My Black Is TOO Precious to Crack!

RIO GRANDE VALLEY, the Robert C. Vackar College of Business and Entrepreneurship, School of Accountancy invites applications from

Recently Published Dissertations on Community and Junior Colleges

As the landscape of higher education continues to tip more towards using or employing adjuncts, it is important to understand what factors contribute to adjunct faculty job satisfaction. Job satisfaction has been linked with faculty loyalty and faculty turnover. Previous research on adjunct faculty job satisfaction aggregates all types of adjunct faculty together, while little research investigates the job satisfaction of disaggregated types of adjunct faculty in higher education. The current study examines ex post facto faculty data from the National Science Foundation’s 2017 National Survey of College Graduates on 3,737 full-time and part-time faculty. Faculty were divided into three groups: unintentional adjunct faculty (those who want a full-time position), intentional adjunct faculty (those who elect to be part-time), and full-time faculty (tenure-track or tenured faculty). Overall job satisfaction was divided into two scales: intangible and financial satisfaction. The study found statistically significantly different results with intentional adjunct faculty reporting higher levels of intangible satisfaction when compared to unintentional adjunct and full-time faculty. Intentional adjuncts did not fall far behind full-time faculty on levels of financial satisfaction, but unintentional adjuncts were still the least satisfied financially. Results indicated that intentional adjunct faculty may choose their part-time status because of its flexibility in comparison to full-time faculty.

