Non-Tenure-Track College Science Instructors' Use of Student-Centered Learning Strategies and Resistance to Neoliberal Ideology

• In Event: Resistance Strategies: Neoliberalism and Contingent Faculty

Abstract

Neoliberal ideology impacts structural components of the academy that have shaped the trajectory of higher education. Concordant with this ideology is the increasing dependence on non-tenure-track faculty (NTT). Here we use institutional ethnography to investigate the impact that institutional practices influenced by neoliberal ideology have on science teaching practices. Interviews with college instructors across four science disciplines revealed that NTT faculty feel undervalued and sense the dominance of research over teaching. Analysis of institutional documents communicated myths about the teaching work week and ability to evaluate teaching. Interestingly, teaching practices employed by NTT faculty were more student-centered than those used by tenure-track faculty. We suggest the move toward TT teaching-focused positions as resistance to neoliberal influences on the academy.

Authors

• Trisha Anne Douin, University of Louisville
  Presenting Author

• Raymond J. Chastain, University of Louisville
  Non-Presenting Author

• Marci S. DeCaro, University of Louisville
  Non-Presenting Author

• Jeffrey Hieb
  Non-Presenting Author

• Linda Fuselier, University of Louisville
  Presenting Author