The part-timers are often considered “invisible faculty,” because they rarely participate in academic life and typically bolt from campus the moment class ends. That researchers still know little about them — or how well they do their jobs — is especially startling given that a little more than half of all college faculty members are now part-timers, and they far outnumber full-time faculty members on most community college campuses.

The College Faculty Crisis - NYTimes.com

Most people in my discipline," said James Grossman, executive director of the American Historical Association, "if they hear the words ‘authentic assessment,’ ‘high-impact educational practices,’ or ‘essential learning outcomes’ will run as fast as they can in the opposite direction." That is especially the case, Mr. Grossman said, at top-tier research universities. "Nobody is going to flunk the University of Texas or Princeton on their next round of accreditation," he said, "so no faculty member is going to take it seriously, which means this gobbledygook is something they simply have to forebear for a certain period of time.

Educators Point to a ‘Crisis of Mediocre Teaching’ - Graduate Students - The Chronicle of Higher Education

You see, textbook publishers market to professors who pick the books, not students who pay for them—where Apple and Amazon have traditionally directed their marketing. The key to innovation, these companies say, is to not try to beat the big publishing houses at their own game. “Their customer base is not the student,” says Nathan Schultz, the chief content officer at Chegg, which offers textbook rentals, e-textbooks and online study help. “Their customer base is the faculty member and, in some cases, the actual institution.” And every year brings a fresh batch of students looking to start college off right, making them wary of waiting for delivery of an online book, let alone experimenting with other ways of learning the material, says Texts.com CEO Peter Frank.

Why Can’t E-Books Disrupt The Lucrative College Textbook Business? ⚙ Co.Labs ⚙ code community

In the last year or so, many colleges and universities have limited adjunct hours—specifically to avoid having to give them health insurance coverage. The Obama rules further force a decision on just how dependent higher education remains on adjunct. “So if I am in the middle of a lecture, exam or finals, and my adjunct clock strikes 29 hours, do I pick up all the exams, stop lecturing mid-sentence and tell students, ‘sorry, I’m over the hourly limit imposed by the government and this institution, so if you completed the exam fine, if not too bad, take it up with the IRS, Obama and the ACA?’” one person wrote on the Chronicle of Higher Education’s website.

Obama just made it a lot harder for colleges to exploit cheap labor—aka adjuncts - Quartz

Do you have yet another term paper due? You could spend hours in the library, researching related academic articles, pouring over the text, and looking for an insightful thesis to pursue. You could cram on the weekend, double-down on a second draft, hit up TA’s office hours, and revise accordingly. Or you could hire an unemployed professor to do the work for you. I did—and I got an A-. Unemployed Professors connects privileged, unmotivated college students with professors across a variety of fields. Since 2011, it’s operated a black market for homework. Of course, the practice has always existed, but the Internet has made it all the easier to operate, and with teachers increasingly desperate for a paycheck, it’s starting to become a viable form of income for educators.

The Daily Dot - Inside the black market for college homework

The report, “Labor Intensive or Labor Expensive: Changing Staffing and Compensation Patterns in Higher Education,” says that new administrative positions—particularly in student services—drove a 28-percent expansion of the higher-ed work force from 2000 to 2012. The report was released by the Delta Cost Project, a nonprofit, nonpartisan social-science organization whose researchers analyze college finances. What’s more, the report says, the number of full-time faculty and staff members per professional or managerial administrator has declined 40 percent, to around 2.5 to 1.

Administrator Hiring Drove 28% Boom in Higher-Ed Work Force, Report Says - Administration - The Chronicle of Higher Education

Mr. Wetherbe, 65, describes his views on tenure as being formed by his experiences in both academe, where he has taught at a series of universities since the mid-1970s, and in the business world, where he has prospered as a manager, consultant, paid speaker, and board member for companies such as Best Buy. He says he can cite only one colleague in his career who actually needed tenure’s academic-freedom protections in a campus speech controversy. “What I saw more of,” he says, “is people using tenure to allow them to get away with not adding as much value as they were capable of adding.”

Business School Offers Case Study of Controversy Surrounding Tenure - Faculty - The Chronicle of Higher Education

About 40 percent of faculty members used social media as a teaching tool in 2013, an increase from 33.8 percent in 2012, according to a report by the Babson Survey Research Group and Pearson Learning Solutions. Likewise, more faculty members used social media for professional communications and work in 2013 (55 percent) than in 2012 (44.7 percent). In both years, faculty members most often used social media for personal purposes.

More professors using social media as teaching tools | Inside Higher Ed

Survey of Faculty Attitudes on Technology

The survey of 2,251 professors, which, like Inside Higher Ed’s other surveys, was conducted by Gallup, finds significant skepticism among faculty members about the quality of online learning, with only one in five of them agreeing that online courses can achieve learning outcomes equivalent to those of in-person courses, and majorities considering online learning to be of lower quality than in-person courses on several key measures (but not in terms of delivering content to meet learning objectives).

But, importantly, appreciation for the quality and effectiveness of online learning grows with instructors’ experiences with it. The growing minority of professors who themselves had taught at least one course online (30 percent of respondents, up from 25 percent last year) were far likelier than their peers who had not done so to believe that online courses can produce learning outcomes at least equivalent to those of face-to-face courses; 50 percent of them agree or strongly agree that online courses in their own department or discipline produce equivalent learning outcomes to in-person courses, compared to just 13 percent of professors who have not taught online.

And while even professors who have taught online are about evenly divided on whether online courses generally can produce learning outcomes equivalent to face-to-face classes (33 percent agree, 30 percent are neutral, and 37 percent disagree), instructors with online experience are likelier than not to believe that online courses can deliver equivalent outcomes at their institutions (47 percent agree vs. 28 percent disagree), in their departments (50 percent vs. 30 percent), and in the classes they teach (56 percent vs. 29 percent).

» via Inside Higher Ed

Shared governance, tenure, and academic freedom in the classroom are both indefensible and not worth the trouble. There is a better future for academic labor, one that employs the same technologies that seem so threatening today.

Embrace the New Freedom: Technology, Not Tenure - Commentary - The Chronicle of Higher Education