Steps that The American Women's College have taken in developing faculty competencies for hiring, developing, and evaluating contingent faculty. Presented at OLC Accelerate 2017.

1. The Path to Creating an Integrated
Online Contingent Faculty
Competency System

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Speakers
Jeremy Anderson
Deputy Chief of Academic & Administrative Technology
Jamie Litchfield
Academic Program Director of Business Programs

3. Our Model

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The American Women’s College
Access mission
1600 students
20 UG majors
6-week sessions
Centralized courses
PDs & SMEs
Adjuncts
Wrap-around support
Institution Model

5. High quality
Low price

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Disaggregation

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Disaggregation

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Disaggregated KSAs
Teaching experience
Subject expertise
Community building
Responsiveness
Formative feedback
Summative feedback
Program assessment
Rubric use
Instruction Assessment

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Could It Be?

10. Our Project

11. Goal
Our goal was to develop a comprehensive and consistent
process in which adjunct faculty are hired, onboarded,
trained and evaluated.
The vision is to create a self-sustaining community of
intrinsically motivated adjunct faculty.

12. Methods
We started by gathering data from multiple stakeholders
through:
1. Review of Existing Institutional Requirements
2. Focus Groups
3. Review of Existing Faculty Development
4. Literature Review

13. Developing the Faculty Development
Model
Instructor
Competencies
Student Evaluation
Training Courses
Peer Evaluation
Job Description, Hiring &
Onboarding
Faculty Handbook

14. Best Practices
Identified a set of best practices in the areas of:
1. Faculty-student engagement
2. Timely feedback
3. Community of Inquiry

15. Presence
Competence
Responsiveness
Development
Developing Competencies
Faculty
Competencies

16. Developing Competencies
Presence
Presence
Competence
Responsive
Development
Create a presence in the course
through the following:
• Weekly video announcements
• Engagement in discussions as
measured by participation at
least four days per week and at
least twenty percent of all
posts (online only)
• Providing a meaningful
presence through grading and
feedback
• Engage in student outreach to
increase student success and
retention

17. Developing Competencies
Competence
Presence
Competence
Responsive
Development
Demonstrate competence in the
following:
• Relevant area of subject matter
expertise
• Knowledge and application of
university policies and
procedures
• Knowledge and application of
student support services
• Culturally responsive teaching
• Technology relevant to
teaching

18. Be responsive to student needs
through the following:
• Regular and timely
communication with students
in accordance with university
policies
• Regular and timely grading in
accordance with university
policies
• Regular and timely feedback
with students in accordance
with university policies
Developing Competencies
Presence
Competence
Responsive
Development
Responsiveness

19. Faculty participate in continued
training and development in:
• The area of subject matter
expertise
• Best practices in teaching and
learning
• University policies and
procedures
• Technology applicable to higher
education
Presence
Competence
Responsive
Development
Developing Competencies
Continued Development

20. Step 1: Selection
Opening the loop

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Hiring & Onboarding
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Job descriptions
Selection
Contracts
Welcome letter
Faculty orientation
Faculty handbook
Hiring Onboarding

22. Step 2: Evaluation
Measuring progress

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Performance Dashboard
Jane Goode
Program(s): Business, WELL
Tenure: 21 cred Last Active: 2017 FA D1

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Student Evaluations
Competency Presence in Student Evaluations
1. Create a
presence in the
course through
the following
Assessment Level Example 1 Example 2
1a. Video
Announcements
Indirect
Assessment
The technology used in
this course effectively
assisted me in learning of
the material.
The instructor
demonstrated expertise
in the subject area.
1b. Discussion
Engagement
Direct Assessment
The instructor helped me
feel engaged.
The instructor guided
discussions effectively.
1c. Presence in
Grading and
Feedback
Direct Assessment
The instructor provided
timely and constructive
feedback that helped me
improve my learning and
understanding.
--
1d. Student
Outreach
None -- --

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Faculty Rubric
Create a Presence in the Course

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Faculty Rubric
Be Responsive to Student Needs through:

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Faculty Rubric
Self Report & Peer Mentor

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Faculty Rubric
Self Report & Peer Mentor

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Faculty Rubric
Continued Learning and Development

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Peer Review
● Peer Evaluation are conducted after the first course is
taught and once yearly thereafter
● Evaluations, using the faculty competency rubric,are
conducted by Lead Faculty members who act as a
resource and mentor throughout the semester

31. Step 3: Ongoing Development
Closing the loop

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Continued Development
● Faculty self-report activities around continued training
and development in the following areas:
○ Subject matter expertise
○ Best practices in teaching and learning
○ University policies and procedures
○ Technology applicable to higher education

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Summative Assessment
● Academic Program Directors conclude the assessment
process with a summative assessment after review of
data collected through:
○ Faculty data dashboard
○ Student evaluations
○ Peer reviewed faculty rubric
○ Faculty self-reporting

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Ongoing Learning and Development

35. Questions?

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Thank You!
Jeremy Anderson
Deputy Chief of Academic Technology and Administrative Technology
jeanderson@baypath.edu
Jamie Litchfield
Director of Computer Applications and Business Programs
jlitchfield@baypath.edu

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References
Mccracken, H., & Dittmar, E. (2012). Promoting Continuous Quality Improvement in Online Education: The
Meta Model. Online Learning, 16(2). doi:10.24059/olj.v16i2.269
Mireles, T. (n.d.). TAWC Adjunct Faculty Competencies Final Report (Rep.).
Tobin, T. J., Mandernach, B. J., & Taylor, A. H. (2015). Evaluating online teaching:
implementing best practices. San Francisco, CA: Jossey-Bass.