In an ethnographic study set within a biology department of a public university in the United States, incongruity between the ideals and practice of science education are investigated. Against the background of religious conservative students' complaints about evolution in the curriculum, biology faculty describe their political intents for fostering science literacy. This article examines differences that emerge between the department's rhetorical commitment to improve science understanding amongst their students and the realities of course staffing and anxieties about promotion and tenure. Because tenure-track faculty are motivated to focus their careers on research productivity and teaching biology majors, other biology courses are staffed with adjunct instructors who are less equipped to negotiate complex pedagogies of science and religion. In practice, faculty avoid risky conversations about evolution versus creationism with religiously conservative students. I argue that such faculty are complicit, through their silence, in failing to equip their students with the science literacy which their own profession avows is crucial for a well-informed citizenry in a democracy.
Thomas J. Eveland
Maryellen Weimer (2016), Essential Teaching Principles: A Resource Collection for Adjunct Faculty Madison: Magna Publications, 236 pp., ISBN 9780912150246 Despite the pointed appeal to adjunct faculty in the title, Essential Teaching
Management of IUCN. In 1990 he was awarded the NAGA Award for the best scientific paper or book by a developing-country author from the International Center for Living Aquatic Resources Management (ICLARM). Since 1983, he had been an adjunct faculty member
Penny Welch and Susan Wright
's Essential Teaching Principles: A Resource Collection for Adjunct Faculty . Our thanks go to the authors of the articles and the review, the anonymous referees who commented on the manuscripts, our publisher (Berghahn Journals) and the Editorial Board
Katie Kirakosian, Virginia McLaurin, and Cary Speck
the number of undergraduate students enrolled. The instructor has either been a tenure-track faculty member from the UMA Department of Anthropology or an adjunct faculty member who is either a senior PhD student or a recent PhD graduate from the UMA