The College of Professional and Continuing Education (CPCE) Department at Wentworth Institute of Technology utilizes a large number of adjunct faculty members who often need professional development and networking opportunities to further develop their classroom facilitation techniques. With this in mind, a program was created to help adjunct faculty become well organized to their position through a reliable infrastructure, clearly identified performance expectations, consistent assessment methods, and effective communication, support and training. Join this session to learn strategies used in recruiting, onboarding, developing and maintaining faculty members for successful online and hybrid programs.

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Cultivating Adjunct
Faculty Development
and Engagement

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Sandra Mohr
Director of Faculty Services
Wentworth Institute of Technology
Email - Mohrs@wit.edu
Linkedin -https://www.linkedin.com/in/sandracoswatte
Twitter - @SandraCoswatte

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“Good teaching is forever and the teacher is immortal” - Jesse Stuart

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Session Agenda
• Session Goals
• Wentworth Institute of Technology
• Holistic View of Faculty
• Faculty Recruitment, Onboarding, Training, Support
• Questions
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Session Learning Objectives
• Assess strategies to recruit, onboard, and develop
faculty for face-to-face, online, and hybrid
programs.
• Understand different models of professional
development for faculty teaching in online or hybrid
models.
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Wentworth Institute of Technology
• Do – Learn- Succeed
– Career Focused
– Experiential Learning
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WIT Colleges
• College of Architecture, Design & Construction
Management
• College of Arts & Sciences
• College of Engineering & Technology
• College of Professional & Continuing Education
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College of Professional and Continuing
Education
• Focus on Adult Learners
• Various Learning Modalities
– Online – Blended – Face to Face
• Various Learning Options
– Master’s Degrees – Bachelor’s Degrees – Associate Degrees
– Certificates – Workforce Training
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Holistic Faculty View
• Create a robust learning environment
– Faculty are dedicated to superior teaching and learning
• Recruiting the right faculty members to teach in
the appropriate modality
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CPCE Faculty
• Full Time Faculty
• Adjunct Faculty
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Growth of Adjunct Faculty
• From the fall of 1993 through the fall of 2013,
adjunct faculty roles have grown 104%
(Kena et. al., 2015)
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Benefits of Adjunct Faculty
• Bring Specialized Knowledge and Experience Into
The Classroom
• Bring Connections To Business and Industry
• Can Add Diversity and Flexibility
• Allow For More Agile Scheduling
(Wallin, 2007)
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Faculty Recruitment
• Comprehensive plan
– Ongoing outreach for high quality faculty
– Interviewing/Hiring – Collaborative College Process
– Training
– Preparation/Mentoring
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Onboarding Process
• School Infrastructure and Support
• Clearly Identified Performance Expectations
• Consistent Performance Expectations
• Consistent Assessment Methods
• Effective Communication
• Faculty Support and Training
(Adams & Dority, 2005)
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Faculty Engagement Team
• Involvement in Policy Development
• Connecting CPCE Faculty with Campus
• Quality Control and Institutional Alignment
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Policy Development
• Faculty Expectations
• On Campus Contact Points

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Hiring New Faculty
• Applying For Openings
• Interview Process
– Involve Academic Departments
• Training/Technology Preparation
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Onboarding Process
• Human Resources
• Director of Faculty Services
• Online Training/Course Preparation
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Onboarding Foundations
• Content Knowledge & Sharing
• Active Learning Strategies
• Coherence of Learning Activities
• Mentoring & Coaching
(Garet et al., 2001)
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Faculty Course Preparation
• Chance To Be A Student Before Teaching Students
• Learning Teaching Strategies And Developing Plans
To Implement Strategies In Class
• Allows Time For Practice and Preparation For
Learner Centered Instruction
(Murthy, Iyer, & Warriem, 2015)
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Faculty Integration Opportunities
• Invited To Participate In Campus Opportunities
– Onboarding/Training
– Recruiting Events
– Professional Development
• Part Of Campus Materials
– Marketing Materials
– Website Collateral
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Professional Development
College Provided
– Faculty Meetings
– Trainings
– Peer Sharing/Mentoring
Institute Provided
– Learning Innovation
Technology Team
– Opening Weeks
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CPCE Faculty Onboarding
• Experience resources like our students would before
entering the classroom
• Learn how to use the learning management system
• Understand institutional policies and contact points
• Learn best practices for use in faculty classroom
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Goals of Professional Development
• Create A Pedagogical Community On Campus
• Facilitates Faculty Members Becoming More
Effective In The Classroom
(Shahid & Azhar, 2014)
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Faculty Support
• Administrative
• Academic
• Peer/Mentoring

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Questions
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References
• Adams, M., & Dority, K. (2005). Part-Time Faculty: Building a Quality Team. DETC
Occasional Paper Number 24. Distance Education and Training Council.
• Allen, I., & Seaman, J. (2015). Grade level: Tracking online education in the United
States. Babson Survey Research Group.
• Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What
makes professional development effective? Results from a national sample of
teachers. American educational research journal, 38(4), 915-945.
• Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J. & Dunlop
Velez, E. (2015). The Condition of Education 2015 (NCES 2015-144). US Department
of Education. National Center for Education Statistics. Washington, DC. Retrieved
[July 30, 2015] from http://nces. ed. gov/pubsearch.
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References
• Murthy, S., Iyer, S., & Warriem, J. (2015). ET4ET: A large-scale faculty professional
development program on effective integration of educational technology. Journal of
Educational Technology & Society, 18(3), 16-28. Retrieved from
http://search.proquest.com/docview/1707773442?accountid=458
• Shahid, A., & Azhar, S. (2014). Sketching Effective Faculty Professional Development
Framework. Asian Journal of Business Management, 6(2), 118-123.
• Wallin, D. L. (2007). Part-time faculty and professional development: Notes from the
field. New Directions For Community Colleges, 2007(140), 67-73.
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