Adjuncting in Philosophy

A powerful post at the APA Blog, demonstrating clearly why reliance on adjuncts is terrible for both adjuncts and their students.

I’m frequently impressed with myself—my energy, my mad skills, my philosophical breadth, and my hard-earned pedagogical wisdom (dissonance theory’s induced-compliance effect, no doubt). But I’m not sure my students see things the same way. They’re probably wondering why their philosophy instructor isn’t required to hold office hours or why, if she does hold them, students’ grades and personal challenges are aired (illegally) in the presence of three office mates. They’re probably wondering why they have exams, instead of papers; why their teacher won’t remediate writing and close reading, when both are secret prerequisites for passing the course; why she so frequently loses her train of thought in the middle of lecture; why it takes so long to get papers back; why she’s not teaching in her area of expertise; why she can’t remember her students’ names; why she doesn’t know anything about the other philosophy teachers, the other philosophy courses, or the university’s Gen Ed requirements; why she lectures most days, with few of the bells and whistles they’ve heard about from their friends at wealthier schools, like experiential learning, small group activities, and Skype sessions with remote experts, to name a few; and why, as soon as finals have ended, she vanishes, unavailable for advice, rec letters, and subsequent courses.

Read the whole thing!

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