Measuring Faculty Performance in an Online Classroom

1. Measuring Faculty Performance in an Online Classroom Presented by: Dr. Laurie Fitts and Destini Copp

2. Agenda • Welcome • Introduction • Challenge in Managing Virtual Adjunct Faculty • Adjuncts and Student Persistence • Process for Measuring Online Adjunct Faculty Performance • Questions

3. Welcome! Dr. Laurie Fitts South University Faculty Program Director Assistant Professor Healthcare Management Program lfitts@southuniversity.edu Destini Copp South University Faculty Program Director / FT Lead Online Faculty Associate Professor Business Department acopp@southuniversity.edu

4. Introduction • Adjunct faculty members have become increasingly important in the role of online education. • This has amplified the need for meaningful faculty performance measures to ensure student satisfaction and obtainment of learning objectives. • Student needs are paramount in determining the meaningful performance measures of faculty; in order for an online program to succeed, these goals must be addressed. • This presentation discusses online faculty performance measures and processes used in faculty evaluation.

5. Adjuncts Have Busy Schedules and Usually Teach at Multiple Schools • Managing virtual faculty has become a challenge in administering online education; while some adjuncts teach full time, many of them are also working in their chosen professions. • At South, we emphasize that adjunct faculty members need to budget approximately 15 hours per week for their adjunct faculty duties. • In the interview process, it is imperative to let online faculty members know that their courses will be monitored closely by the administration.

6. Adjuncts are an Important Factor in Determining Student Persistence • Student satisfaction and retention is critical in online distance education. • Studies indicate that the retention rates for online students range between 20 to 50%. • Online administrators believe the failed persistence rate for online learners is 10 to 20% higher than an on ground student. • South has found that an important variable was the responsiveness of the online instructor to the students’ needs.

7. Process for Measuring Online Faculty Performance at South University • After completing initial faculty training; adjunct faculty members are assigned to their class along with a faculty mentor; at South new faculty mentors are the Faculty Program Directors. • Faculty mentor conducts initial phone call with adjunct to welcome them to the university and discuss any initial questions they may have. • Faculty mentor also holds a start of the session conference call and Webex conferencing session to cover pertinent information related to course facilitation.

8. Faculty Mentoring Process (con’t) • The faculty mentor is available throughout the session for any questions the new adjunct may have via phone or email. • The faculty mentor also coaches the new faculty member during course set up and provides detailed feedback each week of the first course. • Instructor Presence • Classroom Organization • Instructor Tone • Discussion Facilitation • Instructor Feedback • Student Interaction

9. Monitoring Process for Continuing Faculty • After initial course, all adjunct faculty mentors are assigned a course monitor (aka faculty mentor) each session. • Course monitors are responsible for: • Answering questions for the adjunct throughout the session • Reviewing course set up • Reviewing the course periodically (approximately every other week) throughout the session to ensure South’s participation requirements (e.g. faculty member is actively posting in the course, answering questions and providing substantive feedback in online gradebook) are being met

10. Monitoring Process for Continuing Faculty (con’t) • Corrective feedback is given to adjunct faculty member from course monitor stating what the faculty member is doing well and where improvement is needed (if applicable). • Based on performance, a faculty member may be recommended for additional training. • Non performing faculty members may be put on probation or depending on the severity of their performance, not invited back to teach. • Yearly evaluations are based on feedback from course monitors, student surveys and evaluations of online courses taught.

11. Thanks for Your Time!Questions?