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When roles and expectations remain unclear, instruction can magnify program weaknesses and obscure strengths. The paper argues that stronger program infrastructure requires clear definition and recognition of contingent faculty duties by education faculty and university administrators, and analyzes systemic impacts on curriculum development, program implementation, and educational quality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/noncore-faculty-members-roles-expectations-and-system-stress/603265/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/noncore-faculty-members-roles-expectations-and-system-stress/603265.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do contingent or noncore faculty members require clearly defined roles?","Question",{"text":112,"@type":113},"Because they may be less aware of university expectations, unclear roles can magnify program weaknesses and overshadow strengths. Clear definitions help strengthen program infrastructure and align understanding across faculty and administrators.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are noncore faculty members different from core faculty in traditional systems?",{"text":117,"@type":113},"Traditional core faculty are tenure or tenure-eligible and required to earn terminal degrees, produce scholarly publications, and perform administrative duties. Contract and adjunct noncore faculty were primarily hired to teach and historically lacked key scholarship and service components, often with lower pay and status.",{"name":119,"@type":110,"acceptedAnswer":120},"What system-level effects does increased reliance on non-tenured noncore faculty create?",{"text":121,"@type":113},"The paper links this reliance to blurred boundaries between job roles and academic responsibilities, less stable retention policies, and disparities in participation across university groups. These factors affect program coherence and ultimately the quality of teacher education for K–12 students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603265,1792910376,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Noncore Faculty Members’ Roles:  \nExpectations and System Stress  \nby Barbara Garii and Naomi Jeffery Petersen  \nAbstract  \nSchools of education increasingly are using contingent faculty members to instruct students. Contingent faculty members bring expertise and knowledge. However, because they often are less aware of university expectations, their instruction can magnify program weaknesses and overshadow strengths. To strengthen program infrastructure, the roles and expectations of contingent faculty members must be defined clearly and recognized by all school of education faculty members and university administrators.  \nThe increased use of nontenured, non-permanent faculty members (e.g., adjunct, contingent, or noncore faculty members) in schools of education (SOEs) in American universities (Gappa 2000; American Association of University Professors [AAUP] 2003; Finkelstein 2003) raises questions about how those universities define their educational goals, expertise, and leadership roles. SOEs are complex systems which must align with external systems that require democratic participation by all faculty members, including noncore faculty members, in curriculum development, program implementation, evaluation, coherence, and integrity. The systemic health of this complex institution affects the quality of education offered to preservice and inservice teachers and, ultimately, the education of their K–12 students. Disparity exists among core faculty members, staff members, administrators, students, noncore faculty members, and the professional community regarding the participation of noncore faculty in SOE work.  \nFaculty Types  \nTraditionally, there have been three basic faculty types: tenure and tenure-eligible (e.g., core faculty members); contract (e.g., core faculty members such as clinical, research, or visiting faculty); and adjunct (e.g., noncore faculty members hired on apart-time or as-needed basis). These three types differed in the qualifications required  \nThe Educational Forum • Volume 70 •Spring 2006 • 215  \nGarii and Petersen  \nand the professional duties assigned. For example, to achieve tenure, faculty members were required to have a terminal degree, generate scholarly publications, and perform administrative tasks for the field and the institution. Teaching may or may not have been considered a primary duty.  \nIn contrast, scholarship and service duties historically have not been key components of contract and noncore faculty members’ job descriptions. Contract and noncore faculty members were hired specifically to teach. Contract faculty members were working professionals who had expertise in a specific field and sometimes contributed to faculty development. Though they often were considered core faculty members and were integrated into departmental governance, they may not have earned a terminal degree. Inmost instances, noncore faculty members received low pay and had low status. In the most cynical view, noncore faculty members may have been recruited for expediency rather than academic or professional expertise (Gappa 2000) .  \nRecent trends (Mallon 2000; U.S. Department of Education [ED] 2003) suggest a restructuring of hiring practices and a variety of faculty types that defy ready definition. Faculty positions now include the traditional tracks, as well as permanent but tenure-ineligible, full-time contract, limited-term contract, fixed-term contract, parttime, contingent, and quasi-faculty staff positions (e.g., those who administer field placements) (Chronister and Baldwin 1999; Gappa 2000; Mallon 2000; AAUP 2003; Finkelstein 2003). Many conventional teaching-only positions have been renamed and include an expectation of service.  \nSome colleges and universities no longer offer tenure to their faculty members (Mallon 2000) . In those institutions, permanent but tenure-ineligible faculty members are considered core faculty members. In some tenure-granting institutions, faculty members maybe offered ","cbCailbNpOZju8TI","https://ap.wps.com/l/cbCailbNpOZju8TI","pdf",266239,"English","# Abstract\n## Faculty Types\n## Scholarship and Service Duties\n## Recent Trends and Faculty Categories\n## Job Expectations and System Stress","[{\"question\":\"Why do contingent or noncore faculty members require clearly defined roles?\",\"answer\":\"Because they may be less aware of university expectations, unclear roles can magnify program weaknesses and overshadow strengths. Clear definitions help strengthen program infrastructure and align understanding across faculty and administrators.\"},{\"question\":\"How are noncore faculty members different from core faculty in traditional systems?\",\"answer\":\"Traditional core faculty are tenure or tenure-eligible and required to earn terminal degrees, produce scholarly publications, and perform administrative duties. Contract and adjunct noncore faculty were primarily hired to teach and historically lacked key scholarship and service components, often with lower pay and status.\"},{\"question\":\"What system-level effects does increased reliance on non-tenured noncore faculty create?\",\"answer\":\"The paper links this reliance to blurred boundaries between job roles and academic responsibilities, less stable retention policies, and disparities in participation across university groups. These factors affect program coherence and ultimately the quality of teacher education for K–12 students.\"}]","Noncore Faculty Members’ Roles - Expectations and System Stress | PDF",1792095994,18]