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Title: Handbook of research on inclusive development for remote adjunct
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List of Reviewers
Sara Bender, Central Washington University, USA
Andrew Burnstine, Lynn University, USA
Adam Clagg, Randall House Publications, USA
Barbara Cliff, Southern New Hampshire University, USA
Lacie Couzin, Ivy Tech Community College, USA
Elizabeth Freeman, Western Governors University, USA
Kara Monroe, Ivy Tech Community College, USA
Roxann Reid Goodman, Rasmussen College, USA
Helen Schleckser, University of the Cumberlands, USA
Brian Steinberg, Park University, USA
Kelly Sylte, Bellevue University, USA
Shane’a Thomas, University of Southern California, USA


List of Contributors

Babb, Danielle / American Public University, USA........................................................................... 253

Blake, Marlene N. / Grand Canyon University, USA......................................................................... 282
Bunkowski, Lisa M. / Texas A&M University, Central Texas, USA................................................... 201
Christopher, Kenneth / National University, USA............................................................................... 1
Clements, Paul Thomas / University of Nevada, Las Vegas, USA..................................................... 191
Cooper, Lori J. / Grand Canyon University, USA.............................................................................. 162
Cross, Ted / Western Governors University, USA................................................................................ 98
Dailey-Hebert, Amber / Park University, USA......................................................................... 140, 291
Delgado, Gina / Thunderbird School of Global Management, Arizona State University, USA........... 98
Donnelli-Salle, Emily / Park University, USA................................................................................... 291
Els, Jamie / Park University, USA...................................................................................................... 140
Ervin, Katie / Park University, USA.................................................................................................. 176
Evans, Shelley / Grand Canyon University, USA................................................................................ 61
Gilpatrick, Marjaneh / Grand Canyon University, USA.................................................................... 16
Greenberger, Scott / Grand Canyon University, USA....................................................................... 115
Hammond, Helen G. / Grand Canyon University, USA..................................................................... 233
Hedden, Kyle R. / Grand Canyon University, USA.............................................................................. 50
Holbeck, Rick / Grand Canyon University, USA......................................................................... 42, 264
Holt, Karyn E. / University of Nevada, Las Vegas, USA.................................................................... 191
Jansen, Erica / Park University, USA................................................................................................ 140
Kikendall, Stacey L. / Park University, USA...................................................................................... 140
Love, Michelle / Western Governors University, USA......................................................................... 98
Mandernach, B. Jean / Grand Canyon University, USA................................................... 115, 264, 291
Matthews, Eugene M. / Park University, USA..................................................................................... 31
McKay, Monte / Grand Canyon Education, Inc., USA............................................................... 42, 274
McNaughton, Morgan / Grand Canyon University, USA................................................................. 115
Palese, Kelly / Grand Canyon Education, Inc., USA................................................................... 42, 274
Polk, Laura / Thunderbird School of Global Management, Arizona State University, USA............... 98
Sprute, Katie MacDonald / Grand Canyon University, USA.............................................................. 16
Sylte, Kelly A. / Bellevue University, USA............................................................................................ 85
Taylor, Ann Hamllton / The Pennsylvania State University, USA....................................................... 71
Taylor, Cathy L. / Park University, USA............................................................................................ 201
Waltemeyer, Shaunna / Grand Canyon University, USA.................................................................. 233



Table of Contents

Preface.................................................................................................................................................. xix

Acknowledgment................................................................................................................................ xxv

Section 1
Building Community

Chapter 1
Organizational Strategies for Building Community Among Remote Adjunct Faculty........................... 1
Kenneth Christopher, National University, USA

Chapter 2
Becoming One Faculty in Pursuit of Student Success........................................................................... 16
Katie MacDonald Sprute, Grand Canyon University, USA
Marjaneh Gilpatrick, Grand Canyon University, USA

Chapter 3
It Takes a Village to Build an Effective Adjunct Community............................................................... 31
Eugene M. Matthews, Park University, USA

Chapter 4
Building Collaboration With Adjunct Faculty: Experiences of a Faculty Advisory Board.................. 42
Rick Holbeck, Grand Canyon University, USA
Kelly Palese, Grand Canyon Education, Inc., USA
Monte McKay, Grand Canyon Education, Inc., USA

