Posted by & filed under AdjunctWorld Resources.

linkedin-sales-solutions-1LyBcHrH4J8-unsplashWhen looking for online adjunct teaching positions, your first question may well be, “But what can I teach?” Are there particular courses that are more likely to be online than others? Can any course be taught online? Is your particular discipline one in which you’ll find online classes to teach?

There is a huge array of classes that can be taught online. Because colleges are moving more and more toward increasing online classes, it is very likely that you will find classes to teach in just about any subject. Those subjects range through the sciences, humanities, social sciences, arts, and mathematics—the subjects typical to college coursework—and they also range through specific work-related courses like nursing, accounting, computer science, and more.

The courses offered by colleges can still vary tremendously across your region, your state, and the country. Different colleges have very different programs, and those will also dictate what courses are available to teach online. What can you expect to find? A lot.

Teaching English and Composition

One of the ever-present adjunct instructor jobs is in composition—it is a basic course, required of pretty much all college students, and so there are a lot of sections offered. But are any offered online? As a matter of fact, they are.

Northwestern Health Sciences University, for example, offers a fully online English Composition course. This is a “part-time” position, seven hours a week, and though a master’s degree is required to teach it, you don’t need any experience. To teach at the undergraduate level, the job positing clearly says, “0-2 years of experience.” Further, having experience teaching online is “preferred” but not required.

Purdue University Global also offers composition courses in asynchronous format. You’d be required to offer virtual office hours, respond to electronic correspondence in a timely fashion, and lead message board discussions. The class utilizes Adobe Connect, Microsoft Office Suite, and Brightspace education software—so experience with these programs, as well as three years of online teaching experience, is preferred, though three years of teaching online is a minimum qualification.

The Los Angeles Community College District offers some of their composition courses online using Canvas. Ohio’s Columbus State Community College offers English, and specifically developmental reading and writing, for more than $50 an hour, and some of those courses are online. Central State University, also in Ohio, offers online course in English Composition—and in fact, as far as humanities goes, they offer more than that.

Teaching the Humanities

Despite the abundance of English Composition adjunct positions available, as well as the ease you might imagine such a course could be taught entirely online, there are actually a lot of humanities classes offered online.

greg-rosenke-3ULMRQZ5APA-unsplashAside from composition, Central State University offers a number of humanities courses online, including Spanish language, French literature, history, journalism and mass communication, and philosophy & religion. It is not uncommon to find courses like these at other colleges available, as well.

Just basic “humanities” as a course is offered for online adjuncts by Baton Rouge Community College in Louisiana and Indian River State College in Florida. Excelsior College in Albany, New York offers a humanities course—they want someone who specializes in Ethics—that will be offered entirely in Spanish! So if you speak a second language, there are opportunities to use that skill, as well.

Sciences and Mathematics

The demand for workers skilled in math and sciences has been growing for decades—the economy has come to depend on STEM students, and that is a trend showing no signs of stopping. So you can expect there to be plenty of jobs teaching math and science online—and you’d be right to think so.

Finger Lakes Community college in upstate New York hires, at $945 per contract hour, for mathematics positions where having online teaching experience is a plus. Same with West Virginia Northern Community college, who hired for both on-campus and online classes.

The sciences, too, are moving to an online format. The California Baptist University hires adjuncts for an online course in research methods and statistics. Biology is a popular subject, with Los Angeles Pacific University offering more than $30 an hour to teach biology online—and in lieu of actual online teaching experience, they accept the completion of an online teaching certification process (granted, they are only authorized to hire in nineteen states, but that is still quite a range).

Common sciences where you will find jobs for online courses include physics, psychology, astronomy—even fire science! (Fire science is taught online by colleges like Arizona’s Mohave Community College, and Washington’s Everett Community College and Skagit Valley College).

Many of the courses I’ve detailed so far largely fall under the umbrella of undergraduate courses, and they are often courses required of all students—like composition or mathematics. It’s often the case, though, that one can teach upper-division undergraduate courses and even graduate courses—psychology is a prime example. But other courses are far more specific to particular industries, and if you have degrees and/or experience in those industries, a whole new level of opportunity opens up.

