Making Visible Our Invisible Faculty: Mentoring for Contingent Online Faculty

Abstract

Since the U.S. recession, restructuring of the economy highlighted the growth of contingent workforces that provide flexibility, adaptability, and cost-effectiveness in organizations. Academe with limited resources increased reliance on contingent faculty (also known as part-time and adjunct faculty) for teaching. Contingent faculties who teach online for colleges and universities have received little attention in terms of their needs and interests. This article focuses on these invisible and voiceless faculties and presents a meta-synthesis of research that addressed contingent online faculty and mentoring strategies and programs.