Tag Archives: training

Critical foundations: Delivering standardized professional development to adjunct faculty

Louch, L., & Simpson, S. (2014). Critical foundations: Delivering standardized professional development to adjunct faculty. Paper presented at the Higher Learning Commission 2014 Annual Conference, http://cop.hlcommission.org/Learning-Environments/louch.html.

This brief essay reviews how Baker College, a private, not-for-profit multi-campus school has approached the professional development of its adjunct faculty and the challenges faced in that process.  By using standardization of professional development Baker College has been able to leverage data gathered to make data-driven decisions and create a shared culture of knowledge and goals at the same time.  With a multi-campus environment they have discovered that delivering standardized materials is much more effective for adjuncts when done via multiple delivery methods.  The data that they have been able to gain because of standardization have shown a “notable increased level of understanding and implementation of various teaching, learning, and assessment concepts and strategies.”

Making a match: Aligning audience, goals, and content in online adjunct training

Shattuck, J., & Anderson, T. (2013). Making a match: Aligning audience, goals, and content in online adjunct training. Online Journal of Distance Learning Administration, 16(3).

This article looks at alums of the MarylandOnline project’s Certificate for Online Adjunct Teaching (COAT).  The research was conducted to answer three questions – what were COAT alumni’s primary work situations; did COAT alumni teach online and did completing COAT influence that; and why alumni took the COAT course.  The focus of the study was to determine whether the participants aligned with the initial target audience of Maryland adjuncts.  The researchers found that almost half of the participants were not adjuncts (the target audience).  The creators of the course believed it to be designed and marketed for novice online instructors.  Again, this was not borne out by the research as half of the respondents to the survey had taught online prior to COAT.  Even nonteaching professional found the COAT useful in understanding the needs of online faculty training and managing online programs.  The authors developed a list of training strategies based on what they learned from this research.