Examining Adjunct Faculty Needs Via a Distance Pedagogical Framework in Higher Education

Authors

  • Narcrisha Norman Embry-Riddle Aeronautical University Worldwide
  • Federica Robinson-Bryant Embry-Riddle Aeronautical University Worldwide
  • Yeutong Lin Embry-Riddle Aeronautical University Worldwide

DOI:

https://doi.org/10.33423/jhetp.v20i10.3656

Keywords:

Higher Education, adjunct faculty, distance education, adjunct faculty needs, Distance Pedagogical Framework

Abstract

Adjunct faculty are increasingly more critical in Higher Education. A leading distance-learning program implemented a leveled model to organize ~700 adjunct faculty. Given online engineering and engineering technology graduate/undergraduate programs, the College faced unique challenges posed by distributed work environments and distance learning modalities. This paper examines challenges adjunct faculty face, a continuous improvement processes, quality and sustainability in distance learning, concerns among stakeholders, methodology and results. Results show adjunct faculty would like more feedback, additional course information, increased lead-time, course frequency and effective communication with points of contact. It presents, opportunities for increased efficiency and effectiveness.

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Published

2020-12-04

How to Cite

Norman, N., Robinson-Bryant, F., & Lin, Y. (2020). Examining Adjunct Faculty Needs Via a Distance Pedagogical Framework in Higher Education. Journal of Higher Education Theory and Practice, 20(10). https://doi.org/10.33423/jhetp.v20i10.3656

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Articles