The system outlined in this book reveals the exact system used by all the top-earning adjunct professors in the field. This book will take you from your first teaching assignment all the way up through making 6-figures a year or more as an adjunct! In this book Dr. Rubin will also outline the new developments in the adjunct field that YOU can exploit for your benefit. For example, he'll expose how to take advantage of: * The trend of community colleges becoming 4-year colleges * Colleges cutting back full-time faculty * What university hiring freezes really mean for adjuncts * The increase in the number of online schools * Current economic conditions creating a pent-up demand for future expansion This is all vital information for your future success as an adjunct professor teaching both online and on ground.
A gig economy is a system where employers hire independent and qualified workers for short-term contracts. While this might seem like a system worlds away from higher education, this is very much a common system embraced by colleges and universities. Being an adjunct faculty member has resulted in many highly educated people becoming part of the gig economy. Becoming and Supporting Online Adjunct Faculty in a Gig Economy provides information on the many challenges and potential solutions that can be leveraged as an online adjunct faculty member. Covering topics such as collaboration with full-time colleagues, curating resources for online courses, and maintaining working relationships, this book is ideal for adjunct faculty, administrators, students, researchers, and academicians.
Did you know you could teach from home and earn a six-figure salary? Thousands of people make a great living teaching online courses from home, and the more classes they teach the more they earn! If you want into this exciting profession, this guide will show you how to get started, find great jobs, and earn more than you thought possible.
In the spring of 1932, I had finished a two-year run in Threes A Crowd, a musical revue in which I appeared with Clifton Webb and Libby Holman. The following September I was to go into a new show. I had no contract; merely the producers promise. When I returned to New York to start rehearsals, I discovered that there was to be no show. It had been a hot summer. Many people hadn’t been able to keep things. One of the things the producer hadn’t been able to keep was his promise. With the advance of refrigeration, I hope that along with the frozen foods someday we will have frozen conversation. A person will be able to keep a frozen promise indefinitely. This will be a boon to show business where more chorus girls are kept than promises. With no immediate plans for the theater, I began to wonder about radio. Many of the big-name comedians were appearing on regular programs. In the theater the actor had uncertainty, broken promises, constant travel and a gypsy existence. In radio, if you were successful, there was an assured season of work. The show could not close if there was nobody in the balcony. There was no travel and the actor could enjoy a permanent home. There may have been other advantages but I didn’t need to know them. The pioneer comedians on radio were Amos and Andy, Ray Knight and his Cuckoo Hour, the Gold Dust Twins, Stoopnagle and Budd and the Tasty Yeast Jesters. With the exception of Amos and Andy, who had been playing smalltime vaudeville theaters under the name of Sam and Henry, the others were trained and developed in radio. All of these artists performed their comedy routines in studios without audiences. Their entertainment was planned for the listener at home. In the early 1930’s when the Broadway comedians descended on radio, things went from hush to raucous. The theater buffoon had no conception of the medium and no time to study its requirements. The Broadway slogan was “Its dough—lets go!” Eddie Cantor, Jack Pearl, Ed Wynn, Joe Penner and others were radio sensations. They brought their audiences into the studios, used their theater techniques and their old vaudeville jokes, and laughter, rehearsed or spontaneous, started exploding between the commercials. The cause of this merriment was not always clear. The bewildered set owner in Galesburg, Illinois, suddenly realized that he no longer had to be able to understand radio comedy. As he sat in his Galesburg living room he knew that he had proxy audiences sitting in radio studios in New York, Chicago and Hollywood watching the comedians, laughing and shrieking “Vass you dere, Charlie” and “Wanna buy a duck” for him.
Adjunct Faculty in Online Higher Education: Best Practices for Teaching Adult Learners is an essential handbook that delves into the pivotal role of adjunct faculty instructors in the booming realm of online higher education, with a specific focus on adult learners. As the demand for online education continues to soar, administrators, program directors, and adjunct faculty instructors alike are presented with unique challenges and opportunities. This comprehensive guidebook provides a wealth of knowledge and best practices for adjunct faculty instructors seeking to excel in online teaching roles. With a keen understanding of the competitive nature of the field, this book equips instructors with valuable insights that will set them apart in the ever-expanding landscape of higher education. University administrators and program directors will also find immense value in the book's content, which explores strategies for providing professional development to adjunct faculty and designing effective evaluations to support continuous improvement. Recognizing the paramount importance of the student experience, the book emphasizes the crucial role played by adjunct faculty in representing their respective institutions. Covering a wide range of topics, from the historical context of adult learners to the challenges associated with being an adjunct instructor, this handbook serves as a comprehensive guide for both aspiring and experienced adjunct faculty members. It offers practical advice on curriculum design, personnel development, and evaluation methods, empowering administrators and directors alike to make informed decisions in hiring and supporting adjunct faculty instructors.
