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CAA is committed to supporting all professionals in the field.  This especially pertains to those who are applying for and working as part-time faculty members.  For more than twenty years, CAA has been setting standards for hiring part-time faculty.

CAA’s current guidelines are published here and copied below. We want to hear from members about how these might be updated and strengthened.

Hunter O’Hanian
College Art Association
Executive  Director and Chief Executive Officer

CAA Guidelines for Part-Time Professional Employment

Part-time employees play a critical role within the art world, specifically in academia, museums, galleries, and other arts institutions. They help meet curricular demands, offer expertise in specialized areas, and/or provide leadership in institutional programming.

Part-time faculty may be referred to with the following terms: adjunct, temporary, lecturer, graduate assistant, and teaching assistant. The terminology and its implications may vary from institution to institution, with the designation “part-time” or “temporary” serving as the most general and therefore consistent names. While this standard is primarily concerned with addressing the conditions of fully credentialed and professionalized part-time or short-term employees who are not simultaneously graduate students, this guideline may be relevant to those employed in conjunction with their graduate studies.

Part-time/temporary faculty and other part-time/temporary employees may be understood to be of several types: Part-time/temporary employees who would prefer full-time positions, part-time/temporary employees with no other employment, part-time employees who teach/work in addition to other full-time employment, and part-time/temporary employees who are retirees. Additionally, some institutions have paid, professional visitors that are not ongoing, full-time employees and also are not recurring, part-time employees. With this in mind, it is acknowledged that there is no singular reason one seeks part-time employment, and while each person may have individual reasons and needs, CAA encourages institutions to chart a path of continual improvements and aspire to provide the best possible working conditions for all part-time/temporary professionals, especially given the increasing reliance on such professionals.

Among key areas of concern are: equitable compensation; employment stability; access to employee benefits, including health care; access to professional development; and safe and adequate working conditions.

Within academia, these areas of concern may be assessed and addressed by comparing part-time faculty roles against full-time tenured/tenure-track faculty roles. Where similar work is performed and similar institutional expectations are held, equitable compensation and resources should exist. Where the treatment of employees in full- and part-time categories is dissimilar, the differences in expectations/compensation and the reasons for those differences should be articulated to both groups.

Institutions that regularly have visiting or guest faculty or curators should define how such roles are similar and different from other full-time and part-time employee roles. If the visiting appointment has responsibilities most similar to a comparable full-time position, the compensation should resemble such a full-time position.

Certain rights and responsibilities should be consistent regardless of one’s employment category. For example, academic freedom should provide the same protections for all. So too should workers’ compensation and other applicable laws that offer employee safeguards.

Working Conditions for Part-Time Employees

Given the great range of mission and expectations in institutions, it is essential that institutions define the roles of part-time employees and provide them with this information as well as information on their workplaces.

1. The following written information should be provided by the institution at the time of employment.
   • Institutions with a significant number of part-time employees may wish to create and use a part-time employee handbook.
   • Statement on the institutional/departmental mission or philosophy
   • A full description of the part-time position, including a definition of the role and duties (in the case of faculty, this would include class title, description, size, contact hours, advising responsibilities, and any other responsibilities)
   • Description of teaching facilities, office facilities, and support services
   • In the case of art and design faculty, description of and access to studio facilities or teaching and for personal, professional development
   • Description of financial support and resources available for performing the work and for personal, professional development
   • Information on evaluation and promotion procedures
   • Information on employment security
   • Information on institutional governance and opportunities to participate in it
   • Information on any and all institutional expectations
2. A written contract for part-time employment should explicitly state the following:
   • Compensation including salary, benefits, and any other compensation
   • Duties and responsibilities
   • Duration of employment
   • Process and timing of evaluation
   • Availability and timing of contract renewal

1. For part-time/temporary faculty:The standards of excellence defined by visual arts programs should be founded upon realistic criteria
   • Generally, part-time/temporary faculty do not have research/creative activity duties; if such expectations exist they should be stated in the contract and the faculty member compensated for them
   • Part-time/temporary faculty may or may not have service obligations; if service duties are assigned, the faculty member should be compensated for them
   • Institutional expectations should take into consideration changes in academia, the commercial
     marketplace, and the discipline in question
   • Whenever possible, faculty should be included in the design of the course taught
   • If a course is to be canceled due to under-enrollment or another issue, the faculty member should be notified in a timely manner; if it is canceled at the last minute, the faculty member should be compensated, either in full or on a pro-rated basis for course preparation
   • Part-time faculty should have access to private (or shared with the expectation
     of privacy when needed) office space for student/teacher meetings
   • If a part-time faculty member’s institutional contribution is equivalent to that of a full-time faculty member, the part-time faculty member should be equitably compensated in comparison to such a full-time faculty member. If there is no expectation for research or service, differential compensation may be significant. This should be clearly stated in contractual materials.
2. For all part-time employees:
   • Personal and environmental safety should be a major concern with adequate protection provided by the employer
   • OSHA, EPA, and other relevant standards should be followed
   • Institutional practices for ensuring safety should be clearly communicated
   • Opportunities for advancement in rank, salary, and responsibilities should be given to recurring, part-time employees.
   • Adequate administrative support should be provided: mailbox; office space; telephone and computer access; clerical support; library facilities; and teaching/research support such as assistants and/or graders, when warranted
   • When additional duties are offered or assigned, and such duties are ones often performed by full-time employees and go beyond the regular scope of part-time employment, the part-time employee should be offered additional and adequate compensation, such as a stipend

The 2013 ad-hoc committee for revision was co-chaired by Thomas Berding, Michigan State University and John Richardson, Wayne State University. The committee included Janet Casey, Skidmore College; Zoe Darling, Milwaukee Institute of Art and Design; Jim Hopfensperger, Western Michigan University; David LaPalombara, Ohio University; Dennis Nawrocki, Wayne State University; and Kate Wagle, University of Oregon.

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