Chapter 5
Providing Course-Specific Instructor Resources in Online Classes With a Standardized 
Curriculum............................................................................................................................................. 50
Kyle R. Hedden, Grand Canyon University, USA


 

Section 2
Unique Professional Development Needs and Considerations

Chapter 6
The State of Remote Professional Development and the True Confessions of a Remote Adjunct 
Faculty.................................................................................................................................................... 61
Shelley Evans, Grand Canyon University, USA

Chapter 7
What Do Remote Adjunct Faculty Look for in an Institution?.............................................................. 71
Ann Hamllton Taylor, The Pennsylvania State University, USA

Chapter 8
The Care and Feeding of Adjuncts........................................................................................................ 85
Kelly A. Sylte, Bellevue University, USA

Chapter 9
Lessons From the Field: Engaging Remote Faculty.............................................................................. 98
Ted Cross, Western Governors University, USA
Gina Delgado, Thunderbird School of Global Management, Arizona State University, USA
Laura Polk, Thunderbird School of Global Management, Arizona State University, USA
Michelle Love, Western Governors University, USA

Chapter 10
Support for Adjunct Faculty Scholarship in Online Graduate Programs: Fostering Knowledge,
Motivation, and Engagement............................................................................................................... 115
B. Jean Mandernach, Grand Canyon University, USA
Scott Greenberger, Grand Canyon University, USA
Morgan McNaughton, Grand Canyon University, USA

Section 3
Motivating Engagement in Professional Development

Chapter 11
Are They Worth It? Faculty Perceptions of Digital Badges................................................................ 140
Jamie Els, Park University, USA
Erica Jansen, Park University, USA
Stacey L. Kikendall, Park University, USA
Amber Dailey-Hebert, Park University, USA

Chapter 12
Incentivizing Adjunct Faculty Participation in Professional Development......................................... 162
Lori J. Cooper, Grand Canyon University, USA


Chapter 13
It Is Not About the Money: Self-Determination Theory as a Lens for Understanding Adjunct
Faculty Motivation............................................................................................................................... 176
Katie Ervin, Park University, USA

Chapter 14
Constructing Online Equity for Adjunct Faculty Who Teach Across Geography............................... 191
Karyn E. Holt, University of Nevada, Las Vegas, USA
Paul Thomas Clements, University of Nevada, Las Vegas, USA

Chapter 15
Examining the Evolution of Key Characteristics in Faculty Mentoring Programs for Online
Adjunct Faculty: Bridging the Distance.............................................................................................. 201
Cathy L. Taylor, Park University, USA
Lisa M. Bunkowski, Texas A&M University, Central Texas, USA

Section 4
Administrative Considerations That Help or Hinder Faculty Inclusion

Chapter 16
Policies and Procedures That May Hinder Morale, Motivation, and Engagement.............................. 233
Helen G. Hammond, Grand Canyon University, USA
Shaunna Waltemeyer, Grand Canyon University, USA

Chapter 17
Administrative Best Practices to Retain Online Faculty...................................................................... 253
Danielle Babb, American Public University, USA

Chapter 18
Holistic Evaluation and Support of Remote, Adjunct Faculty: Strategies to Foster Teaching 
Effectiveness........................................................................................................................................ 264
B. Jean Mandernach, Grand Canyon University, USA
Rick Holbeck, Grand Canyon University, USA

Chapter 19
Key Performance Indicator Dashboards: Using Data to Support Faculty Teaching Online................ 274
Kelly Palese, Grand Canyon Education, Inc., USA
Monte McKay, Grand Canyon Education, Inc., USA

Chapter 20
Holistic Evaluation Strategies to Empower Remote Adjunct Faculty................................................. 282
Marlene N. Blake, Grand Canyon University, USA
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Chapter 21
Assessing Institutional Support for Remote Adjunct Faculty Teaching Online.................................. 291
B. Jean Mandernach, Grand Canyon University, USA
Emily Donnelli-Salle, Park University, USA
Amber Dailey-Hebert, Park University, USA

Compilation of References................................................................................................................ 301

About the Contributors..................................................................................................................... 324

