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Monday, 31 October 2011
Learning Objective 1: The learner will be able to identify the components of the Online Adjunct Faculty Mentoring Model and provide at least two factors of each component.
Learning Objective 2: The learner will be able to describe the role of the Adjunct Faculty Coordinator (AFC) by identifying at least two job functions.
The trend of utilizing adjunct faculty to meet the demands within schools of nursing has increased over the lat 30years, particularly within online programs. Although adjunct faculty usually offer a high level of expertise in a particular area of nursing, adjunct faculty often lack teaching experience and in-depth knowledge of program and university protocols, philosophies, and procedures. A model for preparing and mentoring online adjunct faculty is presented—Online Adjunct Mentoring Model (OAFMM). Full-time faculty who regularly teach a course are paired with and mentor adjunct faculty who have similar professional backgrounds. Social cognitive theory strategies are used to introduce online instructional techniques that will enhance the self-efficacy of online faculty (Bandura, 1997). The model includes 1) a clear definition of the role of both the adjunct faculty and mentoring faculty; 2) recruitment of adjunct faculty who possess appropriate technical skills, practical experience, and teaching experience; 3) a comprehensive online orientation for adjunct faculty; and 4) the creation of the mentor-mentee dyads.