Educational needs as perceived by faculty, private practitioners, and residents

FAIRFIELD UNIVERSITY, Accounting Department invites applications for a tenure-track position in the AACSB-accredited, nationally ranked Dolan School for Fall 2020. Preference will be given to candidates who have an ability to teach in multiple areas. Candidates must have or be near completion of a doctoral degree, have professional accounting certification, and a strong commitment to teaching, research, and service. Fairfield University is an independent Jesuit comprehensive university with an active, collegial, pluralistic faculty. Fairfield's Accounting Program was ranked #1 in Connecticut by The Accounting Path. Application Instructions: Upload the following materials: cv; application letter; transcripts; documentation of professional certification; teaching philosophy; syllabi/teaching evaluations, if available; and contact information for three references. Go to: https://www.fairfield.edu/hr/employmentopportunities/facultyopportunities/. Fairfield University is an Equal Opportunity/Affirmative Action Employer, committed to excellence through diversity, and welcomes applications from women, persons of color, veterans, and members of historically underrepresented groups. The University will provide reasonable accommodations to all qualified individuals with a disability.THE UNIVERSITY OF TOLEDO, College of Business and Innovation, Department of Accounting invites applications for two tenure-track positions at the Assistant Professor level (beginning in Fall 2020). A Ph.D. or ABD in Business Administration from an AACSB-accredited program with a specialization in Accounting is required. For ABD applicants a Ph.D. by Fall 2020 is required. Applicants should demonstrate potential for high-quality research and teaching. Candidates with teaching interests/experience in tax or financial are preferred. A professional certificate (e.g., CPA or CMA) is preferred. Applicants must apply at http://jobs.utoledo.edu, in order to be considered for the position. Review of applications will begin August 2019 and will continue until the position is filled. A complete application packet must include: a cover letter, curriculum vitae, statement of research and teaching, a list of three professional references with contact information, and any other supporting documents (e.g., job talk paper, teaching evaluations, etc.). Please submit these materials through the University of Toledo application website. For further information, please contact: Diana Franz, Chair, Department of Accounting, DIANA.FRANZ@utoledo.edu. The University is dedicated to the goal of building a culturally diverse and pluralistic faculty and staff committed to teaching and working in a multicultural environment and strongly encourages applications from women, minorities, individuals with disabilities and covered veterans. The University of Toledo does not discriminate in employment, educational programs, or activities on the basis of race, color, religion, sex, age, ancestry, national origin, sexual orientation, gender identity and expression, military or veteran status, disability, familial status, or political affiliation. The University of Toledo is an Affirmative Action/Equal Opportunity Employer.UNIVERSITY OF DAYTON, Department of Accounting invites applications for a tenure-track position at the Assistant or Associate Professor level beginning August 16, 2020. Qualified candidates must possess the demonstrated ability to teach upper-level undergraduate or master's courses in financial or managerial accounting. Candidates must meet and have the potential to maintain AACSB business and accounting accreditation requirements for “Scholarly Academic” (SA) status, be at least ABD (completed all course and comprehensive exam requirements for a Ph.D.) in accounting at an AACSB- or EQUIS-accredited institution, have a successfully defended dissertation proposal, have a relevant professional certification (e.g., CPA, CMA) or two years of relevant professional experience in their area of specialty, and have effective writing skills. To qualify as Associate, candidates must meet all previously specified requirements, hold a Ph.D. in accounting from an AACSB- or EQUIS-accredited institution, and have a demonstrated successful record of research, teaching, and service. Preference will be given to candidates who hold a Ph.D. in accounting from an AACSB- and/or EQUIS-accredited institution, have demonstrated progress toward successful scholarly publications, have successful university teaching experience, have both relevant professional certification (e.g., CPA, CMA) and relevant professional experience in their area of specialty, have experience mentoring students and/or staff from diverse backgrounds, have effective interpersonal skills, an ability to work collaboratively, and effective, demonstrated verbal skills. Apply by completing the application at: http://employment.udayton.edu/cw/en-us/job/497301/assistant-or-associate-professorLOYOLA MARYMOUNT UNIVERSITY, Department of Accounting invites applicants for a tenure-track position at the Assistant or Associate level, effective Fall 2020. The Department of Accounting offers a B.S. and M.S. in Accounting. Candidates must have earned a doctorate in Accounting from an AACSB-accredited university by August 2020. All candidates should demonstrate a strong commitment to scholarly research and excellence in teaching. Candidates whose research and teaching interests are in the tax area will receive priority. Candidates with research and teaching interests in other areas of accounting will be considered. Relevant professional experience and professional certification (CPA or CMA) are desirable. Salary is competitive. To apply for this position, please submit a letter of interest and current curriculum vitae. Please be prepared to submit three letters of recommendation and student evaluation summaries upon request. Applicants should apply online at: http://jobs.lmu.edu/hr/postings/40041/. Loyola Marymount University, a Carnegie classified R2 institution in the mainstream of American Catholic higher education, seeks qualified applicants who value its mission and share its commitment to inclusive excellence, the education of the whole person, and the building of a just society. Women, persons of color, LGBTQ and gender-nonconforming individuals, people living with disabilities, and others with diverse life experiences and beliefs are encouraged to apply. Visit https://www.lmu.edu/ for more information. LMU is an Equal Opportunity Employer.RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY, Rutgers Business School–Newark and New Brunswick, Accounting and Information Systems Department is seeking a full-time tenure-track faculty member at the rank of Assistant/Associate Professor. Responsibilities: Candidates must be dedicated to providing quality