Becoming One Faculty in Pursuit of Student Success

Becoming One Faculty in Pursuit of Student Success

Katie MacDonald Sprute, Marjaneh Gilpatrick
DOI: 10.4018/978-1-7998-6758-6.ch002
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Abstract

Online adjunct faculty at an institute of higher education (IHE) in the Southwestern United States reside all around the world. Training, supporting, and fostering a sense of community among these faculty members can be challenging. In this chapter, College of Education (COE) administrators provide examples of various initiatives in the areas of training, development, collaboration, and engagement with the goals of becoming one faculty in the pursuit of student success. Each initiative is grounded in theory and best practices and has resulted in progress as well as areas for refinement. In this chapter, the authors describe several initiatives: faculty onboarding, faculty mentorship, faculty end of course surveys, faculty circles, online adjunct faculty focus groups, online webinar trainings, workshops, and the 5×5 online course review tool.
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Faculty Onboarding

The College of Education at this IHE began providing initial and advanced teacher preparation programs of study in the online setting in the early 2000s. To meet the increased number of enrolled students in the programs, a significant number of adjunct faculty members were hired. Because the IHE is well known for its quality of teachers and administrators, the adjuncts it hires are recognized as outstanding practitioners in their fields. Once hired, the faculty members go through an asynchronous online training where they learn about:

  • The university’s history and mission

  • The College of Education’s Conceptual Framework

  • The university’s Learning Management System (LMS)

  • The various resources that are available for students

  • The variety of tools, resources, and professional development available for faculty

  • Opportunities for Professional Development that are in place for all faculty

  • Curriculum and syllabi design and development

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