Index.................................................................................................................................................... 330
Detailed Table of Contents

Preface.................................................................................................................................................. xix

Acknowledgment................................................................................................................................ xxv

Section 1
Building Community

Chapter 1
Organizational Strategies for Building Community Among Remote Adjunct Faculty........................... 1
Kenneth Christopher, National University, USA

This chapter presents a case study to address the question: What are the perceptions of academic program
directors and adjunct faculty about institutional and program-specific practices to build community
among remote adjunct faculty? A review of literature evidences that part-time faculty have become a
substantial component of the delivery of higher education, but there is a need to assess the nature of the
relationship between part-time faculty and the institutions they work for. Through a series of telephone
interviews, faculty and program directors’ perceptions were analyzed to articulate themes associated
with defining the nature of community at a college or university and to identify activities or practices
at the institutional and program levels that lend themselves to building community. Results suggest that
colleges and universities should focus on strategies that build and solidify faculty relationships and focus
on the allocation of resources.

Chapter 2
Becoming One Faculty in Pursuit of Student Success........................................................................... 16
Katie MacDonald Sprute, Grand Canyon University, USA
Marjaneh Gilpatrick, Grand Canyon University, USA

Online adjunct faculty at an institute of higher education (IHE) in the Southwestern United States reside
all around the world. Training, supporting, and fostering a sense of community among these faculty
members can be challenging. In this chapter, College of Education (COE) administrators provide
examples of various initiatives in the areas of training, development, collaboration, and engagement
with the goals of becoming one faculty in the pursuit of student success. Each initiative is grounded in
theory and best practices and has resulted in progress as well as areas for refinement. In this chapter,
the authors describe several initiatives: faculty onboarding, faculty mentorship, faculty end of course
surveys, faculty circles, online adjunct faculty focus groups, online webinar trainings, workshops, and
the 5×5 online course review tool.


 

Chapter 3
It Takes a Village to Build an Effective Adjunct Community............................................................... 31
Eugene M. Matthews, Park University, USA

It is understood that not all adjunct faculty seek a full-time position with an institution, nor do they
necessarily look for ways to engage with an institution beyond teaching for compensation. This chapter
is not intended to explore either of these perspectives, but rather focuses on deepening the engagement
of those adjunct faculty interested in collaboration and professional development with the institution or
program they serve. Full-time faculty and program leadership are vital to creating conditions to enhance
the relationship between adjunct faculty and their academic programs. This chapter offers a first-person
account of one academic program leader’s reflective journey to support adjunct faculty in a criminal
justice program. This chapter shares some techniques used by the author to organize a digital workspace
that positions adjunct faculty to engage or participate with the institution and program on their terms.
This chapter also offers some proven practices as examples for creating community among adjunct faculty
and the institution or program they serve.

Chapter 4
Building Collaboration With Adjunct Faculty: Experiences of a Faculty Advisory Board.................. 42
Rick Holbeck, Grand Canyon University, USA
Kelly Palese, Grand Canyon Education, Inc., USA
Monte McKay, Grand Canyon Education, Inc., USA

Adjunct faculty feel isolated and disconnected from their institution while not having time to build
collaborative relationships and connection with the institution and their peers. Community of practice
is a theoretical framework for collaborative learning within groups that results in increased performance
for all participants. This theory was used as the foundation for a Faculty Advisory Board (FAB) that was
formed at a university in the Southwestern United States. Faculty engagement and collaboration was
increased through FAB by creating and presenting professional development workshops and academic
initiatives for all faculty. When creating FAB, a proportional representation of adjunct and full-time
faculty, along with representation from all colleges, is important. A collaborative community of faculty
members is created, which benefits both faculty and the university by providing faculty with more
opportunities, while giving faculty space to build community with their colleagues.