Professional Courses

There is an increasing number of adults wanting to take college coursework to further their career—and many of these courses are online. That’s no surprise, given that the typical adult—who probably already has a career, a family, and other responsibilities—can’t fit college classes into their day. what used to be “night school” is now largely handled online.

Penn State offers a number of such courses. Supply chain management, graphic design for communications, marketing, management, and computer science are all offered as online courses for adjuncts to apply for.

claire-anderson-Vq__yk6faOI-unsplashCentral State, prior to the Summer 2020 semester, was in urgent need of online adjuncts in criminal justice, business management, and early childhood education. Beginning in the fall of 2020, they planned to offer their intervention specialist (INS) program online, as well. Professional coursework is growing, and help is clearly needed.

I’ve written elsewhere about the need for adjuncts to teach things like nursing and accounting. Even radiology technology is taught online. Teaching classes like these will allow you to interact with what we might think of as more traditional undergraduate students and adults who are already professionals in their field.

So what courses can you teach online? A lot, it turns out. Many job boards post far more than I can account for here. Start searching our AdjunctWorld online teaching job database and see what turns up.

 

Posted by & filed under Job Listings.

jo-szczepanska-5aiRb5f464A-unsplashEach week we will summarize all the online adjunct jobs we’ve added to AdjunctWorld during the week for easy reference.

If you’d like to be notified right after we post a new online teaching job in your discipline area, giving your application a jump start, consider becoming a Premium Member! In addition to online teaching job alerts, you will also receive big discounts on our professional development courses – like our online teaching certificate course (OT101: Fundamentals of Online Teaching) as well as OnRamp: A Practical Guide to Landing an Online Teaching Job.

This week we posted 39 Online Adjunct jobs from 23 schools.

We at AdjunctWorld wish you the best of luck in your job search. If you have any questions, please don’t hesitate to email Brooke for more information.

This Week’s Online Teaching Job Summary

6 Online Teaching Positions – Liberty University

5 Online Teaching Positions – Capella University

5 Online Teaching Positions – University of Maryland Global Campus

…as well as online teaching opportunities at: Adler University, AIU Online, Bryant & Stratton College, Calbright College, Columbia University, CTU-Online, Eastern Oregon University, Florida Technical College, Franklin University, Grand Canyon University, Herzing University, Leighton University, Lindsey Wilson College, Saybrook University, Southern New Hampshire University, Syracuse University, Texas A&M International University, University of Arizona Global Campus, University of the Cumberlands, and Western Governors University.

 

Online Teaching Certificate Course

OT101: Fundamentals of Online Teaching

Space is limited! Register today!

samantha-borges-EeS69TTPQ18-unsplashOT101 is our 4-week, asynchronous, instructor-led certificate course that provides training in today’s best practices in distance education. Upon successful completion of OT101, you will receive a certificate to document your achievement which can be highlighted in your job applications and CV.

To date, we’ve graduated over 400 members of our community (read testimonials here). The next run of
OT101 starts Monday, January 17th. Enrollment is now open, space is limited.

OT101 normally costs $249, but use coupon code SAVE30 at check out for 30% off, bringing your price down to $174.30. Premium members will notice an additional 25% off taken at check out ($129.48).

REGISTER FOR OT101 HERE

Premium Membership

premium buttonWould you like to be alerted to the jobs in your discipline(s) right after they are posted on AdjunctWorld, rather than waiting for this weekly summary? Over the past week we’ve sent out hundreds of daily job alert emails to Premium AdjunctWorld Members.  Click here for a description of all of the Premium Membership benefits and how to subscribe.

Thanks for being a part of the AdjunctWorld Community!

Posted by & filed under Job Listings.

windows-SwHvzwEzCfA-unsplashEach week we will summarize all the online adjunct jobs we’ve added to AdjunctWorld during the week for easy reference.

If you’d like to be notified right after we post a new online teaching job in your discipline area, giving your application a jump start, consider becoming a Premium Member! In addition to online teaching job alerts, you will also receive big discounts on our professional development courses – like our online teaching certificate course (OT101: Fundamentals of Online Teaching) as well as OnRamp: A Practical Guide to Landing an Online Teaching Job.

This week we posted 41 Online Adjunct jobs from 22 schools.

We at AdjunctWorld wish you the best of luck in your job search. If you have any questions, please don’t hesitate to email Brooke for more information.

