Selection of Faculty Members | Origin: OP121
This is a general discussion forum for the following learning topic:
Managing Online Faculty at a Distance --> Selection of Faculty Members
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Comment on Karla Huntsman's post:
That last point about adjuncts informing curriculum review is one I keep coming back to. It shifts adjuncts from "delivery only" to genuine partners in keeping programs current. When done with clear alignment to mission, that feedback loop becomes a quiet but powerful quality-assurance mechanism.
Your phrase "carefully and with alignment" is the key qualifier, though. Without that intentionality, the same adjunct model can fragment a program rather than strengthen it.
With Benevolence, Shannon
Comment on Zhanna Martirosyan's post:
You named something important here — the difference between curriculum consistency and instructional richness. Standardized assessments hold quality in place, but they can't generate credibility on their own. That has to come through the instructor.
Your point about adjunct practitioners as curriculum contributors is one I want to think more about. It reframes adjuncts from delivery agents into feedback channels that keep programs current. For institutions willing to build that loop intentionally, it could be a real competitive advantage.
One question it raised for me: how do you see this balance playing out in programs where students aren't yet entering the workforce — like dual-enrollment or developmental tracks? I wonder if "industry experience" needs to be redefined for those contexts.
With Benevolence, Shannon
The most useful takeaway from this module was the distinction between required and preferred credentials, and the reminder that the institution's own policy manual is the best single source for required credentials — since it already reflects state regulations, accreditation standards, and mission together.
The five required categories — education level, industry experience, certifications, teaching experience, and employment eligibility — give a clean baseline. The rule of thumb that instructors hold one degree above the students they serve has real weight in my context at the CVCC Amherst Early College Center, where dual-enrollment students are simultaneously high school and college learners. The credential bar still has to be set at the college level.
What sharpened my thinking most was the informal preferred credential of student demographics previously served. Dual-enrollment students occupy their own space — academically capable but still developing executive function and academic identity. Faculty experienced with that kind of learner serve them better than those whose background is purely graduate-level.
Application: Going forward, I plan to use the five required categories as a baseline and deliberately ask interview questions that surface LMS approach and prior student demographics, while documenting selection rationale back to CVCC policy and our Early College mission.
One question I'm still working through: how heavily should current-practitioner industry experience weigh when our students are not yet entering the workforce?
I learned that hiring online faculty involves carefully balancing regulatory requirements, institutional policies, and student needs. I also found that industry experience plays a particularly important role in strengthening student learning outcomes and supporting career readiness.
In practice, I would apply this insight by being more intentional with networking, maintaining a professional online presence, and ensuring that faculty hiring decisions align with both institutional standards and the needs of the student population.
I understand the importance of recognizing different state-specific requirements and how required credentials ensures compliance, credibility, and effective teaching to support our students.
Ensuring adjunct faculty meet minimum requirements including degree level, certification, and state regulatory standards. Do not post positions all over every platform to recruit the quality faculty you want.
I have an increased awareness of specifics that should be taken into consideration when hiring online faculty or assigning courses to individuals interested in teaching online courses.
I have learned new considerations to keep in mind when hiring faculty members. The application process will prioritize preferred qualifications that align with the University’s mission to ensure stronger alignment and fulfillment
There are many reasons why institutions may bring in adjunct or request subject matter experts.
From this module, I learned how critical industry experience is in hiring online faculty for career-oriented postsecondary institutions. The emphasis on practitioners as subject matter experts highlights the value of bringing real-world perspectives into highly structured, standardized online courses. While curriculum and assessments ensure consistency and quality, it is the instructor’s current industry knowledge and credibility that enrich student learning and better prepare graduates for the workforce.
I intend to apply these insights by prioritizing faculty selection strategies that balance academic qualifications with relevant industry experience, particularly for online and career-focused programs. In addition, I will recognize the role of adjunct practitioners not only as instructors but also as contributors to curriculum improvement, ensuring that programs remain current, practical, and aligned with evolving industry expectations.
Practicing professionals bring real world experience to the classroom. Ongoing development is necessary.
It may be a good idea to hire online faculty that are currently practicing because they can bring real world experience into the class.
Industry experience is a crucial component in hiring adjunct faculty
Industry experience is a huge factor, as the instructor can "paint a picture" in different ways of what is being taught. The different approaches are necessary for the different learning styles. Especially when teaching distance ed.
Important to have Subject Matter Experts to teach the class. Have a mix of adjunct and full time to teach too.
The importance of having quality faculty members who are trained in the content area is critical. It may be that adjunct faculty members are immersed in the subject; however, at times, it is essential to have a mixture of adjunct and full-time faculty members.
I learned that there can be advantages to utilizing adjunct, part-time instructors as long as it is done carefully and with alignment to the program's mission. Adjunct instructors may be able to provide valuable "real-world" insights both for the students and for the program as it reviews its own curriculum.
It is important to hire faculty with experience in the industry for online courses.
Hiring, training, and development are essential for optimal delivery and compliance.