instruction and undertaking independent scholarly activity appropriate for advancement within Rutgers University. Responsibilities also include Department and University service. Job Qualifications: A strong background and research expertise in any accounting area are required. The candidate should be capable of conducting high-quality, innovative research, and teaching in his/her chosen area of accounting. A Ph.D. degree from an AACSB-accredited school in the field of accounting or a related discipline is required. A strong preference will be given to seasoned candidates with an outstanding research record and with interest in working with doctoral students. Teaching load and salary are competitive with research universities. Application Procedure: Please submit your application (cover letter, three names of your letter writers, research paper[s], and cv) electronically at: http://jobs.rutgers.edu/postings/94023/. About Rutgers: The Accounting and Information Systems Department has 40 full-time faculty members. The Rutgers Business School offers B.S., M.B.A., Master's of Accountancy, and a Ph.D. program with two concentrations, one in accounting and one in accounting and information systems. All qualified applicants will receive consideration for employment without regard to race, religion, sex, sexual orientation, gender identity or expression, national origin, disability, protected veteran status, or any other classification protected by law. Women and minorities are especially encouraged to apply. Diversity and inclusion are a key element of Rutgers University's Strategic Plan. In the goal to enhance faculty diversity, Rutgers defines diversity very broadly. Diversity may include, but is not limited to gender, ethnicity, race, culture, national origin, or other personal or professional characteristics that are either unrepresented or underrepresented in the particular department or unit of intended hire. For additional information please see the Non-Discrimination Statement at the following web address: http://uhr.rutgers.edu/non-discrimination-statement/. For additional questions go to: http://www.business.rutgers.eduUNIVERSITY OF CENTRAL ARKANSAS, Accounting Department invites applications for a nine-month tenure-track Assistant or Associate Professor position beginning as early as January 2020. Expectations include teaching undergraduate and graduate courses; developing and maintain an active program of research leading to peer-reviewed publications; and providing service to the campus, professional, and or local community. Minimum educational requirements include either (a) an earned doctorate in Accounting, (b) a J.D. with an LL.M. in taxation for applicants wishing to teach tax, or (c) an earned doctorate in business with significant accounting experience or prior degrees in accounting. Candidates nearing completion of an earned doctorate will also be considered. A CPA certification or a license to practice law is preferred. Submit the following application materials at https://jobs.uca.edu: (1) letter of application, (2) detailed curriculum vitae, (3) evidence of teaching effectiveness, (4) courses you are interested in teaching (financial, managerial/cost, taxation, AIS, auditing, and/or government/not-for-profit), and (5) and the contact information for three references. Direct questions to Dr. Stephanie Watson, UCA Accounting Department, 201 S. Donaghey COB 204, Conway, AR 72035; Phone: 501.450.5311; Email: swatson@uca.edu. UCA is an AA/EOE.BAYLOR UNIVERSITY invites applications for two tenure-track positions starting Fall 2020 at the rank of Assistant or Associate Professor. While tax and managerial are of interest, we seek candidates from all areas of accounting that will help us achieve our research and teaching goals. A Ph.D. in accounting is required, although ABD candidates will be considered. Candidates should possess a strong desire to produce research at the highest levels with an academic background that strongly suggests an ability to establish an ongoing program of substantive research. A demonstration of excellent teaching potential and commitment to their Christian faith are also expected. Please apply at http://apply.interfolio.com/64778 and provide the following for consideration: cover letter, current cv, and personal statement of Christian faith. For questions regarding the position, please contact: Dr. Bradley Lail, Department Chair, Accounting & Business Law; Email: Bradley_Lail@baylor.edu; Phone: 254-710-6468. For questions regarding the application process, please contact Marion Palomino, Office Manager; Email: Marion_Palomino@baylor.edu; Phone: 254-710-6465.NORTHERN MICHIGAN UNIVERSITY, College of Business is seeking applicants for a tenure-track faculty position in Accounting, beginning in August 2020. Duties and Responsibilities: The position will include teaching a range of courses in accounting at the undergraduate and graduate levels. Other responsibilities include advising, program development, outcomes assessment, scholarship, and service activities. The College of Business is AACSB-accredited, and ongoing professional development is expected. Minimum Qualifications: An earned Ph.D. in accounting from an accredited university or a closely related Ph.D. such as business administration with accounting major. Those near Ph.D. completion (ABD) will be considered with a requirement of degree completion within one year of appointment. Applicants are required to be qualified according to AACSB standards. Knowledge, Skills and Abilities Required: Candidates must have the ability to develop and deliver curriculum; meet the demands of the position in a timely manner; and assess student learning outcomes. In addition, candidates should have excellent oral and written communication skills; interpersonal skills; and time management skills. To apply for this position, please visit: https://employMe.nmu.edu.BOISE STATE UNIVERSITY, Department of Accountancy has two open tenure-track faculty positions at the Assistant Professor rank. Our primary teaching needs for the two positions are in Taxation and Accounting Information Systems. Expectations include a commitment to high-quality teaching at both the undergraduate and graduate level, including advanced courses in our Master of Science in Accountancy programs, scholarship leading to conference presentations and refereed publications, and University and community service. The start date for these positions is August 2020. Interested applicants should view the complete job posting with all requirements and apply online at: https://hrs.boisestate.edu/careers/search-careers-external-applicants/.NEW JERSEY CITY UNIVERSITY, School of Business, Department of Accounting invites applications for a full-time tenured or tenure-track faculty appointments (at Assistant, Associate or Full Professor) commencing September 1, 2019 to teach at both the