This Week’s Online Teaching Job Summary

5 Online Teaching Positions (1 listing, 5 disciplines) – National Louis University

5 Online Teaching Positions – Grand Canyon University

4 Online Teaching Positions – Southern New Hampshire University

…as well as online teaching opportunities at: Abilene Christian University, Bay State College, Capella University, CSU Global, CTU-Online, Herzing University, Kaplan, Kentucky College of Art and Design, Inc., Linfield University, Maryville University, Northcentral University, San Ignacio University, San Joaquin Valley College, South College of Tennessee, Strayer University, University of Arizona Global Campus, University of Maryland Global Campus, University Of Washington, and Western Governors University.

 

Online Teaching Certificate Course

OT101: Fundamentals of Online Teaching

Space is limited! Register today!

samantha-borges-EeS69TTPQ18-unsplashOT101 is our 4-week, asynchronous, instructor-led certificate course that provides training in today’s best practices in distance education. Upon successful completion of OT101, you will receive a certificate to document your achievement which can be highlighted in your job applications and CV.

To date, we’ve graduated over 400 members of our community (read testimonials here). The next run of
OT101 starts Monday, January 17th. Enrollment is now open, space is limited.

OT101 normally costs $249, but use coupon code SAVE30 at check out for 30% off, bringing your price down to $174.30. Premium members will notice an additional 25% off taken at check out ($129.48).

REGISTER FOR OT101 HERE

 

Premium Membership

premium buttonWould you like to be alerted to the jobs in your discipline(s) right after they are posted on AdjunctWorld, rather than waiting for this weekly summary? Over the past week we’ve sent out hundreds of daily job alert emails to Premium AdjunctWorld Members.  Click here for a description of all of the Premium Membership benefits and how to subscribe.

Thanks for being a part of the AdjunctWorld Community!

Posted by & filed under Online Teaching Resources.

miguel-henriques--8atMWER8bI-unsplash (1)When it comes to online student success, student engagement is going to naturally rank high. This is especially the case in online courses, where student behavior, motivation, and participation are critical. Trying to “stay connected” in an online class—even though the Internet is supposedly about connection—can prove daunting to many students. After all, it is quite easy to get lost in the crowd. It’s up to you, as the instructor, to keep that from happening. Imagine if the class is large; a big seminar, say, with possibly even hundreds of students!

There are numerous ways to engage students in those big online classes. Make content challenging. Make activities relevant. Make class time interactive. And make yourself engaging, too. These factors have all been backed up by good research.

That all sounds great, doesn’t it—but what can you actually do to make that happen? We’ll break down these methods more concretely and look at a few activities you can incorporate into your online class.

What Student Reviews Show – What Works in the Large Online Classroom

It’s all well and good for educators like you to put your heads together and try to figure out how to make the online class—and big ones at that—more engaging. But what do students think? That’s where the gold lies, the deep insight. If you want to know how well a class went, the student is the one to ask—and colleges know this. And now students routinely fill out class evaluations at the end of the semester, and those evaluations give us some important information.

Khe Foon Hew (2018), a professor at the University of Hong Kong, undertook a study of what are called “massive open online courses” (MOOCs; think “Udemy” or “MasterClass” and platforms like that) to find out what encouraged—and discouraged—student engagement. To do so, he got his feedback directly from the students themselves through evaluations.

john-schnobrich-FlPc9_VocJ4-unsplashHew’s sample for this study consisted of nearly 4,500 students in a variety of subjects, including healthcare, psychology, entrepreneurship, and history, all of them MOOCs. As Hew points out, some of these MOOCs can be upwards of 40,000 students! Now, at a typical college you will not be teaching that many students—not at once, anyway (I’d consider any online course that hits the 50+ student mark as ‘large’)—but some of Hew’s findings are indisputably valuable.

What’s important here is that MOOCs can vary in quality, at least as far as student ratings go. Students rate some things as positive for sure, but other things they declare as decidedly negative. Why, Hew asks, might some classes be higher rated than others?

In a pilot study, he found three basic components to student success in terms of their engagement with the course.

