship
Flexible Approaches to Tenure-Track Appointments

25. Aspirations and Inclinations among Emerging & Early Career Faculty Members: Leveraging Strengths, Imagining Possibilities
Chapter contribution by Leslie D. Gonzales & Aimee L. Terosky

26. Purpose
Consider how colleges and universities striving to (re)imagine the roles, responsibilities, and reward systems for faculty can leverage the “strengths and aspirations” of emerging and early career faculty members.
Emerging faculty members defined as doctoral students in the latter phases of their doctoral programs (e.g., candidacy) or those within five years of their graduation (e.g., post-docs). Early career faculty members included both tenure and non-tenure-stream faculty within the first five years of their appointment.
To our knowledge, no current studies/organizations study faculty careers in this way, which means we relied on several data sources to understand who these faculty are.

27. About Our Method
Examined several data sources to help us understand this cohort of emerging and early career faculty.
Data sources we used to construct and understand cohort:
National Center for Education Statistics, 2013, 2014, 2015
National Survey of Doctoral Recipients, 2010
Peer reviewed studies that considers how racial/gender/and other identity markers seem to shape faculty aspirations & strengths
Peer reviewed studies regarding inclinations and experiences of generation generation X, millennial generation
Peer reviewed studies regarding doctoral education experiences within the last 1.5 decades
Qualitative data sets that we collected over years

28. Based on our review of several data sources, here is a bit of what we learned about this cohort:
Represents folks born in the late 1970’s through early 1980’s.
More racially diverse than previous cohorts; in some fields, women constitute the majority; likely to have more fluid understandings of identity, overall.
Hold “non-traditional” views with regard to marital/familial roles and composition, meaning that women and men are likely to share family and household management.
Like earlier cohorts, this cohort aspires to work-life balance.
Hold strong commitments to community-based activities and research agendas.
Likely to have experienced on-line and/or hybrid classes over the course of their academic experiences.
Came to age alongside social media, used to obtaining news, knowledge, and information from many sources.

29. How can colleges/universities leverage these strengths and aspirations?
Commitments among this cohort of faculty to work with local communities represent a crucial opportunity for colleges and universities to mend/improve relations with communities.
Their work will likely be community-based, action-oriented, and/or interdisciplinary.
Must be evaluative language and systems in place to support such engagement.
Non-tenure stream faculty, especially in applied fields, that are engaged in such activities must be recognized for this work as they often serve “informally” as bridges between departments/programs and communities.

30. How can colleges/universities leverage these strengths and aspirations?
Comfort and familiarity with technology will mean that this cohort of faculty is likely to be more interested in and willing to teach online/hybrid formats and to use social media to distribute research and findings.
This is an opportunity for institutions to capture post-secondary education students that they have failed to appeal to, and to do so with a prepared and willing faculty.
However, colleges and universities must not assume that online teaching is not “easier” than face-to-face teaching (e.g., avoid overloading class-sizes).
Institutions should support faculty members who want to engage in blog writing, dissemination of their work through broader means, etc., as this represents an opportunity for faculty to engage with a broader public.
There must be evaluative language for this in reward systems; will likely require training for faculty evaluation committees.

31. Final Thoughts
Any given year/semester, colleges and universities are hiring new faculty or asking departments to redesign programs.
Asking faculty to reflect on and share their biographical, professional, and academic strengths and aspirations can serve as a powerful start-point.
This is what we call an asset-based approach to redesigning faculty roles and evaluative systems.
Generational literature and literature that attends to doctoral student experiences can provide insight for administrators.

32. Academic Freedom and Democratic Engagement: Two Imperatives for Faculty of the Future
“Democracy has to be born every generation, and education
is its midwife.”
John Dewey
“Liberty and duty. Freedom and responsibility. That is the deal.”
John Gardner

33. Academic Freedom Lehrfrieheit (definition by Fredrick Rudolph):
“The right of the university professor to freedom of inquiry and to freedom of teaching, the right to study and to report on his (her) findings in an atmosphere of consent.”
The consent was from the collegium: “the community of scholars”
(peers with tenure)

35. A Broader, More Integrated Understanding of Scholarly Work

36. Epistemological Shift
- A different relationship with students
- Focus on student learning and development
- Attend to the making of meaning
- A different kind of research
Community-based research
Two-way street
Honoring local as well as cosmopolitan knowledge
- A different relationship with community
- Not “application of knowledge”
- Practices that are collaborative, inclusive and reciprocal
- Honoring wisdom of practice
- “Stewardship of place” (AASCU)

37. Toward a Different Kind of Academic Excellence
Characteristics:
Integrative / Beyond Differentiation
Collaborative / Beyond Hierarchy & Competitiveness
Inclusive / Beyond Diversity
Engaged / Beyond Walls & Silos
Networked / Beyond the Split Between:
content - process
content - context
content - commitment

38. The Democratization of Scholarship?