Full messages below. Let the discussion continue. --gw Scott Barker Chair, Informatics Information School University of Washington says: Don't assume that adjuncts, affiliates, visitors, lecturers, or graduate student instructors should be equated with a lesser experience or poorer quality. It just isn't true. ------------------------------------ I do intend to imply, suggest, or state, that non-tenured and/or non-tenure track teachers specifically involved in training librarians to work in libraries are *different" from tenured faculty in positions Ãteaching graduate students in universities to understand the information environment and the world of information, and to pursue research in these areas. The spice of a seasoned professional from industry is great, and I'm delighted to know that you have such a wealth of them to draw from. Not all of us do. But would you want to build an entire university-based LIS curriculum on their backs and their experiences? How do you draw the difference between an educational program as a part of a university, committed to the diverse acquisition of knowlege, and a training program? --gw <><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><> Gretchen Whitney, PhD, Retired School of Information Sciences University of Tennessee, Knoxville TN 37996 USA [log in to unmask] http://web.utk.edu/~gwhitney/ jESSE:http://web.utk.edu/~gwhitney/jesse.html SIGMETRICS:http://web.utk.edu/~gwhitney/sigmetrics.html <><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><><> ------------------------------------- I realize that I am opening up yet again the divisions between the world of librarians (who want to shove books across the counter) and the world of information scientists (who want to understand the role of information in the communication and understanding of culture) and the role of communication theorists (who want to understand the role and intersection of information technologies and the preservation and communication of culture). I am not saying (and I didn't say it in the first place) that non-tenured or contingent faculty were inferior. They have different objectives in their intellectual development. They have different objectives in their lives. They are just DIFFERENT in the objectives of their lives. I would have loved to spend time with Steve Jobs, but he would have been an adjunct in an LIS, focused on the advancement of technology and a business, and not on the raw focus of the advancement of knowledge through scholarly and scientific work (writing ¦papers and teaching classes, eg.) although he would have been given credit for the MacOS. Maybe, if he hadn't rocked a few boats. You're exactly right, in that these two cultures, the corporate and the university, have complementary contributions to enhance the educational experience of the university for the student. They are very different, but can equally contribute to the experience. I strongly agree that there are many corporate (adjuncts) who could teach LIS students about user research. I would also argue that there are many seasoned LIS professors who could teach corporate (adjuncts) about privacy issues and constitutional issues. -------------------------------------------------------------- Gretchen - Your message seems to imply that non-tenured and/or non-tenure track teachers are inferior to tenure-track faculty and you express grave concern that they are teaching so many classes in universities today. I feel I need to step forward and say that I believe your basic premise is flawed. As chair of our undergraduate program here at the University of Washington Information School, I can tell you that we have great faculty in both categories. Many of our tenure-track faculty have extensive conceptual knowledge and research experience that they bring to the classroom. Many of our adjuncts have great professional experience or hands-on skills. But I could flip those categories around. I can give you examples of tenure-track faculty that have great professional experience and adjuncts that are great researchers. Category doesn't matter. In many of our technology courses, having faculty with state-of-the-art knowledge is extremely important. In Seattle, if we have can hire an adjunct or visiting lecturer from Microsoft, Amazon or Boeing, someone who has deep knowledge of the technology and deep job experience, and that person isn't tenure track, that's OK by me. Alternatively that person might be a Ph.D. or graduate student in our program who is just coming back to school after working for years in industry. These individuals may have lots to offer that a tenure-track faculty member may not. They can and they do deliver exceptionally high quality courses to students. Similarly, if we can hire an amazing individual like Nancy Perl to teach an LIS course on adult services in public libraries, wow! I really don't care if she is tenure-track or not, she is going to (and she does) deliver a fantastic course that excites and engages students. In other words - the category someone is in doesn't tell me if they are a good teacher or not. Tenure-track or non-tenure track doesn't by itself define the quality of the instructor or the quality of the class. Don't assume that adjuncts, affiliates, visitors, lecturers, or graduate student instructors should be equated with a lesser experience or poorer quality. It just isn't true. Scott Barker Chair, Informatics Information School University of Washington ----Original Message----- From: Open Lib/Info Sci Education Forum [mailto:[log in to unmask]] On Behalf Of Gretchen Whitney Sent: Saturday, February 04, 2012 5:51 PM To: [log in to unmask] Subject: Re: [ALISEadjunct] Fw: New Faculty Majority Summit (fwd) Greetings all, A deeply disturbing read, and worth your attention. Whether faculties like it or not, adjuncts and graduate students (whatever you call them, that is, non-tenured and non-tenure track teachers) are teaching the majority of university students at both the undergraduate and graduate level. They are indeed the New Faculty Majority. This is a major shift from the late 1960s, when a student would not run into a graduate student or asst prof at the teaching level. I know that I never did at UNC-CH or UM. And these were great universities, both for teaching and research. In terms of LIS education, undergraduate courses in information sciences are being tossed off to graduate students AFAICT as minor contributions to the university mission, as are introductory courses at the Masters level in the information sciences. I would love to see some numbers here - who at what rank is teaching who or what? Is ALISE collecting this data? Ë --gw ---------- Forwarded message ---------- âDate: Wed, 1 Feb 2012 08:34:24 -0500 From: Lorna Peterson <[log in to unmask]> To: [log in to unmask] Subject: Re: [ALISEadjunct] Fw: New Faculty Majority Summit Inside Higher Education has a thorough essay on this by Modern Languages ËAssociation president Michael Berube: http://www.insidehighered.com/views/2012/02/01/essay-summit-adjunct-leaders I highly recommend this sobering read. lp ? ˆ †