A Model for Orientation and Mentoring of Online Adjunct Faculty in Nursing

Nursing education programs frequently employ individuals with exten- sive expertise in their nursing specialty, but little or no teaching expe- rience, particularly in online instruction (Blodgett, 2008). The effective use of adjuncts provides universities with flexibility to staff courses according to variations in student enrollment, but to ensure quality of instruction, it is incumbent upon universities to provide adjuncts with a well-organized and reliable infrastructure, clearly identified performance expectations, consistent assessment methods, and effec- tive communication, support, and training (Adams & Dority, 2005). Faculty development, through formalized orientation and mentoring, is a means to ensure that adjunct faculty are held to the same standards as their full-time counterparts. Mentoring also has the potential to increase feelings of connectedness between faculty and the university.The development of models and programs to prepare and men- tor online adjunct faculty has not kept pace with the demand for this resource (Adams & Dority, 2005; Blodgett, 2008). This article provides a theoretical foundation for a model that can be used to orient and mentor online adjunct faculty.RoLe of adJunct facuLtY In hIGheR educatIonAdjunct faculty are instructional personnel contracted on a temporary basis to teach one course or more. Some adjuncts teach according to a semester-by-semester contract; some have their primary employment responsibilities tied to another employer; and some string multiple adjunct or temporary positions together to provide full-time teaching employment (Louziotis, 2000; Peters & Boylston, 2006). Adjunct employment can be very attractive to qualified individuals. Feldman and Turnley (2001) found that many adjuncts seek part-time teaching positions because of flexible scheduling and a desire to work with seasoned faculty. Adjunct faculty who are in late career stages tend to have a realistic grasp of the advantages of part-time employ- ment, are more satisfied with their part-time jobs, and are more willing to voluntarily engage in university service.There are concerns about teaching quality when adjuncts are employed (Liouziotis, 2000). Because adjunct faculty frequently have little advance notice about their assigned course(s), they may be inade- quately prepared to teach the content (Thompson, 2003). Students are short-changed if adjunct faculty are not prepared to convey the theo- retical foundations for practice.Townsend (2003) proposes that when adjunct faculty encounter low salaries and conflicts with their full-time employment responsibilities, they risk becoming less attentive to their teaching responsibilities. Further, their commitment to students and the university can be dimin- ished by lack of job security, advancement opportunities, professional educational development, or adequate support for teaching, scholarship, and service (Feldman & Turnley, 2001; Thompson, 2003; Townsend). The onLIne adJunct facuLtY mentoRInG modeL (oafmm)This model involves a comprehensive orientation followed by pairing experienced full-time faculty mentors with adjunct faculty who have similar course assignments. An online adjunct faculty coordinator (AFC) directs each step of the process, conducting an initial three- week orientation and working with assigned mentors. The model is supported by Bandura's social cognitive theory (1997), which is pred- icated on the concept of self-efficacy, or the belief in one's ability to engage in a particular behavior. Unless people believe they can pro- duce desired effects by their actions, they have little incentive to act.Role DefinitionA clear definition of job responsibilities and expectations is the first step toward mastery for adjunct faculty. Role clarity leads to increased productivity and satisfaction as well as enhanced professional relation- ships within the organization (Feldman & Turnley, 2001). …