Recommendations for certifying adjunct faculty at WITC
Cibulka, Rose M.
University of Wisconsin-Stout
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The purpose of this paper was to determine best practices for supporting adjunct faculty in completing course requirements toward instructor certification at the Wisconsin Indianhead Technical College (WITC). The study surveyed professional development managers at the technical colleges in Wisconsin to obtain insight into the current practices at the colleges. Data was collected by interviewing the managers over the phone, via video chat, or email. Data was also collected from the college's learning management system (LMS) vendor to determine the practicality of adding customized course modules to the platform. The findings included best practices that WITC can adapt in its overall support of their adjunct faculty. Areas of consideration were course content, course delivery methods, credit for prior learning, creating a sense of community for the adjunct faculty, and compensation. Additional research should be conducted in the development of on-demand course modules for the SumTotal Maestro program. WITC should also determine metrics to measure the success of any new processes that they adopt for supporting their adjunct faculty.
College teachers, Part-time
Technical education teachers
Communication in technical education