New Jersey City University (NJCU) School of Business in Jersey City and Monmouth County, New Jersey campuses. The successful applicant will be required to teach both basic and advanced courses at the undergraduate and graduate level, will be expected to develop new programs and course offerings for the accounting department, and maintain scholarly engagement in their respective field. Candidates should have an earned doctorate in Accounting or a related field, or provide evidence it will be fully completed within one year of the 2019–2020 academic year. In very extraordinary cases, as determined by the University, the requirement of a doctorate or terminal degree may not be necessary. For full job description and to apply: https://cho.tbe.taleo.net/cho02/ats/careers/v2/viewRequisition?org=NJCU&cws=41&rid=1102WESTERN NEW ENGLAND UNIVERSITY, College of Business invites applications for a tenure-track accounting faculty position at the Assistant or Associate Professor level to begin in Fall 2020. Candidates are required to hold a Ph.D. degree in Accounting or related discipline from an AACSB-accredited College of Business. The position's primary responsibilities include research, teaching, and service activities to support the University, the College, the Department, and the academic discipline. Excellent fringe benefits including tuition remission for employee, spouse, and dependent children. Western New England University is a private, independent, co-educational institution that serves 3,800 students, including more than 2,600 full-time undergraduate students. Undergraduate, graduate, and professional programs are offered through Colleges of Arts and Sciences, Business, Engineering, and Pharmacy, and School of Law. Apply at http://employment.wne.edu/. We welcome candidates whose background may contribute to the further diversification of our community. Western New England University is an Equal Opportunity Employer.SUNY POLYTECHNIC INSTITUTE seeks to fill two tenure-track positions in Accounting, at the rank of Assistant or Associate Professor, depending on educational attainment and experience at the time of employment. Duties include: Teach undergraduate and/or graduate Accounting courses such as Financial Accounting, Income Tax, Intermediate Accounting, Accounting Information Systems and Data Analytics, Auditing, Forensic Accounting and Fraud Examination in online, hybrid and on-campus modes; Sustain strong and active research agenda and scholarship in Accounting or related fields that meet or exceed the requirements for AACSB's faculty qualification status (i.e., Scholarly Academic or Practice Academic); Engage in professional or academic activities in campus-based, local, regional, or broader communities in an effort to make a positive impact and advance the recognition and reputation of the College and SUNY Poly; Be actively involved in student advising, assurance of learning, as well as committee service at all levels of the Institute; Other reasonable duties as assigned. Minimum Qualifications: Ph.D. (or ABD with expected Ph.D. completion date of December 2019 or July 2020) in Accounting or a related field from a research-oriented institution (preferably AACSB-accredited). Apply at: https://sunypoly.interviewexchange.com/jobofferdetails.jsp?JOBID=107567CHRISTOPHER NEWPORT UNIVERSITY, Joseph W. Luter, III School of Business invites applications for a tenure-track position in Business Law. Teaching assignments for this position will be the traditional business law course in the undergraduate business program and courses in financial regulation, professional responsibility, and taxation, in the new Master of Financial Analysis (M.Fin.A.) program that will begin in Fall 2020. The successful candidate will be committed to effective and creative teaching, will offer a program of scholarly activity having the potential to enrich the intellectual lives of our students, and will engage with the business community. Preference will be given to candidates who have an LL.M. or Master's in Tax, professional designation, or significant work experience in tax or financial regulation field. For a complete description of the position, please visit https://jobs.cnu.edu/postings/ or contact reza.espahbodi@cnu.edu. Christopher Newport University, an EO Employer, is fully committed to access and opportunity.CHRISTOPHER NEWPORT UNIVERSITY, Department of Accounting & Finance invites applications for either a tenure-track Assistant Professor or a Lecturer position in Accounting, effective August 2020. Applicants must be committed to teaching/learning and demonstrate the potential for excellence in teaching/learning and scholarship. Applicants from all areas of accounting will be considered. However, preference will be given to candidates with experience and knowledge in international accounting and/or data analytics, and those holding professional designations. The teaching load for the position is 3-3 for tenure-track Assistant Professor and 4-4 for Lecturer. A Ph.D. in Accounting or a closely related field is required for appointment as Assistant Professor. For Lecturer appointment, a graduate degree in accounting or data analytics and substantial experience in either international accounting or data analytics is required. For a complete description of the position, please visit https://jobs.cnu.edu/postings/ or contact reza.espahbodi@cnu.edu. Christopher Newport University, an EO Employer, is fully committed to access and opportunity.UNIVERSITY OF CENTRAL OKLAHOMA, College of Business invites applications for a tenure-track Assistant Professor in Accounting. Position will begin in August 2020. Candidates will be expected to teach courses within the field of Accounting using a transformative approach at both the undergraduate and graduate levels in Auditing, Accounting Information Systems, Accounting Data Analytics, Financial Accounting, Taxation, Principles, and/or Governmental/Non-Profit. Candidates are expected to have a balanced commitment toward teaching, research, and service. An earned doctorate degree awarded by a regionally accredited or internationally recognized institution in the field specified in the position announcement. Doctorate in Accounting or ABD from AACSB college or school of business will be given priority. Candidate should have sufficient education/training to accomplish refereed research in one of the commonly accepted accounting fields. Relevant practical experience in teaching area strongly preferred. Professional Accounting certification required, CPA preferred. Previous teaching experience in higher education environment at the level of Teaching Assistant or higher is required. Candidate must provide evidence of teaching effectiveness/excellence. Case utilization methods and user perspective principles experience preferred. Candidate must be appropriately SA qualified under MCSB guidelines. Go to: