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The number of adjunct faculty members in higher education has been increasing nationally over the past two decades, and schools of social work are no exception to this trend. There has been robust debate about adjunct use, given concerns about low pay, poor access to benefits, lack of inclusion in academic decision making, and little support outside the classroom. Given the growing reliance on such part-time faculty in social work programs, and cognizant of ethical considerations, it is important to find ways of supporting adjuncts that both honor their contributions to social work education and promote the quality of education they offer the next generation of social workers. This paper explores the creation of a multi-faceted, adjunct-centered initiative for part-time social work instructors at a large, urban public university. The authors discuss the existing literature on perceptions of adjunct instructors across various constituencies, address issues around the inclusion of adjuncts in the faculty community, and share obstacles encountered and lessons learned in their endeavor to bolster programmatic support for adjunct instructors. [ABSTRACT FROM AUTHOR]

Adjunct faculty use in higher education has been on the rise since the 1970s, with adjuncts teaching 58% of United States community college classes. Yet, adjuncts are consistently excluded from the professional development opportunities offered to their full-time counterparts. For institutions to ensure their students are receiving the best education possible, it is vital to provide resources, access, and points of engagement that enable adjunct instructors to build collegiality. Mentoring is an effective way for institutions to support their adjunct population. I highlighted points of consideration for mentoring programs within higher education by examining the implementation of a mentoring program at a community college in the United States. The purpose of my qualitative case study was to document adjuncts' experiences while entering a new mentoring program. [ABSTRACT FROM AUTHOR]

Adjunct faculty have become an essential addition to social work programs in the United States. Full-time social work faculty have not been able to meet the demands created by continued growth of BSW and MSW programs. The number of doctoral students in social work programs has not kept up with the growth of the programs. A survey of program directors available through the Association of Baccalaureate Social Work Program Director's (BPD) listserv in the United States found that respondents saw adjunct faculty as assets to social work programs. The survey results indicated that adjunct faculty provide a ‘value added’ component. Adjuncts need to receive an orientation and continual training to help prepare them for classroom management and become aware of university policies. Adjuncts can be retained if they receive training, have frequent contact with faculty, and have access to university resources. [ABSTRACT FROM PUBLISHER]

We treat the interpretation and motivate the morphology of tense in adjunct clauses in English and Russian (relative clauses, before/after/when-clauses) with a future matrix verb. The main findings of our paper are the following: 1. English has a simultaneous reading in present adjuncts embedded under will. This follows from our SOT parameter. Russian present adjuncts under budet or the synthetic perfective future can only have a deictic interpretation. 2. The syntax of Russian temporal adjunct clauses (do/posle togo kak…) shows overt parts that had to be stipulated for English as covert in earlier papers. We are thus able to present a neat and straightforward analysis of Russian temporal adjuncts. [ABSTRACT FROM PUBLISHER]

Two eyetracking experiments examined the real-time production of verb arguments and adjuncts in healthy and agrammatic aphasic speakers. Verb argument structure has been suggested to play an important role during grammatical encoding (Bock & Levelt, 1994) and in speech deficits of agrammatic aphasic speakers (Thompson, 2003). However, little is known about how adjuncts are processed during sentence production. The present experiments measured eye movements while speakers were producing sentences with a goal argument (e.g., the mother is applying lotion to the baby ) and a beneficiary adjunct phrase (e.g., the mother is choosing lotion for the baby ) using a set of computer-displayed written words. Results showed that the sentence production system experiences greater processing cost for producing adjuncts than verb arguments and this distinction is preserved even after brain-damage. In Experiment 1, healthy young speakers showed greater gaze durations and gaze shifts for adjuncts as compared to arguments. The same patterns were found in agrammatic and older speakers in Experiment 2. Interestingly, the three groups of speakers showed different time courses for encoding adjuncts: young speakers showed greater processing cost for adjuncts during speech, consistent with incremental production (Kempen & Hoenkamp, 1987). Older speakers showed this difference both before speech onset and during speech, while aphasic speakers appeared to preplan adjuncts before speech onset. These findings suggest that the degree of incrementality may be affected by speakers’ linguistic capacity. [ABSTRACT FROM PUBLISHER]

Nationwide, the percentage of faculty who are tenured (or in tenure-earning positions) is declining, with proportionate increases in the amount of instruction provided by adjunct and other part-time instructors, including doctoral students. These trends are mirrored within academic social work and have given rise to some concerns about the potentially adverse effects this could have on the quality of instruction provided to MSW and BSW students. A review of the social work literature, however, failed to locate any systematic investigations published on the topic of evaluating the quality of teaching provided by adjuncts or doctoral students. The authors undertook a comprehensive analysis of the course evaluations obtained from a large urban school of social work in the Southeast over a 3-year period, covering 294 courses (61% BSW, 39% MSW). Of these, 181 classes were taught by regular faculty, 63 classes were taught by community-based adjuncts, and 50 classes by social work PhD students. Inferential tests found no statistically significant differences in the global course evaluations earned by regular faculty or adjuncts. However, there were statistically significant differences in the course evaluations earned by regular faculty and doctoral students, favoring the former, but the effect size was small and of little practical import. In general, the authors found no strong evidence that adjuncts or doctoral students provided less positively evaluated teaching than did regular faculty. The authors' results are limited to one university setting but their research design can be readily adopted by other programs, given the widespread use of quantified student-completed course evaluations generally maintained on university databases. More serious attention needs to be given to determining whether the course evaluations commonly used by universities are truly valid. [ABSTRACT FROM AUTHOR]

In recent years, parathyroid surgery has evolved from traditional bilateral neck exploration to minimal invasive parathyroidectomy. This trend became possible due to preoperative localization imaging that guides the surgeon in the search for a parathyroid adenoma. Intraoperative adjuncts are complementary to preoperative localization and assist in localizing parathyroid glands, confirming parathyroid tissue and establishing a cure. Institutions and surgeons utilize different intraoperative adjuncts in different protocols with varying results. The purpose of this article is to review the available intraoperative adjuncts to parathyroid surgery and critically evaluate their utility, accuracy and their added value to the surgeon. INSET: Key issues. [ABSTRACT FROM AUTHOR]

This article weaves together two areas of focus regarding business librarians and those who practice business librarianship at least 20% of the time. Based on survey data of 97 U.S. librarians, the article explores the job transition experience among librarians who move into academic business librarianship, examining their preparation, attitudes toward public service, characterization of patron relations, and perceptions of the differences between their former and present work environments. The same set of librarians was surveyed for their attitudes toward adjunct teaching and for information about their library school preparation for business librarianship. The survey data helped to draw several conclusions. Although work environments can vary greatly, transitioning between different types of libraries is not as difficult as may be perceived. Many business librarians feel underprepared for business librarianship, requiring on-the-job training or extensive self-teaching. Other conclusions involve library school curriculum. Library school programs need to realize the importance of including business curriculum and to improve existing business sources and services curriculum. More business librarian practitioners need to consider adjunct teaching to improve the situation. [ABSTRACT FROM AUTHOR]