A Limited Time Offer:
Exploring Adjunct, Visiting,
and Fixed-Term Positions
44
SECTION VI: PROFESSIONAL DEVELOPMENT—THE JOB MARKET
Austin Trantham
1
, Connor J.S. Sutton
2
,
Margaret Mary Ochner
3
, & Jennifer Lamm
4
1. Saint Leo University 2. Anderson University 3. Montclair State University 4. Texas State University
KEYWORDS: Adjunct, Jobs, Visiting, Non-Tenure, Teaching.
Introduction
T
he diversity of non-tenure track (NTT) positions means there is no one-size-ts-all advice
for graduate students in or considering such positions. However, we argue there are general
principles that should be followed to maximize the utility of these roles in pursuing career
and vocational goals. We rst dene and describe the roles and types of NTT positions
and describe how graduate students should view NTT positions from both professional
and personal perspectives. is chapter details the potential benets and drawbacks of these positions
to better prepare graduate students to navigate the NTT market. We illuminate crucial skills and
experiences in NTT positions and highlight strategies for success in NTT roles for students throughout
their graduate education and job search, as well as in leveraging these positions to obtain more secure
positions. ese include being strategic in choosing NTT positions and being strategic once in NTT
positions. ese positions can be extremely useful in developing teaching skills, building a marketable
CV, networking, and assessing vocational goals, but these appointments are also oen tenuous, low-
wage, and time consuming. Hiring term-limited faculty is less regulated than the process for hiring
tenure-track personnel. Like the market for postdocs, the NTT labor is “less transparent, less equitable,
making it a bottleneck for improving diversity in disciplines as scholars move to more senior positions
in the academe, a phenomenon known as the “leaky pipeline” (APSA 2005). Considering these factors,
graduate students should be deliberate when considering NTT positions. Our goal is to guide students
in developing realistic expectations for job searches during graduate school and enlighten students on
core considerations in selecting positions.
What Do You Need to Know?
It is necessary to dene and identify types of NTT positions prior to applying, as there are not only
dierent hiring requirements, but dierent skills, benets, and various other factors. For simplicity, we
will discuss limited-term, part-time teaching positions under the umbrella term of “non-tenure track” or
“NTT” positions pursuant to the American Political Science Association’s (APSA) occupational studies
of the discipline. NTT positions encapsulate a wide variety of teaching opportunities, including terms
that frequently appear in job listings, as illustrated in Figure 44.1. e commonality between these po-
sitions is the fact that they are for a “xed term” where the university is under no obligation to rehire at
Strategies for Navigating Graduate School and Beyond284
the end of the contract period unless stipulated otherwise.
Figure 44.1: Common Characteristics of NTT Positions
As illustrated in Figure 44.1, NTT positions vary and are individually dened by institutions. is list
is by no means exhaustive, as institutions continue to develop and proliferate fewer traditional ten-
ure-track roles. We speculate that more of these roles will arise, especially with the rapid changes in in-
tegration of technology over traditional classroom settings. We recommend that applicants thoroughly
review the hiring institution’s faculty handbook in order to understand their rights and responsibilities
as an NTT professor before accepting an appointment.
What does this mean?
Job Pipeline
Although many students do not begin a graduate program in political science with the goal of obtaining
NTT employment upon graduation, it is important to understand how these academic appointments t
into the occupational landscape. If you aspire to a career in academia, it is more likely than not that you,
members of your graduate cohort, and/or future colleagues will assume an NTT role at some point in
your career, either during graduate school or upon completion. APSA’s 2018-2020 job placement report
illustrates that about one-half of graduates accept NTT appointments as “their rst placement” aer
completing their PhD. us, it is crucial that applicants understand the stark dierences between NTT
and traditional tenure-track positions.