https://www.paycomonline.net/v4/ats/web.php/jobs?clientkey=05027ACF42B26FF3DD70CE4664A18E9F&filters%5Bpositiontype%5D%5B3181%5D=3181WASHINGTON STATE UNIVERSITY, PULLMAN, Carson College of Business, Department of Accounting invites applications for one or more full-time, tenure-track faculty positions in Accounting. The position begins August 2020, and duties include teaching, research, and service. A doctorate in accounting from an AACSB-accredited school (or strong evidence of nearing completion for individuals applying for a position at the Assistant level) is required. Individuals with teaching interests in all areas of accounting considered, with individuals demonstrating expertise and/or interest in more than one area preferred. Candidates must demonstrate the ability to publish in top-tier academic accounting journals and have a desire to take an active role working with doctoral students. The following documents are required: letter of application, curriculum vitae, an example of scholarly work to be presented to faculty and Ph.D. students, and three letters of recommendation. Candidates must post materials online at: http://www.wsujobs.com, posting number 129577, to be considered for the position. Finalists will also be required to submit a summary of teaching evaluations. Review of applications will begin July 2019, and will continue until position is filled. Questions should be directed to: Search Committee Chair, Beau Barnes; Phone: (509) 335–4722; Email: beau.barnes@wsu.edu. WSU IS AN EO/AA/ADA Employer and Educator.CREIGHTON UNIVERSITY, Heider College of Business invites applications and nominations for a tenure-track position beginning in Fall 2020 or earlier if available. Qualified candidates will have an earned doctorate in Accounting with a teaching and scholarly emphasis in financial accounting. Professional designation (CPA, CMA, CISA, etc.) and relevant professional experience is expected. Candidates should have a research, teaching, and service record that supports appointment at the Associate Professor or Professor rank. Teaching load is five courses per academic year and summer teaching/support is available. The College seeks a balanced teacher-scholar with a commitment to excellent teaching as well as publishable scholarship. Resources include access to WRDS, Bloomberg, CRSP, Compustat, directEDGAR, S&P Net Advantage, ValueLine, Mergent FISD, and Morningstar Premium subscriptions. The Department expects meaningful service to the accounting profession in the financial accounting area, as well as mentoring junior faculty, academic advising for students, and service to the College, University, and the business and civic communities. Creighton University is a private Jesuit, Catholic coeducational urban university in Omaha, Nebraska, with a healthcare campus in Phoenix, AZ, and encourages applications from qualified individuals of all backgrounds who believe they can contribute to the distinctive educational traditions of the university. Creighton has regularly been ranked by U.S. News & World Report as one of the top regional liberal arts institutions in the Midwest. The Heider College of Business is accredited by the AACSB with combined undergraduate and graduate enrollment of approximately 1,300 students. It has experienced significant growth in enrollment the last several years. The College commenced offering a D.B.A. program in the Fall 2015. The Department of Accounting is separately accredited by the AACSB and has been ranked in the top 25 undergraduate accounting programs by U.S. News & World Report. The Department has six tenure-track positions, with two endowed chairs, and three full-time instructors. The Department recently implemented a Master of Accounting degree program. Student placement has averaged 99% over the most recent five-year period. the CPA have at the top of the in and in the top 25 in programs on a national To be considered, candidates should submit a letter of application, and other relevant supporting through the following Questions may be to: CPA, Chair, Department of Accounting, Heider College of Business, Creighton University, UNIVERSITY, College of Business Department of Accounting invites applications for a tenured at the Associate or Full Professor level to begin January 1, 2020 faculty role at the campus and also serves at the university in and responsibilities are related to faculty activities and students and academic and and The closely with the to and the mission and and serves on the Minimum A doctorate in Accounting or closely related field from an AACSB-accredited institution and a record of effective teaching, scholarly and service appropriate for at is required. For additional information and to apply: is accredited by and is an Employer.UNIVERSITY OF Department of invites applications for an ongoing of in Business, and Accounting. We have for undergraduate accounting courses at the and advanced levels. Qualifications: CPA, M.B.A., or degree in or a field relevant to course (or at the time of work experience in a business and teaching experience demonstrated by teaching, experience, research or professional development Application must be through the Academic online Please to Position in all Full description and application requirements may be at: The University of is an Equal Opportunity/Affirmative Action seeks applicants for an Assistant/Associate Professor to a tenure-track position in a full-time appointment. The successful candidate will provide instruction at the undergraduate and graduate and course and/or undergraduate and graduate develop curriculum for new and/or undergraduate and/or graduate deliver instruction both online and/or on any of the university or experience teaching online or in a hybrid teach the and/or in the engage in scholarly activities leading to in peer-reviewed work with others in the Department, College, University, and contribute service to the Department, College, University, and and contribute to the of a work environment that encourages knowledge and ability to engage with those of other or Minimum Ph.D. or D.B.A. in Accounting from an AACSB-accredited institution or Ph.D. or D.B.A. in a closely related discipline from an AACSB-accredited program include a of in graduate level Candidates that are ABD will be considered. Go to: UNIVERSITY, College of Business, Department of Accountancy invites applications for a tenure-track position in accounting information at the Assistant or Associate rank starting in Fall 2020. Candidates should be to teaching using and for data be to and as they impact the and help to the of and analytics the The candidate will be to the position of of the for Accounting and and be for the of the and for students Professional certification is required, and knowledge of the certification is preferred. Teaching experience at the university level is and a on student learning and student is necessary.

