Strategies for Supporting Online Faculty
Track: Online Management
Delivery Mode: Asynchronous Workshop
Adjunct and non-tenured faculty play a pivotal role in the success of online programs. Whether they are industry specialists, retired academics, freelancers or scholars, an institutions’ ability to effectively orient and engage part-time faculty in the instructional culture is even more important online. In this workshop, you will explore strategies for providing effective support for these faculty, including training, faculty development, and recognition for quality work. You will learn how to develop effective faculty support strategies for their own programs and institutions.
- Identify research-based practices for retaining quality adjunct faculty
- Develop a support plan for online adjunct/part-time/non-tenured faculty
This is an asynchronous, week-long workshop which will begin on a Monday and end on the following Sunday. The workshop will require approximately 6-8 hours of work, including reading research-based articles, viewing presentations, engaging in online discussion forums, and submitting assignments. Total length of time to completion: 7 days.
Who should attend?
Online program administrators and staff
Faculty development specialists
Mrs. Linda Algozzini is a Faculty Director at American Public University System for the Core Learning department which serves undergraduate students; with focus on first year, retention and curriculum that infuses information digital literacy competencies for adult learners in higher education. In addition she facilitated faculty development courses centered on the Community of Inquiry framework, served as a Curriculum Lead while supporting the exploration and integration of emerging technologies within the asynchronous online course design and delivery.
Mrs. Algozzini is a veteran educator and has served in both administrative and instructional capacities within the public education/ secondary realm where she provided training, seminars and professional development for teachers and administrators on curriculum: instructional design, delivery, and differentiated instruction while ensuring compliance with the Individuals with Disabilities Education Act.
Mrs. Algozzini has been the primary writer and editor of several school documents and plans. Her skills were critical in writing the Western Association Schools and Colleges (WASC) accreditation plans, Single Plans for Student Achievement, and Public School Choice Plans for the reorganization of public high schools prior to her retirement and moved into the higher education online arena.
Mrs. Algozzini holds an Master of Science in Education from the University of Central Missouri plus 45 hours beyond. Throughout her thirty five+ years as an educator, program designer and developer Mrs. Algozzini primary focus centered on infusing best practices and research based strategies to close the achievement gap for deficient learners from youth through adult.
Mrs. Algozzini was awarded the Sloan C Teaching Certificate to her existing credentials in November 2013. On August 18, 2014, Mrs. Algozzini was notified that her submission for Effective Practice was approved and published by OLC on Integrating Technology to Increase COI within First Year Experience for New / Transfer Adult Learners.
She is a certified Reiki and Karuna Reiki Master having two lineages: Tibetan and Usui, but notes her two personal highlights center on completing a 1200 degree Native American fire walk and bending an 8ft piece of rebar with a partner using their necks! Her family consists of six adult children and 15 grandchildren.
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