Committee Reports

The Annual Report on the Economic Status of the Profession, 2023-24

This year's Annual Report on the Economic Status of the Profession presents findings from the AAUP’s annual Faculty Compensation Survey. The report also describes key institutional finance trends in US higher education and documents the ongoing shift in the makeup of the academic workforce from mostly full-time tenured or tenure-track faculty members to mostly faculty members holding contingent appointments that are ineligible for tenure.

Contingent Appointments and the Academic Profession

Report examining the costs to academic freedom incurred by the current trend toward overreliance on part- and full-time non-tenure-track faculty. The report recommends that for the good of institutions, of the educational experiences of students, and of the quality of education, the proportion of tenured and tenure-track faculty should be increased.

Statement on Academic Boycotts

A new statement approved by the AAUP's Committee A on Academic Freedom and Tenure and adopted by the Association's Council reconsiders Committee A's prior, categorical opposition to academic boycotts set forth in the 2006 report On Academic Boycotts. It maintains that academic boycotts are not in themselves violations of academic freedom and can instead be legitimate tactical responses to conditions that are fundamentally incompatible with the mission of higher education.

Diversity, Equity, and Inclusion Criteria for Faculty Evaluation

The Association views the use of diversity, equity, and inclusion (DEI) criteria in faculty recruitment, promotion, and retention within a broad vision of higher education for the public good. Since the 1990s, many universities and colleges have instituted policies that use DEI criteria in faculty evaluation for appointment, reappointment, tenure, and promotion, including the use of statements that invite or require faculty members to address their skills, competencies, and achievements regarding DEI in teaching, research, and service. Such criteria are one instrument among many that may contribute to evaluating the full range of faculty skills and achievements within a diverse community of students and scholars.

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