Qualifications for NTT Positions
It is worth noting that the labor markets for tenure and NTT academic appointments are highly dis-
tinctive. Hiring practices for NTT faculty are less stringent, and fewer credentials are necessary for
appointment. Typically, hiring decisions for NTT’s are made at the departmental level without signif-
icant involvement from higher-level university ocials. Depending on the specic NTT position, the
institution usually requires very limited, if any, research or writing expectations. NTTs do not always
need a PhD, though some post-graduate degree is typically required. Relevant teaching and research
experience in your eld may be important, but oen less so for tenure-track appointments. us, the
NTT applicant may not have to submit the variety of scholarly materials (e.g., teaching philosophy and
Appointment covering initial set-time frame but may be extended if needed. Preferred terminal
degree (PhD/equivalent), but “All But Dissertation” (ABD) candidates may be considered.
Position Title
Dening Characteristics
Adjunct Faculty
Temporary position that is paid a set rate to teach one or more courses in an individual
semester. Based on departmental need/student demand.
Assistant Teaching Professor
Position primarily focused on teaching or teaching/service duties. May be eligible for
eventual promotion to Associate and Full Teaching Professor.
Instructor
Most general term - implies nothing about education level or contact type. Typically lacking
a terminal degree (PhD or equivalent) in the relevant eld of study. Focused on classroom teaching.
Instructor or Professor of Practice
Positions for those with master’s, PhD, JD, etc. Practitioners are sometimes hired on the basis of
non-academic work and may include administrative duties
(e.g., director of policy center, etc., usually 12-month contract)
Professional-Track Appointment
Position that focuses more on quality classroom instruction and service and does not require
meeting dened benchmarks for scholarship/research output (e.g., usually 9-month contract.)
Visiting Instructor/Lecturer
Temporary appointment given to one without terminal degree. May be eligible for renewal
for multiple semesters or academic years.
Visiting Assistant Professor
Have explicit and purposeful boundaries
Strategy in Choosing NTT Positions
Strategy in NTT Positions
Make vocational decisions
Cultivate mentors in teaching and scholarship
Recognize nancial realities
Develop transferable course materials backed up outside of an institutional learning management
system (LMS) - e.g., Blackboard, Canvas, Moodle, D2L, etc.
Consider NTT positions
as means to an end
Build teaching philosophy with practical examples
Evaluate CV gaps for marketability
Compile evidence of teaching eectiveness
Prioritize degree completion and
tenure-track (or non-academic
equivalent) positions
Be eective but do not be perfect
Say “no” when appropriate
Design courses that minimize instructor time commitment while meeting pedagogical goals
Consider viable alternatives
to NTT positions
A Limited Time Offer:
Exploring Adjunct, Visiting, and Fixed-Term Positions
285
student evaluations) required for a tenure-track application, and the process may move quickly. (For
additional information about application materials, see chapter 43.)
Benefits and Compensation
Full-time employment as faculty typically involves a consistent, simplied schedule, set oce hours, and
location on a daily basis. Additionally, it provides for health insurance, retirement plans, and increased
job security. erefore, the dierence between working full versus part-time at an institution cannot be
under emphasized. While part-time educators must perform many of the same duties as full-time facul-
ty, the compensation oered is signicantly less than that of full-time appointments. NTTs are typically
not salaried but paid by semester, course, or credit hours. Additionally, there are oen more stringent
limitations on the number of classes a part-time NTT professor can teach per semester. is data should
not be discouraging but serve as a guide for eectively planning your career choices.
Why Does It Matter?
How to View the Increase in Temporary Positions
e sharp increase in NTT faculty positions in political science (and higher education generally) over
the last decade lends credence to the discussion within this chapter. is development should be con-
sidered by anyone assessing their career prospects in higher education, especially those who desire to
teach. (For more general information about the political science job market, see chapter 34.) NTT ap-
pointments provide opportunities for candidates to gain teaching experience, build rapport, and focus
on developing a publication record before applying to tenure-track positions. Because the NTT and
tenure-track markets are intertwined, it benets the applicant to understand the role of NTT educators
in the discipline.