This qualitative study investigated the collegiate experiences of 59 Black males at three different historically White institutions. Specifically, we explore how these students construct meaning from their collegiate experiences and their efforts for educational success. As Black males, they were confronted by a deficit perspective that often translated into lowered expectations of them across the college milieu—both academic and social—and posited them as outsiders on campus. In response, the students articulated two critical components of their college experience that positively shaped their persistence efforts: (a) peer-to-peer bonding and associations with other Black males and (b) mentoring from Black faculty members. Findings suggest that these social networks and micro-communities both enhance and support Black males’ persistence in college.

The American Dental Education Association recently reported that the growing shortage of qualified faculty in dental hygiene education programs has reached a crisis situation. The authors hypothesized that Canadian dental hygiene programs will face a similar shortage. However, a review of the literature identified no studies that investigated Canadian dental hygiene faculty shortages. To address this gap in knowledge, a twenty-three-item descriptive survey and cover letter were mailed to the director of each Canadian school of dental hygiene (N=31) in spring 2003. The survey and letter were translated into French for francophone (French-speaking) schools. Follow-up telephone calls were made to nonrespondent programs. Survey results were analyzed using descriptive statistical methods. The response rate was 84 percent. Results revealed that 20 percent of schools had sought to fill empty faculty positions within the year and 47 percent of full-time faculty were forty-nine years or older. Within the next two years, 24 percent of dental hygiene programs in Canada will have full-time faculty positions available, growing to 40 percent within the next five years. Respondents indicated that they preferred faculty to hold a credential above the diploma whether teaching full-time (92 percent) or part-time (88 percent). Other required qualifications included previous teaching experience, current clinical experience, and eligibility for licensure in the province for teaching in Canadian dental hygiene programs.

