Casting NTT Faculty as Practitioner-Researchers: Using Research Opportunities to Enhance Teaching, Service, and Administrative Assignments

Abstract

While many contingent faculty members are interested in research, such work is often done on personal time and weighed against teaching service, and administrative assignments. Yet, these research activities hold great significance for instructors, for the employing institution, and for the discipline. The authors argue for an integrated-scholar model that positions instructors as practitioner-researchers, and they illustrate how faculty colleagues have found success integrating scholarship, teaching and service to help argue for promotion and raises.