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David BarrishAmanda HartmanMaria Poindexter
Online Adjunct Faculty
OrientationThe Gateway for Creating
Student Success
Importance60% of credits at J. Sargeant Reynolds
are taught by adjunct faculty (Fall 2011)No fixed schedule of hire
Defining Needs“The ideal orientation program will _____.”
provide knowledge, skills and abilities (KSAs) needed during first several weeks of teaching
highlight policies many adjunct might not think about
be delivered online to accommodate all adjunct faculty
be accessible 24/7 for initial use and future reference
Development ProcessCommittee formed
Input from several college units; not just instructional faculty
Focused on “need to know” informationCreated web portal with links to
information already there (minimal new content developed)
Categorize primary duties
Former Adjunct Faculty Web Page
New Adjunct Faculty Web Page
http://inside.reynolds.edu/adjunct/
Expandable Items
Key Components
Key Components
Key Components
Key Components
Key Components
Pre-semesterOrientation
Checklist
Recordkeeping
Assessment
Adjunct Faculty Orientation ProgramSpring 2011
Stakeholder SurveySample Size: 646
Number of Respondents: 193Response Rate: 30%
Assessment2. What role do you serve at the college?
Response Count Percent
Adjunct Faculty (but not a Program Head as well) 168 87.0%
Program Head (can be an Adjunct Faculty member as well) 20 10.4%
Dean, Assistant Dean, or Assistant to the Dean 5 2.6%
Other (please specify) 0 0.0%
Total 193 100%
3. Did you participate in the online Adjunct Faculty Orientation Program?
Response Count Percent
Yes 68 40.5%
No 100 59.5%
Total 168 100%
Assessment4. Why did you not participate in the online Adjunct Faculty Orientation Program?
Response Count Percent
I did not see the need to participate in this program 8 8.2%
I was told this program was an option, but was not required 8 8.2%
I did not know about this program 65 67.0%
Other (please specify) 16 16.5%
Total 97 100%
Assessment4. Why did you not participate in the online Adjunct Faculty Orientation Program?
Missing=3
Other Responses:
I have been at Reynolds for 15 years and did not see how it could help me at this point of my career.
I took a while to be loaded into the JSR email system. I probably missed the notice.
I wanted to go, but I got busy that day and forgot
I attended orientation on campus in 2009
I went to orientation conference at beginning of the semester and did not know this program
Overwhelmed
received one on one training
I must have just forgotten about it.
I may have but have forgotten. I have been travelling and have not had left over time since I devote any time I have during the semester to my classes.
I attended the face-to-face orientation.
Assessment5. Did you complete the Teaching Duties section (the first section) of the online Adjunct
Faculty Orientation Program?
Response Count PercentYes 61 89.7%No 7 10.3%Total 68 100%
6. From the training you completed on the Teaching Duties section of the online Adjunct Faculty Orientation Program, how prepared do you feel to conduct your college duties in this area?
Response Count PercentMuch better prepared than before 19 31.1%
Somewhat better prepared than before 30 49.2%
No different than before 12 19.7%Somewhat less prepared than before 0 0.0%
Much less prepared than before 0 0.0%
Total 61 100%
Assessment7. Did you complete the Managing, Recording & Reporting Attendance section (the second section) of the online Adjunct Faculty Orientation Program?
Response Count PercentYes 58 85.3%No 10 14.7%
8. From the training you completed on the Managing, Recording & Reporting Attendance section of the online Adjunct Faculty Orientation Program, how prepared do you feel to conduct your college duties in this area?
Response Count PercentMuch better prepared than before 26 44.8%
Somewhat better prepared than before 21 36.2%
No different than before 10 17.2%Somewhat less prepared than before 1 1.7%Much less prepared than before 0 0.0%Total 58 100%
Assessment9. Did you complete the Assessing Student Learning section (the third section) of the online Adjunct Faculty Orientation Program?
Response Count PercentYes 57 83.8%No 11 16.2%
10. From the training you completed on the Assessing Student Learning section of the online Adjunct Faculty Orientation Program, how prepared do you feel to conduct your college duties in this area?
