Examining adjunct faculty needs via a distance pedagogical framework in higher education

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.