{"id":1055,"date":"2020-08-04T13:40:06","date_gmt":"2020-08-04T18:40:06","guid":{"rendered":"https:\/\/ele.local\/?p=1055"},"modified":"2021-08-11T10:52:12","modified_gmt":"2021-08-11T15:52:12","slug":"adjunct-faculty-adaptive-learning-project","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/adjunct-faculty-adaptive-learning-project\/","title":{"rendered":"Effectively Adding Adjunct Faculty to Your Adaptive Learning Project"},"content":{"rendered":"

At many institutions, the gateway courses where an adaptive learning project can have the biggest impact on closing equity gaps are often disproportionately taught by adjunct faculty. Therefore, says<\/span> Ruanda Garth-McCullough, Ph.D., Associate Director of Teaching and Learning at Achieving the Dream<\/span><\/a>, \u201cWhen you\u2019re talking about a full course rollout, you can\u2019t do that without adjunct faculty.\u201d<\/span><\/p>\n

When Garth-McCullough and her colleagues visit community colleges to help establish an adaptive learning project, they always ask for adjunct faculty members to be <\/span>part of the cross-functional team<\/span><\/a>. However, many colleges struggle with finding ways to bring adjunct faculty into the process. Because adjunct faculty often have irregular availability, they may not be available for the same training sessions provided to full-time faculty.\u00a0<\/span><\/p>\n

But institutions benefit when they find ways to involve adjunct faculty in the implementation of a digital learning initiative. One example is from Cuyahoga Community College (also known as Tri-C), where Professor of Business Administration Michele Hampton redesigned the college\u2019s Intro to Business class to incorporate adaptive courseware as part of<\/span> a pilot project with Every Learner Everywhere\u00ae<\/span><\/a>.<\/span><\/p>\n