As the number of adjunct faculty teaching online courses remotely for their institutions continues to increase, so do the unique challenges they face, including issues of distance and isolation as well as problems pertaining to motivation, time, and compensation. Not only are these higher education faculty geographically isolated from each other and their colleagues at flagship campuses, but they also lack adequate institutional support and resources necessary to perform their roles. As institutions continue to rely heavily on this group of under-supported and undertrained instructors who teach the majority of online courses offered across the country, institutions need models and strategies to tap the expertise and perspectives of this group not only to improve teaching and learning in online programs but also to retain this critical talent pool. More consideration is needed to create institutional affinity and organizational commitment, build community, and create opportunities for remote adjunct faculty to be included as an integral component to their academic departments. The Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education is a comprehensive reference work that presents research, theoretical frameworks, instructor perspectives, and program models that highlight effective strategies, innovative approaches, and unique considerations for creating professional development opportunities for remote adjunct faculty teaching online. This book provides concrete practices that foster inclusivity among contingent faculty teaching online as well as tangible practices that have been successfully implemented from faculty developers and academic leaders at institutions who have a large population of, and heavy reliance on, remote adjunct instructors. While addressing topics that include faculty engagement, mentoring programs, and instructor resources, this book intends to support remote instructors in the post-pandemic world. It is also beneficial for faculty development professionals; academic administrative leaders; higher education stakeholders; and higher education faculty, researchers, and students.
Showcases proven initiatives at a variety of institutional types that help achieve the needs of adjunct instructors, while increasing their effectiveness within institutions' existing delivery systems.
Don’t Forget About the Adjuncts! is a work that creates space for adjuncts to share their experiences navigating workspaces within higher education and their experiences as part-time faculty. The primary goal of this book is to allow adjuncts to share their experiences navigating workspaces as frequently undervalues faculty in higher education. While frequently, adjunct faculty can feel unheard within higher education institutions, this book offers a platform for adjunct voices to be heard loud and clear. Contributing authors share the advantages and challenges they experience as adjuncts and the impact these experiences have on their well-being and career trajectory. Moreover, the authors provide insight and advice on how current and potential adjuncts can succeed and thrive, even with all the barriers or obstacles they face. The adjunct voices in this text have a wealth of knowledge and disciplines represented, expertise, and years of experience in higher education. Additionally, authors also come from all over the United States. With this range of expertise and knowledge, authors also provide advice, strategies, and ways of being for institutions to support their adjunct faculty and for adjuncts to support themselves. While many challenges are thrown at adjunct faculty, we are not suggesting that all adjunct faculty face the same issues. Moreover, this book serves as a space for contributing authors not to speak for all adjunct faculty but themselves. As editor and previous adjunct faculty myself, I encouraged and pushed all contributing authors to stand in their truth and take pride in this role. This book is the outcome of adjunct faculty loving and supporting their profession. Higher education institutions, colleagues, and other stakeholders can learn a great deal from the narratives and experiences shared to look at the intentional recruitment, retention, and psychological well-being of adjunct faculty. Thus, Don't Forget About the Adjuncts! is positioned to be a must-read for all higher education professionals, institutions, and stakeholders looking for strategies to do right by and for adjunct faculty.
Community colleges face extraordinary challenges in the 21st century. Driven by the economic downturn, shrinking state funding, and limited facilities, these forces have created a significant impact on community college enrollments as well as instructional methods. Student retention and completion success rates have climbed to the top of the national education agenda. Community colleges play a vital role in meeting this national imperative of student success.Online instruction has become an integral component of many institutional strategic plans. Over the past five years community colleges have experienced the highest growth rates and account for more than half of all online enrollments in higher education. National student engagement survey data indicates a need for more connection and engagement between faculty and student. At the same time, many community college faculty are approaching retirement age and community colleges are turning more to adjuncts to fill instructional demands. Adjunct faculty play an integral role in meeting the challenges of this ever-changing flexible 24/7 teaching and learning environment. A major distinction between the online classroom and the traditional learning environment is the lack of face-to-face (f2f) contact between participants. To compensate for this lack of physical presence, interaction and connectedness take on additional importance in the online environment. Using Garrison's Community of Inquiry (COI) model as a framework to guide, interpret, and analyze the collected data, an online survey was distributed to adjunct faculty and students enrolled in a Spring 2012 online class. This mixed method study examined the perceptions of adjunct faculty, who teach online at a community college, in relation to connecting and interacting with students in an online environment. Student perceptions were also examined to compare and contrast the level of connectedness in an online class. The results of this study can be used to help enhance the design and facilitation of interaction and connections in online classes as well as identify enhancements needed in the professional development curriculum geared towards engaging adjunct faculty and their students.
Becoming a New Instructor guides new instructors through the planning, preparation, and execution of their first class, whether it is in person or online. Like any good mentor, this book provides clear, simple instructions and makes best-practice recommendations. Becoming a New Instructor provides a step-by-step guide to writing a syllabus, a simple explanation for how to calculate grades, and many additional suggestions from an experienced teacher about how to run a class. Chronologically arranged from conceptualizing the class through putting together the syllabus, planning in-class time, running the class, and assigning grades, this book will answer any new instructors’ questions. Adjuncts and graduate students charged with teaching a college course will find this succinct guide invaluable. Special Features Include: An entire chapter on teaching online, plus "Concerns Specific to Online Instructors" throughout that connect chapter content to online teaching and CMS platforms Examples of best practice, checklists, sample assignments, syllabi, and rubrics that guide readers in creating materials for their own courses Guidance specific to the needs of adjuncts and graduate students teaching a course for the first time.