Opportunity Value
NTT appointments can be an excellent method for gaining practical experience in the profession. De-
veloping pedagogical skills while completing temporary teaching assignments provides concrete evi-
dence of classroom competence when applying for tenure-track positions. us, though an NTT role
oers less nancially, the opportunity for practice is invaluable. However, if one desires an alternative
career path to academia or as a sta member (e.g., student advisor), but also enjoys faculty work or is
uncertain where their passions lie, an initial NTT position can be a pathway toward future work. is
experience allows the educator to fulll vocational and personal goals, including staying current on
changing trends in higher education while working with students and learning from their perspectives.
Similarly, because NTT positions oen have limitations regarding how many courses any employee can
teach during any given semester, this allows the new teacher the opportunity to focus in-depth on cra-
ing and completing one course, which is a rare opportunity. On the other hand, an NTT position can
also lead to a “career” NTT. ough dicult to obtain and maintain, teachers may end up juggling NTT
positions at several universities. Additionally, ad hoc teaching can be a supplement to non-academic
vocations and these opportunities increase as new online mediums become more widely available.
What Will I Teach?
Graduate students should consider how these factors aect the job itself. It cannot be overstated that
the appointments and specic assignments of full-time instructors (especially those with tenure) take
precedence over NTT faculty. is means that xed-term instructional appointments may be sporadic
and may only be nalized weeks before the start of a given semester. Some NTT instructors are assigned
courses aer students have enrolled. is can be intimidating, but it is the nature of NTT work. Because
of these factors, NTT faculty must be extremely exible as course schedules may be assigned, changed,
and/or removed quickly. Course preparation in draing syllabi, creating assignments, and learning new
subject matter is oen extremely labor intensive, oen on short notice.
Depending on the appointment, an NTT instructor may not have a choice in what class or classes
Strategies for Navigating Graduate School and Beyond286
they will teach, nor the textbook or supplementary materials used to teach it. NTTs are sometimes pro-
vided with samples and expected to teach the class a certain way or adopt a former professor’s syllabi.
However, other NTT positions may require the professor (who may have never taught, nor even taken,
the course themselves) to develop relevant curricula and assignments and nd scholarly materials on
short notice. Oen, instructors must teach themselves some of the subject matter at a rapid pace in order
to eectively teach the course. Understanding and accepting these uncertainties should be considered
when applying for NTT positions, and candidates should ensure this aligns with existing personal and
professional obligations.
How Will I Teach?
Course assignments may be given in a wide array of instructional modalities. Non-traditional instruc-
tion is increasingly common. Online courses may include hybrid elements and may be conducted either
synchronously or asynchronously. is may be benecial in an NTT position, as it allows the professor
increased autonomy while widening the range of available teaching positions without requiring travel.
As early-career educators should know, teaching is perfected over time. e online element also creates
unique challenges. us, before accepting an NTT position, it is important to consider individual prac-
tices regarding the use of instructional technology, creating innovative assignments, timely grading of
student work, and ensuring equity and inclusivity in the classroom (For additional tips and suggestions,
see chapters 29 and 30). Much of this is university-dependent and may continue to change and develop
over time. us, exibility is key, and it is wise to keep up to date on best practices in non-traditional
classroom settings.
Finally, the impact of exogenous events on NTT employment should be mentioned. Depending on
the location, instructors may be forced to accommodate for a hurricane, tornado, or other severe weath-
er event disrupting the normal course schedule. Traditional classes may switch unexpectedly to a virtual
modality due to a public health crisis and subsequent concerns of spreading illness in shared spaces or
canceled altogether due to institutional nancial cuts because of an economic recession or depression.
ese events may increase or decrease opportunities for NTT positions but oen cannot be predicted
and are outside the control of those in or seeking these roles.
What Should/Can You Do?