Chapter 5
Providing Course-Specific Instructor Resources in Online Classes With a Standardized 
Curriculum............................................................................................................................................. 50
Kyle R. Hedden, Grand Canyon University, USA

For institutions that utilize a standardized curriculum for their online programs, providing faculty with
course-specific instructional resources can enhance teaching effectiveness by streamlining individual
faculty’s content development and freeing instructional time to focus on interaction and feedback. But for
faculty to benefit from course-specific resources, they must 1) be aware that the resources are available,
2) be able to efficiently access the resources, and 3) deem the resources valuable enough to utilize. This
chapter explores two different approaches (library guide and instructor manual) for providing course-
specific resources to remote, adjunct instructors and discusses the relative advantages/drawbacks of
each approach. Recommendations are provided to assist institutions that utilize a standardized online
curriculum to support teaching effectiveness of remote, adjunct faculty more effectively.


Section 2
Unique Professional Development Needs and Considerations

Chapter 6
The State of Remote Professional Development and the True Confessions of a Remote Adjunct 
Faculty.................................................................................................................................................... 61
Shelley Evans, Grand Canyon University, USA

With the growth of online learning, the number of remote adjunct faculty has increased. Like their
traditional counterparts, these faculty members need and benefit from professional development. However,
remote faculty have distinct needs due to geographic separation, motivational differences, and being a
part-time employee, often while holding another full-time job. This chapter reviews the current state of
professional development offerings for remote faculty and the current literature on the needs and barriers
faced by remote faculty. It also discusses this author’s perception of barriers to and recommendations
for remote faculty professional development and recommends best practices for delivering enriching
opportunities for remote faculty.

Chapter 7
What Do Remote Adjunct Faculty Look for in an Institution?.............................................................. 71
Ann Hamllton Taylor, The Pennsylvania State University, USA

Online learning in higher education has grown tremendously in the past decade. This trend has been
particularly evident at The Pennsylvania State University, where the number of online-only learners
now exceeds 20,000. The biggest challenge to institutions like ours is identifying, attracting, and
retaining enough instructors who are qualified and available to meet the increased demand of online
student enrollment. To help administrators and program chairs tackle these challenges, a research study
was conducted to learn more about the incentives that attract and retain a specific workforce in higher
education: adjunct faculty. The findings suggest that one size does not always fit all - context matters.
Instead of making general assumptions about the motivations or needs of an adjunct faculty member,
we need to get to know the individual first. This study sheds light on the specific extrinsic and intrinsic
motivators that attract and retain each of five types of adjunct faculty to teach online, which can help
program administrators be more effective in hiring and retaining adjuncts.

Chapter 8
The Care and Feeding of Adjuncts........................................................................................................ 85
Kelly A. Sylte, Bellevue University, USA

Recruiting qualified adjuncts takes time and resources. Adjuncts need instructional, curricular, and
professional support same as full-time professors receive. Putting a concerted effort into the onboarding
(care) and training (feeding) of new staff members improves performance and retention. The purpose
of this chapter is to give information that may reinforce what you are already doing for your adjuncts or
may prompt you to think about your onboarding processes to improve how adjuncts are supported in their
roles. The information is intended to be useful for administrators, deans, and program directors, as well
as adjuncts themselves. Adjuncts might need to be advocates for their own sake—asking for professional
development; becoming involved in activities; or seeking classroom support, training, and recognition.
This chapter includes descriptions of onboarding practices and professional development efforts at
various universities and provides comments from individuals describing their personal experiences as
adjunct faculty members.
 

Chapter 9
Lessons From the Field: Engaging Remote Faculty.............................................................................. 98
Ted Cross, Western Governors University, USA
Gina Delgado, Thunderbird School of Global Management, Arizona State University, USA
Laura Polk, Thunderbird School of Global Management, Arizona State University, USA
Michelle Love, Western Governors University, USA

Online education has opened new spaces for faculty development and collaboration. On paper, remote
faculty are part of their department’s community. Physically, however, they are often removed from
course development, faculty governance, obtaining professional growth opportunities, and developing
professional relationships. Digital teaching models shift the overall faculty culture. However, there are
small and simple interventions that can be implemented to help connect remote faculty to students, other
faculty members, and their academic departments. Using intergroup contact theory and ideas from the
community of practice theory, the cases highlighted show methods of engaging faculty. The cases also
explore simple, yet practical, interventions such as virtual and face-to-face faculty meetings as well as
“the micro interview,” which aims to help connect remote faculty to their departments.

