Borgman, Jessie, and Christine I. McClure. “The Ultimate Balancing Act: Contingent Online Teaching and PhD Coursework.” Forum: Issues about Part-Time and Contingent Faculty 23.1 (2019): A3-A8. Print.
Jessie Borgman and Christine I. McClure recount how the opportunity to both teach and take courses online allowed them to develop professionally and pursue rewarding careers.
The writers are long-time contingent teachers with wide experience in online environments. Both are pursuing PhDs in technical communication programs. MClure takes both face-to-face and online courses, while Borgman’s are all online (A3). As they pursue their graduate studies, they have both experienced teaching full loads as contingent faculty, taking on multiple courses at a range of institutions (A4-A5).
They note that they encounter negatives common to contingent positions, such as pay levels not commensurate with their professional standing (A4), “identity issues,” and “lack of professional development opportunities” (A5). They report heavy workloads, including the need to read and respond to a huge amount of student work, to keep with their own coursework, and to continue their own research and writing (A4). They write that this workload has affected their stress levels, their abilities to find time for their families, and their health (A4).
However, the authors contend that their strategies for dealing with these characteristics of their teaching jobs as well as their PhD coursework have allowed them to pursue career directions that would not have been possible without online education. Acknowledging literature that claims that online teaching is more time- and energy-intensive than face-to-face work (A4), Borgman and McClure simultaneously find the ability to work online both as teachers and as students “freeing” (A3).
A strategy they cite as both freeing and enabling is the recognition that they are not tied to “9-to-5 lives”: they “must always be prepared to do what [they] can when [they] can.” They characterize this situation as “a new fluid workspace” that has allowed them to meet demands that would otherwise be impossible (A4).
They also note personal characteristics they believe contribute to their achievements. These include being “extremely organized,” “highly motivated,” and possessed of “excellent time management skills” (A3). They have developed the ability to use synched calendars to coordinate the many intersecting threads of their job, coursework, and home requirements (A5-A6).
The lack of professional development led them to accumulate their own strategies over their years of teaching; they cast their decisions to enter PhD programs as a desire for “more” (A5). They also find that their coursework has led to networks and collaborative alliances that allow them to grow “more confident” about their career trajectories (A5).
One advantage they cite for their online trajectories is the ability to avoid heavy debt loads. They find that flexibility in their programs and employment allows them to take time off as needed to accumulate funds and that financial assistance may often be available from institutions where they work and study (A6).
Borgman enjoys the freedom afforded by contingent work, as well as the opportunity to teach at a wide range of institutions; she does not seek tenure-track employment. McClure notes the value of the benefits she now receives in her current full-time position as an instructor, but is pursuing her research agenda to work toward a tenure-track job (A6).
The authors stress that working online as contingent faculty and studying online need not, “at least for some,” be a “disadvantage” (A6).
Being online students and educators has been more of a blessing in both our lives than a hindrance; we have been able to pursue more opportunities than we had imagined. (A6-A7).