As part of the post-secondary educational landscape, online programs and courses help institutions reach and enroll more students. To meet the needs of increased enrollments in online education, part-time faculty are often hired to teach online courses. Part-time contingent faculty represent a growing majority across many fields of study in colleges and universities. As Rendahl & Breuch reported, first-year courses, specifically freshman composition, are increasingly taught online. This study uses a mixed-methods design to examine how, and in what ways, writing program administrators (WPAs) approach preparing part-time faculty to teach writing online. The findings reveal that WPAs often encounter workload and funding constraints that limit their ability to help professionalize part-time faculty for online writing instruction; however, participants were mindful of the issues related to contingent employment and the importance of faculty development.
Beavers, Melvin E.
"Administrative Rhetorical Mindfulness: A Professional Development Framework for Administrators in Higher Education,"
Academic Labor: Research and Artistry: Vol. 5
, Article 9.
Available at: https://digitalcommons.humboldt.edu/alra/vol5/iss1/9