While the body of literature that deliberately underscores the experiences of Black faculty is growing in volume and complexity, the intersectional experiences of Black faculty members have seldom been a focus of inquiry. To address this gap, this study explores how Black queer men reconcile and engage their Blackness and queerness while occupying roles within the academy. Insights from this collaborative autoethnographic study, informed by a quare conceptual lens, illuminated the pedagogical experiences of Black queer men faculty at historically White institutions (HWIs). Using these insights as a point of departure, we close with a message for Black queer men who are currently in or aspiring to faculty roles.

The practice of hiring adjunct instructors was initially considered to be an anomalous event (Todd, 2004). Community college employment of adjunct instructors, however, witnessed a 50% increase during the 1970s (Cain, 1999) and, by 1984, adjunct instructor utilization in community colleges rose dramatically with an additional 80% growth. Over a 33-year period, 1970-2003, the employment of adjunct faculty in the academe increased 422% (Bouton, 2010). With such a strong adjunct presence within the community college, one question came to mind: How do adjunct and fulltime faculty perceive the other? The purpose of this study was to investigate adjunct perceptions of fulltime faculty and, vice versa, fulltime faculty perceptions of adjunct faculty. With an increasing presence of adjunct instructors within the community college environment, it was deemed important to illuminate the experiences and perceptions held by each strata of faculty concerning the “other”. Ethnomethodology was used to conduct this study. Four community college liberal arts fulltime faculty members and four community college liberal arts adjunct faculty members were selected as research participants, utilizing a purposive sampling technique involving four research sites, which were located in the same geographical location within the continental United States. One liberal arts fulltime faculty member and one liberal arts adjunct faculty member who taught in the same field were selected from each of the four sites. Data gathered from semi-structured interviews and institutional artifacts were analyzed to identify emerging themes. From the data analysis,

AMSPDC: An overview of its history and evolving mission

Women Presidents: Now 26.4% but Still Underrepresented

Problem Statement. There are conflicting studies on the relationship between the union and nonunion faculty and trust. Studies have shown that the union environment inherently produces a distrustful atmosphere and, with a union, employees are actually more dissatisfied than their nonunion counterparts. On the other hand, this has created a cycle where faculty may not trust administration, and administration may not trust faculty. For example, when doing negotiations, each party fights on behalf of itself, instead of fighting for the betterment of the organization. However, unions can give faculty a voice with administration and state and federal government, and may positively influence extrinsic rewards such as salary and benefits. This study investigated the relationship between faculty trust towards administration, other faculty, and union membership—specifically how trust is related to the relationships of faculty, administration, and the union. Method. This study used ex post facto or non-experimental research, which is a systematic inquiry where the researcher does not have control over the independent variables. It was used to determine if there is a relationship between faculty’s level of trust and their desire to be unionized, or if already unionized their desire was to stay unionized. This type of research displays the relationships among the variables but does not assume cause or effect. The Omnibus T-Scale developed by Hoy and Tschannen-Moran in 2003 was used to measure trust with their colleagues (other faculty), trust with administration, and trust total. The trust survey was sent to the full-time faculty at five Michigan community colleges. Community colleges selected were similar in size, demographics, and setting. The main difference for all of the community colleges is their union membership. Three nonunionized community colleges in Michigan were selected along with two unionized community colleges similar to the non-unionized community colleges in demographics, socioeconomic status, student population, and full-time faculty. Results. Based on these findings, this study led to the conclusion that there is a relationship between unionization and trust between faculty at unionized schools and administration. There is not a significant difference between trust at unionized and nonunionized schools and faculty. In fact, these findings are consistent with the literature that says, “There is usually an inverse relationship between rules and trust: the more people depend on rules to regulate their interactions, the less they trust others, and vice versa.” On the other hand, one important finding of this study that does not seem to be addressed in the literature is that there does not seem to be a relationship between trust and faculty and other faculty in regard to unionization status. Conclusion. According to the findings of this study, trust tends to make a difference on faculty trust with administration in a unionized environment. Trust is foundational to all relationships; it may positively influence faculty job satisfaction, student retention, and student engagement, and improve organizational effectiveness. It is my expectation that this study will help community college administrators develop strategies to increase trust

The Black academic is a scarcity amongst collegiate faculty at most PWI’s (Allen et al., 2000; Griffin, 2019). With this lack of representation, Black faculty members are often within a unique position. Therefore, for Black faculty members entering academia it is important to understand how to continue growing as well as how to protect yourself within the challenges that will arise. This chapter will highlight my lived experience as a Black male professor navigating academia at a PWI. More specifically experiences shared will feature challenges and opportunities faced as a Black faculty member. These will include an honest reflection of each area as I continue to navigate the academy. Additionally, I will share tips for success with a focus on the retention process, identifying and taking advantage of opportunities, course evaluations, the benefits of support networks and mentors, and protecting your time. The chapter will conclude with the sharing of affirmations that I use almost daily to help navigate the new terrain as a Black faculty member at a PWI.