Given the signicant nancial and vocational challenges of term-limited work, as well as the time re-
quired to succeed in these positions, graduate students need to be strategic in two primary ways. First,
they must be strategic in choosing NTT positions, and ensure they know the explicit purpose that any
position(s) may serve in reaching their educational and vocational goals. Secondly, graduate students
also need to be strategic once in NTT positions and make these positions as useful as possible in advanc-
ing their professional goals.
Strategy for Choosing Term-Limited Positions
ere are signicant benets to NTT positions. NTT appointments are a low-stakes opportunity for
self-assessment to see if teaching is a vocational calling. ese positions allow individuals to teach and
prepare classes that they may not have had the opportunity to—especially if a student did not have fund-
ing opportunities tied to being an instructor of record. Individuals have unique reactions to their rst
classroom experiences. For some, it conrms their vocational skills and career goals. For others, they
realize working with undergraduates in the classroom should not be the dening feature of their career
and would prefer more research-oriented positions, to work with graduate students, or pursue non-ac-
ademic professions. (For additional information about your rst teaching experience, see chapter 29.)
Beyond vocation, NTT positions also make graduates more competitive on the job market, giving the
chance to practice and reect on teaching philosophies, compile evidence of teaching eectiveness (new
syllabi, student evaluations, teaching demo lectures), and network with potential future collaborators,
mentors, and employers.
A Limited Time Offer:
Exploring Adjunct, Visiting, and Fixed-Term Positions
287
Graduate students should also be strategic in saying no to certain opportunities. Given the diversity
of term-limited positions, there is no one universal standard for making this decision. Full time NTT
positions may provide competitive compensation while achieving opportunities for professional and
personal development. Other positions pay very little without benets for the same end on an ad hoc
basis. Graduate students should be realistic in their assessment of opportunities. Some take term-limited
positions and end up in tenure-track positions. However, this is hardly a rule. ese positions should
be considered for what they are, as dened in employment contracts, rather than what they could be. It
is tempting to choose a position because it could become what they want it to be, but graduate students
must prioritize timely competition of degrees and the pursuit of sustainable employment and vocation.
Figure 44.2: Dos and Don’ts for NTT Positions
Strategy During Term-Limited Positions
NTT faculty need to be strategic once in these positions and maximize their utility. For the NTT in-
structor, perfect is the enemy of good. Many are called to teach because they love it and want to be the
best teacher possible. Given the realities of NTT positions—variable pay, limited security, opportunity
cost—it is not always advantageous to be the “best version” of a teacher. Rather than being the perfect
teacher, they should focus on being the most pragmatic teacher. Instructors should be purposeful in ap-
proaching these positions as they are tremendous opportunities to hone teaching skills, develop reusable
content, network with new colleagues, pedagogically experiment, and learn new subjects. Instructors
should put in time and eort in teaching, but do not strive for perfection. is is the most dicult lesson
for someone who considers themselves a teacher-scholar, in that order. is means prioritizing teaching
in NTT positions to improve their lot in securing more sustainable appointments.
As there is not a one-size-ts-all model, we provide general considerations to make the most of
NTT positions. First, build and maintain any and all teaching materials for portability (independent of
the institutional LMS). Second, recognize instructors do not need to be masters of topics they teach. It
is okay to be one step ahead of undergraduates, knowing that subsequent iterations will be better. ird,
think about positions in terms of building teaching portfolios. e best teaching philosophies develop
when practiced and when defended with evidence of teaching eectiveness. Fourth, know when to say
“no.” NTT positions may call for non-compensated work—informal/formal advising, lesson planning,
Appointment covering initial set-time frame but may be extended if needed. Preferred terminal
degree (PhD/equivalent), but “All But Dissertation” (ABD) candidates may be considered.
Position Title
Dening Characteristics
Adjunct Faculty
Temporary position that is paid a set rate to teach one or more courses in an individual
semester. Based on departmental need/student demand.
