Searching for Online Adjunct Faculty Job Openings

Have you considered offsetting the current decline in employment opportunities with Online Faculty Job Openings? Perhaps you are familiar with Adjunct Teaching, but you have not tried online work. In respect to curriculum content, the traditional offerings are not significantly different from the online offerings. What differs is the way in which the instruction is transmitted.

The online courses are asynchronous. One can travel the globe and keep up with the course. These courses are not bound by time and space, whereas the traditional version of the course is time and space bound. The course meets at a particular time and in a particular place. In the online course, it makes no difference where one is. One could be in New Orleans in the morning and in San Francisco in the afternoon and all one would need to stay current in the online course is a laptop computer.

The Format of Online Adjunct Faculty Job Openings

If the new instructor signs onto an online class, the first thing she may notice is that the monitor she is looking at is divided into color coded sections and that each section corresponds to components of the course. The very first section is labeled as Announcements. In this section, the administration can post messages to the students---messages about the rescheduling of forthcoming courses, policies on completing requirements for graduation and information on storm warnings for those in relevant parts of the country. These are differences in the delivery of the course. When we look at the content of the courses in online teaching and a traditional format, they are virtually the same. The standard curriculum is familiar to most of us: Math, English, History, Languages, Science and Literature. Depending on the kind of degree the students want, the basic curriculum can be focused on business, technology, liberal arts, science. Whatever the focus, the curricula is designed to match the kinds of skills needed in the work environment.

The next panel the new instructors would see is, moving down the monitor, the Assignments. Assignments are scheduled by the week, along with lectures and demonstrations, descriptions of tests that are objective and which state standards of acceptable performance expressed in the form of a rubric, where each task is assigned a set number of points.

Moving down the monitor, we come to the panel labeled as Problems and Solutions. This competency arises from the thrust of a curriculum that focuses on critical thinking and student independence of thought. Students may make discoveries on navigation that provides them short- cuts and then they share these discoveries with their classmates.

In the center of the monitor, we find the panel labeled as Discussion Thread. Here, the instructor injects a prompt or question and the students respond. The instructor shares his experience of the prompt and then moves the question from one person to another. Here, what is being taught is the propensity to dialogue with others and to become an independent thinker...not dependent on playing copy cat and spitting back the same interpretations of the prompt. Sometimes the instructor will piggyback on what a student has said, only to move the question to another member of the class. The idea here is to create sharing, interchange, dialogue.

Online Adjunct Faculty Job Openings: A Way for Creating Interchange

Grading is the next panel we come to and in this case, all the stats are calculated by the program. Both individual grades on specific tests and averages for a cumulative interpretation. All the grading documents for all the students are visible to the instructor, but the student can see only his/her grades. At any rate, the students ' grades are useful in conferences with the student. In the event that the student challenges the grade, the documentation of grades is even more important. Sometimes, the grades are in contention even to the point of bringing in legal counsel on both sides. In this case, deans and lawyers may be present. However, this is all very rare. Most of the time, the meetings between the students and the instructor are held as private. One way of doing this is by email. However, one must remember to click the tab on a private meeting; otherwise, the meeting may inadvertently be open to the entire class. The use of the phone as a private conference is effective. Nevertheless, one must be aware of privacy laws relevant to phone conferences. So you must do your homework. Sometimes a student may need resources beyond what you can supply in a conference. Here is where the tutorials can be very useful. For example, suppose the student needs help on avoiding plagiarism. The instructor can refer the student to, where the system compares student papers to millions of like documents and provides a percentage of identical passages. Suppose the student needs help with subject-verb agreement. There is a tutorial that can help. The problem may be the use of the online library, or the use of the APA (American Psychological Association) in writing papers. Again, the tutorial links can help.

If a student does not have a chance to conference with an instructor, there is another alternative available and that is to use to link to Ask the Professor. This link enables the student to post a question at any hour...3:00 am., for example and to obtain a turnaround within 24 hrs.

Not all the panels represent graded competencies or even express concern with content. The panel labeled as Student Lounge is focused on a non-graded activity. Here students can relax and share whatever they desire with other students. Research has shown that this sharing often leads to bonding and students supporting one another throughout the students' academic career and beyond.

If we look back on the navigation from one site to another, we see that the focus of the online format is on how the content is taught, not on the content itself. This remains virtually the same. Wheter students are investigating online adjunct faculty employment opportunites or a personal matter, the process is the same.

Additionally, by acquiring multiple online college courses to teach the online adjunct instructor gains a vast amount of control over the income from teaching and the numbers of individual classes that can be taught at the same time. For example, adjunct online teaching positions do not require the adjunct college professor to actually be physically present on a college or university campus. This is due to the fact that all of the teaching occurs on the Internet. Further, this lack of any need to be in an one geographic location at the time the online college courses are being taught means that the online adjunct teacher can work for colleges, universities and community colleges that are located thousands of miles away.