In the United States, only 6% of the 1.5 million faculty in degree-granting postsecondary institutions is Black. Research shows that, while many institutions tout the idea of diversity recruitment, not much progress has been made to diversify faculty ranks, especially at research-intensive institutions. We're Not Ok shares the experiences of Black faculty to take the reader on a journey, from the obstacles of landing a full-time faculty position through the unique struggles of being a Black educator at a predominantly white institution, along with how these deterrents impact inclusion, retention, and mental health. The book provides practical strategies and recommendations for graduate students, faculty, staff, and administrators, along with changemakers, to make strides in diversity, equity, and inclusion. More than a presentation of statistics and anecdotes, it is the start of a dialogue with the intent of ushering actual change that can benefit Black faculty, their students, and their institutions.

There's so little contact between part and full-time faculty. I don't even think they know you're alive. You just go in, you do what you do and you go home. If nobody complains about you, I guess they figure you're doing ok ... I went to one workshop ... and I was glad to be there and I was glad to meet some of the people that I only know by their signature on something. That was fine. But you know, I had to go pay my own parking. I had to give up 4 hours' of my time and 2 hours of traveling for an adjunct. We live on hourly wages. It was good, but I just laugh. Giving me a glass of orange juice and a sticky bun does not constitute payment for 6 hours of my life (Johnson, 2007, p. 174). The above quote is from a 40-year adjunct who teaches for several schools. She refers to herself as a R-O-A-D-S Scholar (Johnson, 2007, p. 174). The American Association of University Professors reports that 48% of all faculty in 2005 were part-timers. This number has increased steadily since 1975, when part-time faculty accounted for 30% (American Association of University Professors). Gappa (2000) states many part-time instructors feel anger and frustration over what they perceive as their second-class status (p. 77). These faculty members often feel invisible due to the lack of inclusion they experience in campus or departmental decisions. In addition to the increase in adjunct or part-time instructors, Fletcher and Patrick (1998) explain that higher education in the United States is going through some of the most dramatic changes in its history. Reasons for these significant changes include social, economic, and political factors which involve external forces, such as technology, public skepticism and the call for increased accountability, along with decreased financial support. These issues have impacted the role of faculty. As institutions are scrutinized because of greater-than-inflation tuition increases, they need to demonstrate willingness to improve teaching effectiveness of their faculty (Dotolo, 1999). While this should include both full-time and part-time faculty members, it often does not. The role of the instructor is often more significant in adult programs compared to traditional programs. Studies have demonstrated that traditional students learn significantly from participation in the college environment outside the classroom. In contrast, the classroom is central to the learning in adult students' experience. Adult students attribute the relationships they develop with faculty members and their in-class learning experiences as more meaningful to them than for their traditional-age peers (Imel, 2001). Additionally, research on adults' perceptions of exemplary collegiate instruction suggests that the social aspects of instruction (i.e., development of a community of learners within classes and having a respectful and caring instructor) are critical factors for adult students. A number of researchers have offered evidence that for adults, the classroom is the center stage for their learning (Graham, Donaldson, Kasworm, & Dirkx, 2000). This article focuses on a recently-developed faculty development initiative created to address the needs of a group of adjunct instructors. The goals of the program included informing the adjunct faculty on departmental issues as well as connecting them to the department and the institution in a meaningful way. An inclusive and welcoming environment for all faculty, regardless of part-time or full-time status, is desired. In addition, there is an opportunity available for professional growth for the adjunct instructors. Background Information A private university in the Midwest serves a large number of adult learners at the undergraduate and graduate levels. They hold classes at various locations, including several campuses, corporations, and community colleges. Many of the academic departments employ a large number of adjunct instructors. …