  1. Giving students flexibility in choosing resources –and allowing them to use those resources in their own time and at their own pace—creates a sense of autonomy. Whatever the resources, whether video or forum or readings, as well as the various activities and challenges, let students have a choice.
  2. Interaction with peers, of course, is important. The interaction that happens when they ask questions or give answers (so this includes interaction with the instructor as well) gives students a sense of connection.
  3. What gives students a sense of competency is the use of problem-centered learning. Students gain a better understanding of topics through things like active learning, peer interaction, and using readings to help solve real-life problems.

So: flexibility, interactivity, and competency—our core components. Hew’s initial pilot was a small study, and when he turned his attention to the larger study, he used student comments as the basis for a list of “what works.” The four most commonly mentioned factors, according to students, were these:

  1. Problem-centric learning, where activities are clearly related to real-life situations. This allows students to make meaning, which is in itself motivating and enriching.
  2. Active learning with feedback, which engages the student by requiring that they take on tasks and think about what they’re doing and how they’re doing it. The feedback is equally important—and it will be easier for you to give individual students feedback in a college class rather than a large-scale MOOC, but you still can use things like peer review for writing assignments, which engages students at another level and empowers them to do evaluative work.
  3. Cater the course to student needs and preferences, and at least one way to achieve this is by not making course materials and assignments too difficult to understand and do, but at the same time, making them challenging enough that the student is not bored. For students who are interested in pursuing a subject further, provide more resources for them—videos, readings, you name it. Remember, these are adults: they know what they want!
  4. Finally, a little humor and enthusiasm on the teacher’s part goes a long way. But isn’t that always the case? All you need to do is think back on your favorite teachers. And that humor and enthusiasm works especially well—it is in fact just about requisite—in an online class, where distance can affect a sense of connection.

Peer responsiveness and instructor availability were also found to be important. Overall, the ways to approach large classes are clear: be engaging; offer a wide variety of resources for students to use and the choices that go along with them; keep students active and working together; and above all, make challenges that are relevant to the students’ lives.

Peer and Self-Assessment in the Large Online Classroom

Kulkarni et al. (2013) out of Stanford University also focused on MOOC’s—specifically in connection with assessment. One of the most important motivators for students in any class is feedback. Feedback engages students in self-reflection. As the researchers point out, feedback from an instructor in large classes simply can’t scale—there’s too many students to give each the individual attention. With peer feedback, though, the student is now in the position of the assessor, which gives them a new level of experience and empowerment—and by seeing the work of another student, they can begin to think from a new perspective.

“Peer assessment can increase student involvement and maturity,” the researchers write. It can also “enhance classroom discussion,” as you might expect. All of this engages the student, gets them interested, and gives them a real-world challenge in assessing their peers. Naturally, it also creates relationships.

brooke-cagle--uHVRvDr7pg-unsplashThe trick is, though, to prevent them from assessing off mark and, essentially, inflating the grades, however unwittingly. The researchers point to the need to have clear, unambiguous rubrics to guide peer assessments, and to teach the students to use them. And of course, having the instructor model assessment techniques helps bring student evaluations—including of their own work—more in line with instructor evaluations. The margin of error decreases.

How can you do this? Start with what we might call calibration. Students grade a submission but also see how the instructor grades the same submission, which is provided to them with an explanation. If the two evaluations, teacher and student, are not aligned, the student continues to practice up to five times. Once they get it, or once they have done five assessments (regardless of whether they are close to the teacher’s evaluation or not) they continue on to the assessment phase.

The researchers did this in their experiment, and by the second iteration, nearly 43% of the student evaluations were within 5% of the instructor’s, and over 65% were within 10%. As they point out, this can take an enormous amount of work off the instructor’s plate—and empower students instead.

How did students react? Positively. A full 42% of the students found value in seeing other student work, and 31% said they learned how to communicate their ideas. They could see other perspectives and even get inspiration from seeing peer work.

It’s clear that engagement—and by now we know that adult learners want a definitive role in their education—can come from giving the student responsibilities that matter, and that have real-world implications. The hard skills may be learning to evaluate specific work concisely, but the so-called “soft skill” of communication certainly is at play. And, of course, as the instructor you get the added benefit of creating an interactive environment. Students get to know one another—and not just one another, but one another’s actual work.