Response Count PercentMuch better prepared than before 18 32.7%
Somewhat better prepared than before 27 49.1%
No different than before 10 18.2%
Somewhat less prepared than before 0 0.0%
Much less prepared than before 0 0.0%
Total 55 100%
Missing=2
Assessment11. Did you complete the Related Information section (the fourth section) of the online Adjunct Faculty Orientation Program?
Response Count PercentYes 56 83.6%No 11 16.4%
Missing=1
12. From the training you completed on the Related Information section of the online Adjunct Faculty Orientation Program, how prepared do you feel to conduct your college duties in this area?
Response Count PercentMuch better prepared than before 19 33.3%
Somewhat better prepared than before 25 43.9%
No different than before 13 22.8%
Somewhat less prepared than before 0 0.0%
Much less prepared than before 0 0.0%
Total 57 100%
Assessment13. What positive impact(s) in your class(es) can you attribute to the online Adjunct Faculty Orientation Program?
•There were expectations I was not aware of, such as having to hand out a paper syllabus as well as an electronic
one.
•Classroom flow and the ability to notify students of institution-wide policies and dates
•My syllabus and BB use both improved with the information shared in the training program. My DL course is also
more documented for student clarity and instructor support.
•I was better prepared for the administrative details.
•I have a better understanding of where to find information when students ask questions about things around the
college that don't necessarily relate to my class.
•It made me feel more a part of the school itself.
•For new instructors there is a wealth of information. Having been at JSRCC since 2002 a lot of what was provided
was not new. However, having all this information in one area was nice.
•I have found it easier to be consistent when grading materials.
•It is valuable for me to refer back to the orientation information in order to answer student administrative questions.
•Better communication with students.
•Was more informed to be able to answer student questions.
Assessment14. What are your recommendations to the Adjunct Faculty Orientation Program for improvement of content, process, etc.?
•I like the content and effort to help prepare and "qualify" an adjunct to teach. Most of mine was kinda learn by doing. My best idea is to provide a "buddy system" where experienced adjunct faculty members must make themselves available to new adjuncts to help them in the training process. This might flatten the learning curve.
•Put some advanced information i for teachers with varying levels of experience.
•More interactive - quizzes at the end of reviewing the sections. More like the MOAT training instead of just pointing to policies to read.
•I would like to be able to find information on what to do if? There are times when I think some of the information for Adjunct faculty is hard to find. For example, how to go about requesting review for pay increase. Also, the proper procedure for certain school functions. Such as requesting to take online course. Who would sign the necessary forms, etc?
•I think the information is on target since this is my first semester here and no one person can answer all questions so this system is great for assistance. Very organized and very helpful!
Assessment25. What positive impact(s) on your program/discipline can you attribute to the online Adjunct Faculty Orientation Program?
•(1) The program illustrates the college's commitment to student and faculty success; (2) Several adjunct faculty have acknowledged the value of the information they otherwise were unaware existed; (3) We are viewed as leaders in the area of adjunct faculty preparation. More than one faculty adjunct member stated that we are the only college he/she is aware of that has a fully-featured program.
•The resource is available 24-7 and this is extremely important. Additionally, being able to reference the material and refer/remind faculty about the resource is helpful and supports our instructional goals. We also use it when we sit down to talk with adjuncts about teaching and organizing their work for the classroom/administrative functions.
•better information provision to adjuncts
•Knowledge of general procedures. A storehouse of information for scheduling, turning in grades, and semester structure.
26. What are your recommendations of the Adjunct Faculty Orientation Program regarding improvement of content, process, etc.?
•The next logical level is to develop and deploy an assessment based orientation component that assures knowledge and awareness has synthesized into applied understanding.
•More information regarding professional development (types, amounts, who to see) and more information regarding pay increases complementing education and time taught.
Next StepsGreater participationOwnership of siteAdditional KSAs
FERPAClass cancellations & make-up
policy/expectationsCodes (adjunct offices, copiers)Sample overview of student evaluations
Add teaching/learning module
