Constructing Online Equity for Adjunct Faculty Who Teach Across Geography

Abstract

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 inclusion of this faculty population. Shared practices for all academic units within a university can streamline communication between all online faculty and all on-ground faculty regardless of academic rank or academic status (full or part-time), and it promotes a “one faculty” university rather than multiple entities in silos working together.