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Examining the Evolution of Key Characteristics in Faculty Mentoring Programs for Online Adjunct Faculty: Bridging the Distance

Examining the Evolution of Key Characteristics in Faculty Mentoring Programs for Online Adjunct Faculty: Bridging the Distance
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Author(s): Cathy L. Taylor (Park University, USA)and Lisa M. Bunkowski (Texas A&M University, Central Texas, USA)
Copyright: 2023
Pages: 31
Source title: Research Anthology on Remote Teaching and Learning and the Future of Online Education
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-7540-9.ch111

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Abstract

Geo-separated adjunct faculty often experience isolation as a result of minimal contact with their institutions. This can have a negative impact on their success and that of their students. Leadership at Park University recognized these challenges and has been providing peer mentoring to online undergraduate faculty for two decades. The pioneer program paired new online faculty with experienced faculty who were paid a small stipend to provide technical assistance and guidance. The Online Instructor Evaluation System (OIES) was developed soon after. In 2007, the mentoring component expanded with the Online Instructor Mentoring Program (OIMP). This chapter explores the rich history of mentoring online faculty at Park and compares characteristics from the developmental stage of the OIMP and the current version of the OIMP as models for program design. Factors include discipline-specific mentoring, compensation, workload, access, ratios, professional development, a resource center, oversight, and a transformative mentoring community. Motivational incentives are also examined.

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