Assistant Teaching Professor
Position primarily focused on teaching or teaching/service duties. May be eligible for
eventual promotion to Associate and Full Teaching Professor.
Instructor
Most general term - implies nothing about education level or contact type. Typically lacking
a terminal degree (PhD or equivalent) in the relevant eld of study. Focused on classroom teaching.
Instructor or Professor of Practice
Positions for those with master’s, PhD, JD, etc. Practitioners are sometimes hired on the basis of
non-academic work and may include administrative duties
(e.g., director of policy center, etc., usually 12-month contract)
Professional-Track Appointment
Position that focuses more on quality classroom instruction and service and does not require
meeting dened benchmarks for scholarship/research output (e.g., usually 9-month contract.)
Visiting Instructor/Lecturer
Temporary appointment given to one without terminal degree. May be eligible for renewal
for multiple semesters or academic years.
Visiting Assistant Professor
Have explicit and purposeful boundaries
Strategy in Choosing NTT Positions
Strategy in NTT Positions
Make vocational decisions
Cultivate mentors in teaching and scholarship
Recognize nancial realities
Develop transferable course materials backed up outside of an institutional learning management
system (LMS) - e.g., Blackboard, Canvas, Moodle, D2L, etc.
Consider NTT positions
as means to an end
Build teaching philosophy with practical examples
Evaluate CV gaps for marketability
Compile evidence of teaching eectiveness
Prioritize degree completion and
tenure-track (or non-academic
equivalent) positions
Be eective but do not be perfect
Say “no” when appropriate
Design courses that minimize instructor time commitment while meeting pedagogical goals
Consider viable alternatives
to NTT positions
Strategies for Navigating Graduate School and Beyond288
curriculum draing, faculty meetings, and mandatory training. Knowing what the benets of these
tasks vis-a-vis objectives is essential to knowing when to say no. Set personal and professional bound-
aries. Lastly, NTT positions oen are less “plugged-in” than tenure-track positions and departments are
less likely to invest in NTT professional development. is means that people in these positions must be
more purposeful in pursuing networking and mentorship opportunities. ese relationships may yield
rich rewards but must be actively pursued (for a larger discussion, see chapter 7).
Conclusion
e direction of the eld and market means that more political science graduate students will have to
consider NTT positions in various forms. As such, students seeking careers in academia should be stra-
tegic while considering and applying for NTT positions. is is a highly personalized and fact-depen-
dent choice, and graduates should keep their professional goals in mind while making decisions. NTT
positions are excellent opportunities to be the instructor of record, to develop teaching skills, build their
resume, and make informed decisions about their vocational preferences. Students need to be strategic
once in NTT positions. ese opportunities can be used either as a springboard towards a more perma-
nent teaching career or appreciated for what they are. However, we encourage students to make strategic
considerations when accepting or refusing potential job opportunities based on the strategies detailed
above, as well as realistic standards for the job market.
References
American Political Science Association. 2021. APSA Graduate Placement Report: Analysis of Political
Science Placements for 2018-2020. https://preprints.apsanet.org/engage/api-gateway/apsa/assets/
orp/resource/item/61649e5d8b620d1d574c4b7f/original/apsa-graduate-placement-report-analy-
sis-of-political-science-placements-for-2018-2020.pdf. Accessed October 18, 2021.
American Political Science Association 2019. APSA Statement of Student Evaluations of Teaching.
https://www.asanet.org/sites/default/les/asa_statement_on_student_evaluations_of_teaching_
feb132020.pdf. Accessed December 17, 2021.
American Political Science Association. 2005. Women’s Advancement in Political Science: A Report on
the APSA Workshop on the Advancement of Women in Academic Political Science in the United
States. https://www.apsanet.org/portals/54/Files/Task%20Force%20Reports/Womens_Advance-
ment_in_Political_Science_2005.pdf. Accessed August 16, 2022.
