Adjunct mentoring


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Adjunct mentoring

  1. 1. Adjunct Mentoring The Key to Performance
  2. 2. Problem Background <ul><li>High demand for part time (adjunct) instructors </li></ul><ul><li>Colleges find themselves in a crunch to fill open classes </li></ul><ul><li>Adjuncts are rushed into a class with little to no training </li></ul><ul><li>This does not create an ideal situation and can lead to ineffective education </li></ul>
  3. 3. Adjunct Faculty Numbers <ul><li>As much as 85% of faculty are adjunct </li></ul><ul><li>In many cases, adjuncts feel left out </li></ul><ul><li>With the number of adjuncts employed, colleges need to take an active role in developing their adjunct faculty </li></ul>
  4. 4. Literature review <ul><li>Colleges are expected to deliver quality instruction from quality instructors </li></ul><ul><li>Current perspective from colleges is that adjunct are paid to teach, that’s all </li></ul><ul><ul><li>Not a lot of encouragement to get involved in decisions </li></ul></ul><ul><ul><li>They are typically given no benefits and low pay </li></ul></ul><ul><ul><li>There is also no guarantee that they will be invited back to teach in subsequent quarters/semesters </li></ul></ul><ul><li>This can decrease an adjuncts investment level </li></ul>
  5. 5. Literature review <ul><li>Adjuncts can motivate students interest in fields of study (Bettinger & Long, 2004) </li></ul><ul><li>Adjuncts have a high interaction level with students </li></ul><ul><ul><li>They act as academic advisors in some instances </li></ul></ul><ul><li>Ehrenberg & Zhang (2004) argued that adjuncts struggle to integrate students into college </li></ul><ul><ul><li>They have typically not been integrated themselves, this makes it difficult to integrate a student </li></ul></ul>
  6. 6. Literature review <ul><li>The view on the quality of instruction is also an issue that needs to be addressed </li></ul><ul><ul><li>Limited training on teaching methodologies can lessen instruction quality </li></ul></ul><ul><ul><li>Students generally do not rate adjuncts as high as full time instructors </li></ul></ul><ul><li>Klein et. al (1996) asserted that providing offices space (phones, etc.) may significantly increase student perception </li></ul>
  7. 7. The responsibility of the institution <ul><li>Provide training </li></ul><ul><ul><li>Develop adjunct teaching skills </li></ul></ul><ul><ul><li>Conflict resolution </li></ul></ul><ul><ul><li>In service training </li></ul></ul><ul><li>Professionally develop the adjunct </li></ul><ul><ul><li>Certifications </li></ul></ul><ul><ul><li>Workshops </li></ul></ul><ul><ul><li>All geared to keep the individual current on industry trends </li></ul></ul>
  8. 8. The solution <ul><li>A mentoring program can provide the diverse training needed </li></ul><ul><li>New adjuncts to institutions will be assigned a mentor </li></ul><ul><li>The mentor will be an individual with experience and proven success </li></ul>
  9. 9. The process Attracting, supporting & retaining quality Adjunct Faculty. Adapted from Strycker (2008)
  10. 10. The solution <ul><li>Pilot training program (Strom-Gottfried & Dunlap, 2002) </li></ul><ul><li>As adjuncts begin their assignment there will be an orientation that covers topics such as entering grades, location of office supplies and basic procedures that the adjunct will be required to adhere to </li></ul><ul><li>After the orientation the adjunct will meet with their mentor to schedule training activities </li></ul><ul><ul><li>Teaching observations </li></ul></ul><ul><ul><li>Lesson plan preparation </li></ul></ul>
  11. 11. Rationale <ul><li>By providing the training and resources, a quality adjunct can be developed </li></ul><ul><li>They are important to colleges and fulfill a critical need </li></ul><ul><li>Preparing adjuncts for their role is a benefit for the institution and adjunct </li></ul><ul><li>The result will be a well informed and well prepared adjunct </li></ul>
  12. 12. Next steps <ul><li>Need to identify current adjuncts that need mentoring including new adjuncts </li></ul><ul><li>Identify the resources needed (staffing, website, room availability </li></ul><ul><li>Identify a champion of the program, who the mentors will be and how many are needed </li></ul>
  13. 13. REFERENCES <ul><li>Bettinger, E., & Long, B.T. (2005). Help or hinder? Adjunct professors and student outcomes. Retrieved November 17, 2010 </li></ul><ul><li>Ehrenberg, Ronald G. and Zhang, Liang (2004) “Do tenure and tenure-track taculty </li></ul><ul><li>tatter?” Journal of Human Resources </li></ul><ul><li>Ellison, A.B. (2002). The accidental faculty: Adjunct instructors in community colleges. Retrieved November 20, 2010 Fagan-Wilen, R., Springer, D.W., Ambrosino, B., & White, B.W. (2006). The support of adjunct faculty: An academic imperative. Social Work Education , 25 (1), 39-51. Retrieved from EBSCOHost database. </li></ul><ul><li>Klein, W. C., Weisman, D. & Smith, T. E. (1996) ‘The use of adjunct faculty: an exploratory study </li></ul><ul><li>of eight social work programs’, Journal of Social Work Education, vol. 32, no. 2, pp. 253–263. </li></ul><ul><li>Knapp, L.G., & et, al. U.S. Department of Education, Institute of Education Sciences. (2009). Employees in postsecondary institutions, fall 2009, and salaries of full-time instructional staff, 2009-10 (NCES 2011150). Washington, DC: Government Printing Office. </li></ul><ul><li>Schmidt, P., (2010, November 30). Conditions imposed on part- time adjuncts threaten quality of teaching, researchers say. The Chronicle of Higher Education, p. N/A Retrieved December 6, 2010 from </li></ul><ul><li>Strom-Gottfried, K. & Dunlap, K. M. (2002) ‘Assimilating adjuncts: strategies for educating and </li></ul><ul><li>integrating contract faculty’, paper presented at the 48th Annual Program Meeting of the </li></ul><ul><li>Council on Social Work Education, Nashville, TN. </li></ul><ul><li>Strycker, W.K. (2008). Recruiting and maintaining adjunct faculty. Madison Area Technical College . Retrieved November 3rd 2009 </li></ul><ul><li>Ziegler, C . A .; Reiff, M. (2006). Adjunct mentoring, a vital responsibility in a changing educational climate: The Lesley University Adjunct Mentoring Program . Mentoring and Tutoring, 14(2), 247-269. Retrieved from EBSCOHost database. </li></ul>