Maybee, R. (2015). A learning Outcomes model for mentoring adjunct faculty. In A. A. Howley, & M. B. Trube (Eds.), Mentoring for the professions : Orienting toward the future (pp. 187-203)
After a brief overview of recent literature concerning adjunct faculty needs, Maybee puts forward a practical approach to mentoring adjunct faculty. Maybee asserts that using the learning outcomes model presented in this article “can foster an effective, interactive, and dynamic mentor-mentee relationship” (p.201). Using a combination of learning tools and learning outcomes to establish a sense of accountability he develops a program for more successful collaboration between the mentor and mentee. Five communication tools are given to assist the reader in developing a program of adjunct faculty development. These include: building rapport and community with full-time instructors and other adjuncts; constructive evaluation of adjunct teaching and class management; seeking alternative methods, attitudes, and techniques; maintaining accountability for action plans, progress, introspection, and evaluation. Learning outcomes forming the basis of the plan can include demonstrating successful learner-centered teaching strategies, improved classroom/course management, and improved teaching by applying technology. Maybee offers a completed model to assist the reader, and suggestions on building your own model based on the individual needs of mentors and mentees.
Kelly, R. (2014, May 6). What types of support do adjuncts need? Retrieved from http://www.facultyfocus.com/articles/faculty-development/types-support-adjuncts-need/
This entry discussed the quantitative study done at Northern Oklahoma College comparing the perceptions of adjuncts and administrators concerning the importance of support for part-time faculty. Kelly concisely reviews the relevant findings in the support areas of orientation (both campus and job duties, professional development, and access to support services. Kelly summarizes the recommendation from the study’s author, Dr. Judy Colwell into three main areas; workshops or meetings must be convenient and relevant; listening is an important skill and seeking input is part of that; and keep the adjunct input in perspective.
Betts, K. (2009). Online human touch (OHT) training & support: A conceptual framework to increase faculty and adjunct faculty engagement, connectivity, and retention in online education, part 2. Journal of Online Learning and Teaching, 5(1), 29.
In describing how Drexel University’s Master of Science in Higher Education (MSHE) Program in the School of Education realized a student retention rate of 83% and a three-year faculty retention rate of 93% Betts outlines the conceptual framework for Online Human Touch (OHT). Initially developed to increase student engagement and satisfaction, the concept has been developed to engage, connect, and retain online full-time and part-time faculty. A brief review of the literature reveals that attrition rates are often as high as 70%-80% for online programs for students. Studies are lacking pertaining to the attrition rates of faculty and even fewer studies look at full-time vs. part-time or online vs on-campus programs. The article details, in quite detail, the components of OHT and how it was implemented at Drexel University. Components discussed include faculty engagement, community development, personalized communication, faculty development, data driven decision-making. The OHT premise is that beginning with the recruitment and hiring process and continuing throughout their teaching careers online faculty realize they are part of a larger team and experience the support needed through extensive online communities. Comparative data between online and on-campus programs do not exist because an on-campus program for MSHE does not exist.