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5.2 Revisiting the four cornerstones to mentoring adjunct faculty

Online teaching and learning in higher education is growing at an exponential rate! This growth will continue to escalate during the 21st century! The powerful tools of technology will deliver instruction in unprecedented ways. Yet, the tools of technology are only as effective as the masters of this craft. Those using technology to teach online in increasing numbers are educational leadership adjunct professors. In some cases, universities adjunct faculty members comprise 100% of their entire faculty (Babb&Mirabella, 2007). Clearly, the time has come for online universities to provide mentoring that assures the success of their greatest teaching force, its adjunct faculty. The authors present research based needs comprising an effective mentoring program for educational leadership adjuncts. The cornerstones of effective mentoring programs for adjuncts teaching online are professional development, effective communication, building balance, and forming relationships.

Ncpea publications

This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the NCPEA Handbook on Virtual/Online Instruction and Programs in Education Leadership, ISBN 978-1-4507-7263-1.

Editors

Janet Tareilo, Stephen F. Austin State University
Brad Bizzell, Virginia Tech

Associate Editors

Beverly Irby, Sam Houston State University
Rosemary Papa, Northern Arizona University
Thomas Valesky, Florida Gulf Coast University
Theodore Creighton, Virginia Tech

About the Authors

Dr. Carolyn Rogers is Associate Dean of P-12 Programs at Capella University, Minneapolis, Minnesota. She in a national and international speaker on online learning and school leadership. She has presented nationally and internationally on ethics and online learning, as well as published in the areas of school leadership, online learning and parenting.
Dr. Melissa McIntyre is Associate Faculty in P-12 Leadership Programs at Capella University in Minneapolis, Minnesota. She has presented internationally on P-12 learning and written leadership styles, online learning, and school climate.
Dr. Michael Jazzar is Part-time Faculty in Curriculum and Instruction at Capella University in Minneapolis, Minnesota. He has written multiple book and articles on school leadership, online learning, school strategies, and school climate.

Introduction

The face of 20 ^th century higher education has changed with adjunct faculty members today totaling more than 500,000 out of every three postsecondary instructors (Bakia, Caspary, Wang, Dieterie&Lee, 2011). This number is projected to continue to increase in the 21 ^st century. As a result, the time has come for higher education institutions to reach out to their adjunct instructors differently. The need to identify and provide support to educational leadership adjunct faculty for the perpetuity of higher education can no longer be optional. As higher education institutions reach out to adjuncts, they will need to listen carefully and respond affirmatively to what their instructors are saying. Higher education institutions will need to support the mission of the National Staff Development Council to ensure effective professional development is provided for each and every educational leadership adjunct faculty member (National Staff Development Council, 2001; Dalsgaard&Paulsen, 2009).

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Read also:

OpenStax, Ncpea handbook of online instruction and programs in education leadership. OpenStax CNX. Mar 06, 2012 Download for free at http://cnx.org/content/col11375/1.24

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