BY KATHLEEN M. ROMERO

There is an undeniable level of prestige associated with achieving a Carnegie Classified level one research (R1) label for institutions of higher education. This status opens new doors to funding, innovation, and research opportunities, and elevates universities to an elite level. Achieving R1 status rebrands universities, offering the perception of a metaphorical new beginning. However, this level of prestige serves only a select few, leaving many—especially contingent faculty—locked out of the very opportunities it promises.

As an aspiring new contingent faculty member, I was thrilled to join an institution that had transformed itself from a small teaching college into one of the fastest-growing public research universities in the United States. Armed with nearly twenty years of public health experience, I was eager to contribute to an expanding department. I believed this would mark the beginning of a new career filled with opportunities to network, grow as an educator, and thrive in academia. The harsh reality was that I encountered closed doors, alienation, and a sense that I had been harmfully brandished by the label of “adjunct.” As the institution pursued prestige, I grappled with burnout and the unsettling realization that exhaustion and exclusion were deeply embedded within the pursuit of progress.

In June 2024 through August 2024, I interviewed eleven contingent faculty experiencing burnout while employed at a striving institution in the northeastern United States. What I discovered underscored my own experience: While these professionals were dedicated to fostering enriched academic environments that enabled students to thrive, they remained largely overworked, unsupported, and unrecognized by the institution. This alarming reality highlights an urgent need for systemic change; it is fundamentally unjust for institutions to build their ambitions on exploitation. It is imperative to provide contingent faculty with a fresh start, a chance for renewed recognition, and inclusion within the pursuit of prestige.

A Call to Action

I urge institutions of higher education to reimagine and enhance the roles of contingent faculty, recognizing their indispensable contributions within the broader pursuit of institutional prestige. This will require a new perspective on the integral role that contingent faculty have in ensuring institutional success. It is time to reimagine their roles, recognizing them as educators and scholars. Achieving this vision may necessitate redefining their titles, expanding opportunities for professional growth, and implementing a meaningful and inclusive reward system that truly reflects their worth and contributions to the academic community.

The Power of a Name

Embracing the professional title of “adjunct” or “contingent” faculty often reinforces an unfair pejorative. Adjunct is defined as “added to another but not necessarily part of it,” which is exactly how contingent faculty are treated within the academy. To shift this narrative, we must rebrand their titles to affirm that they are essential, indispensable, and fully integrated within higher education. Titles like “affiliate faculty,” “academic specialist,” or “instructional scholar” signal recognition of these educators as integral members of the academic community rather than peripheral contributors. Such a change is not merely symbolic; it is a necessary step toward dismantling systemic inequities and acknowledging the vital roles these educators play in sustaining the academic mission of the institution.

Careers with a Purpose

Striving institutions, while prioritizing the production of research, can actively support the professional growth of contingent faculty as part of their pursuit of prestige. This can be achieved by creating networking and professional development opportunities that build stronger connections between contingent faculty and the institution that also bolster their skills. Funding for conferences, mentorship, mini-grants, and active involvement in department life are key to this. Investing in their skills empowers their careers by improving their ability to contribute to the scholarship of teaching and learning while fostering a stronger sense of belonging within the striving institution.

Revising Rewards and Acknowledgement

It was eye-opening to repeatedly hear that contingent faculty felt their work went unrecognized by the institution. To address this, institutions can start by offering increased pay rates and stipends for the unpaid hours spent on course preparation each semester. Additionally, as contingent faculty often hold contracted positions and are excluded from the benefits afforded to full-time employees, institutions of higher education should work toward including them within the rewards that are available to their full-time counterparts. This might include offering free access to onsite wellness and healthcare facilities as well as free or reduced tuition.

The pursuit of prestige does not have to perpetuate burnout and marginalization of contingent faculty. It is time for the academy to foster an environment where everyone has the opportunity to thrive. Contingent faculty deserve the opportunity to share in the benefits of prestige, rather than be excluded by it. We are relying on institutional leaders to take the lead in creating space for contingent faculty to redefine their place within higher education. Without such meaningful change, institutions are complicit in their continued disregard and exploitation. The need for transformation is clear, and the time to act is now.

Kathleen M. Romero is a public health executive and former adjunct faculty member who experienced burnout firsthand. Kathleen Romero recently completed her EdD, and her research explores the challenges faced by contingent faculty, the impact of burnout on well-being, and the pursuit of prestige in academia. The author declares no financial conflicts in connection with this article.