Chapter 10
Support for Adjunct Faculty Scholarship in Online Graduate Programs: Fostering Knowledge,
Motivation, and Engagement............................................................................................................... 115
B. Jean Mandernach, Grand Canyon University, USA
Scott Greenberger, Grand Canyon University, USA
Morgan McNaughton, Grand Canyon University, USA

Faculty scholarship is an invaluable contribution to the richness of academic culture, teaching quality,
innovation, student learning, and the development of graduate programs. The growing number of adjunct
faculty teaching in online graduate programs demands that increased attention be paid to institutional
initiatives designed to effectively support research for this population. This chapter is an overview of the
opportunities to support remote, adjunct faculty research in graduate programs by enhancing research
knowledge, fostering research collaboration, and motivating engagement in research.

Section 3
Motivating Engagement in Professional Development

Chapter 11
Are They Worth It? Faculty Perceptions of Digital Badges................................................................ 140
Jamie Els, Park University, USA
Erica Jansen, Park University, USA
Stacey L. Kikendall, Park University, USA
Amber Dailey-Hebert, Park University, USA

Since 2011, the trend of digital badging has continued to rise among various organizations, including
higher education. After gathering faculty feedback, input, ideas, and perspectives on structure and
implementation, the faculty development center at a Midwestern university launched a university-wide
digital badging program. The intent was to incorporate faculty input into the design of digital badges
to gain faculty engagement. After the first year of implementation, a survey of faculty perceptions on
digital badging received unanticipated results. Emerging themes from this survey indicate that faculty are


hesitant towards digital badging; however, participant responses also suggest that faculty uncertainty of
the digital badging program is connected to the communication process. Recommendations are presented
to support the needs of faculty perceptions of a digital badging program.

Chapter 12
Incentivizing Adjunct Faculty Participation in Professional Development......................................... 162
Lori J. Cooper, Grand Canyon University, USA

Without professional development, faculty members may not stay current in their methods and techniques
for teaching, which can translate into a less effective learning environment for students. With online
education and programs growing in an upward trend, it is imperative that faculty members have access to
professional development that support current online teaching methodology and pedagogical/andrological
practices. Turning to motivational methods may increase the level of engagement with professional
development, where adjunct faculty members feel they are rewarded for their time and participation. This
chapter uses motivation theories as a framework to review the existing literature on incentives for online
adjunct faculty members who engage in professional development and the best practices for professional
development. Colleges and universities can use this information to establish professional development
programs and practices that may increase the level of online adjunct faculty members’ participation in
professional development opportunities.

Chapter 13
It Is Not About the Money: Self-Determination Theory as a Lens for Understanding Adjunct
Faculty Motivation............................................................................................................................... 176
Katie Ervin, Park University, USA

This chapter will discuss the motivation of remote adjunct faculty members by utilizing the theoretical
framework of self-determination theory. This will assist institutions in understanding why these faculty
members teach, and understanding their motivation will assist institutions in recruiting, hiring, developing,
and retaining qualified remote adjunct faculty members. As online programs in higher education continue
to grow, there is a persistent increase in the usage of remote adjunct faculty. If an organization has strong,
qualified adjunct faculty members but does not take care of them, the adjunct faculty member will go
elsewhere to teach. People typically make job decisions based on money, but job retention decisions
typically rest on autonomy and culture. With the growth in the number of adjunct faculty members,
universities may be challenged to find qualified instructors, which makes retention even more critical.

Chapter 14
Constructing Online Equity for Adjunct Faculty Who Teach Across Geography............................... 191
Karyn E. Holt, University of Nevada, Las Vegas, USA
Paul Thomas Clements, University of Nevada, Las Vegas, USA

With growing national online enrollments in higher education, a need exists for innovative practices
for adjunct faculty geographically distant from campus. This chapter demonstrates the outcomes of a
Teaching Across Geography Group (TAGG) at a private not-for-profit university with 27,000 students
enrolled, 7,000 of whom are online. The purpose of this group was to identify resources in place and
establish equitable access for faculty working online. All faculty need to receive the same degree of
support to meet the academic requirements for teaching online. This support, however, looks different as
it comes in the form of alternative access that is equitable, even if not equal, and results in the seamless
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