Inclusive Development for Remote Adjunct Faculty in Higher Education

Inclusive Development for Remote Adjunct Faculty in Higher Education

Amber Dailey-Hebert (Park University, USA), B. Jean Mandernach (Grand Canyon University, USA) and Emily Donnelli-Sallee (Park University, USA)
ISBN13: 9781799867586|ISBN10: 1799867587|EISBN13: 9781799867609|DOI: 10.4018/978-1-7998-6758-6

Description

Unlike traditional (i.e., full-time or adjunct campus-based faculty), remote adjunct faculty deal with issues of distance and isolation, and face unique challenges pertaining to motivation, time, and compensation. Hence, more consideration is needed to create institutional affinity and organizational commitment; build community; and create opportunities for remote adjunct faculty to be included as an integral component to their academic departments. These issues and challenges have only expanded since the recent pandemic, in which the majority of instructors are now working remotely and teaching via online. Research demonstrates that these higher education faculty are not only geographically isolated from each other and their colleagues at flagship campuses but also lack adequate institutional support and resources necessary to perform their roles. Institutions face challenges integrating these “invisible colleagues” in meaningful ways into the academic programs and the institutional at large. Yet, institutions continue to rely heavily on this group of under supported and undertrained instructors who teach the majority of online courses offered across the country. Institutions need models and strategies to tap the expertise and perspectives of remote adjunct faculty not only to improve teaching and learning in online programs but also to retain this critical talent pool.

This edited collection offers such practical strategies to support and integrate contingent, remote, and adjunct instructors in realistic, cost-effective, and meaningful ways. The collection presents research, theoretical frameworks, instructor perspectives, and program models highlighting effective strategies, innovative approaches, and unique considerations for creating professional development opportunities for remote adjunct faculty teaching online. Audiences for the collection include (but are not limited) to faculty, administrators, higher education stakeholders, community college administrators, researchers, and students.

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Grounded in the belief that education has the power to transform our lives and our society, Amber Dailey- Hebert is an internationally recognized leader in promoting innovation in higher education. Her work directly impacts adult learners as a Full Professor at Park University, and has extended to academic leadership roles as a Department Chair, Program Coordinator, Associate Dean, and as the Founding & Executive Director for the Center for Excellence in Teaching and Learning, which serves over 1600 full and part-time faculty around the world. In addition, Dr. Dailey-Hebert is a prolific researcher and collaborator, publishing multiple textbooks, peer reviewed journal articles, serving as editor of peer reviewed journals, and winning awards for her scholarship and pioneering efforts in problem-based learning and service learning in the online, hybrid & face-to-face environments.