Track

Research Proposal / Academic/Professional Development

Proposal Abstract

This study looked to determine if an increase in communication from the Rothwell Center for Teaching and Learning Excellence (CTLE-W) at Embry-Riddle Aeronautical University’s Worldwide (ERAU-W) campus to adjunct faculty during their first term teaching would increase utilization of CTLE-W resources compared to first time ERAU-Worldwide adjunct faculty who did not receive increased communication from CTLE-W. Results showed new adjunct faculty members will continue seeking assistance from the CTLE-W team if they are contacted during their first term teaching.

Proposal Description

Online adjunct faculty play an imperative role in the growth and sustainability of online education; however, institutions may not provide sufficient professional development for their online adjunct faculty. This lack of professional development could result in a compromised quality of education for students (Nordin & Anthony, 2014; Benton & Li, 2015). The current professional development experiences offered by CTLE-W reaches over 1,700 adjuncts faculty located around the world at 100 satellite campuses through synchronous and asynchronous online faculty development courses; however, new adjunct faculty participation and utilization of these resources fluctuates and there was no data on how many first time faculty members use CTLE-W resources during their first teaching term. Using a causal-comparative study CTLE-W determined if increased communication to new ERAU-W adjunct faculty would result in more participation in CTLE-W monthly events and resources when compared to new adjunct faculty that did not receive increased communication from the CTLE-W team. This project was completed in August 2016 and results showed that of the 30 faculty members in the increased communication group all but one reached out to CTLE-W either via phone call or email. Faculty contacted CTLE-W seeking support and assistance with teaching, course set up, and other questions. The results imply that new adjunct faculty members are more likely to continue seeking assistance from the CTLE-W team to ensure they are providing the best learning experience for their students if they are contacted during their first term teaching. CTLE-W has continued reaching out to new adjunct faculty and moving forward will gather evidence on whether or not faculty who worked with CTLE-W staff made modifications to their teaching based on the consultations and resources they received.

Session Format

Poster Session

Location

Coastal Georgia Center, Savannah, GA

Publication Type and Release Option

Presentation (Open Access)

 
Mar 30th, 9:00 AM Mar 30th, 9:45 AM

New Adjunct Faculty Outreach

Coastal Georgia Center, Savannah, GA

This study looked to determine if an increase in communication from the Rothwell Center for Teaching and Learning Excellence (CTLE-W) at Embry-Riddle Aeronautical University’s Worldwide (ERAU-W) campus to adjunct faculty during their first term teaching would increase utilization of CTLE-W resources compared to first time ERAU-Worldwide adjunct faculty who did not receive increased communication from CTLE-W. Results showed new adjunct faculty members will continue seeking assistance from the CTLE-W team if they are contacted during their first term teaching.