Break ‘Em Up – Using Small Group Discussions in the Large Online Class

Class too big? Make it smaller—here’s how.

A study by Elison-Bowers et al. (2011) from Boise State University found a number of ways to make the class more engaging—not to mention manageable—and one of the best ideas is to break the class up into smaller groups.

But first, have students get to know each other. Whether synchronously, in real time, or via a discussion board, students can introduce themselves and tell a bit about themselves—what they are studying, their interests and hobbies, and so on. Make this a graded requirement! If you as the teacher take but a moment to respond, however simply, to each student, that will go far in keeping them engaged. And as students get to know each other, this is going to plant the seeds for collaboration later. It’s important, they point out, to make an activity like this not only a requirement but directly related to the course—anything that reeks of “busy work” only serves to turn a student off.

small-group-network-hRScHZGXkTA-unsplash (2)Now, it is doubtful that you will have the luck of securing teaching assistants to take on these small groups—a TA, I mean—but you could still break the large group into smaller groups. Though the authors of the study use a class of 150 as an example, you could easily do this with a group of 24, where you could break it up into groups of 8 students. Without a TA, why not designate one of the students a “leader,” and have them switch up that role periodically throughout the course? The student leader can facilitate discussions, for example. And with peer evaluation, you can see how the students can become their own “TA.”

“As online education evolves,” the authors conclude, “instructors must be prepared to teach not only the very large online classes of today but those of the future.” They wrote this in 2011—a decade ago! This is the future they envisioned, and they were correct in their prophecies.

Some online classes will grow larger, and online classes in general will proliferate for the foreseeable future. So how can you be prepared to engage students in these large online classes? The big ideas that the research suggests is giving students responsibilities, getting them social, and getting them active in their own evaluation. And those are only a few ideas. There are plenty of directions for you to do research yourself, and now is the time, as you’re cultivating your own online adjunct teaching career, to be the student yourself.

 

References:

Hew, K.F. (2018). Unpacking the strategies of ten highly rated MOOCs: Implications for engaging students in large online courses. Teachers College Record, 120(1), 1-40. https://www.tcrecord.org/Content.asp?ContentId=22013

Kulkarni, C., Wei, K., Le, H., Chia, D., Papadopoulos, K., Cheng, J., Koller, D., & Klemmer, S. Peer and self assessment in massive online classes. Transactions on Computer-Human Interaction, 20(6), Article 33. https://dl.acm.org/doi/pdf/10.1145/2505057

Elison-Bowers, P., Sand, J., Barlow, M.R., & Wing, T. (2011). Strategies for managing large online classes. The International Journal of Learning, 18(2), 57-66. https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1151&context=psych_facpubs

Posted by & filed under Job Listings.

kari-shea-apcUIqOPEIo-unsplashEach week we will summarize all the online adjunct jobs we’ve added to AdjunctWorld during the week for easy reference.

If you’d like to be notified right after we post a new online teaching job in your discipline area, giving your application a jump start, consider becoming a Premium Member! In addition to online teaching job alerts, you will also receive big discounts on our professional development courses – like our online teaching certificate course (OT101: Fundamentals of Online Teaching) as well as OnRamp: A Practical Guide to Landing an Online Teaching Job.

This week we posted 31 Online Adjunct jobs from 10 schools.

We at AdjunctWorld wish you the best of luck in your job search. If you have any questions, please don’t hesitate to email Brooke for more information.

This Week’s Online Teaching Job Summary

7 Online Teaching Positions – Houston Baptist University

6 Online Teaching Positions (1 listing, 6 disciplines) – Southern New Hampshire University

5 Online Teaching Positions – Western Governors University

…as well as online teaching opportunities at: Capella University, Contemporary Technology University, Liberty University, Provo College, University of Kentucky, University of Maryland Global Campus, and University of the People.

 

Premium Membership

premium buttonWould you like to be alerted to the jobs in your discipline(s) right after they are posted on AdjunctWorld, rather than waiting for this weekly summary? Over the past week we’ve sent out hundreds of daily job alert emails to Premium AdjunctWorld Members.  Click here for a description of all of the Premium Membership benefits and how to subscribe.

Thanks for being a part of the AdjunctWorld Community!

Posted by & filed under AdjunctWorld Resources.

joanna-kosinska-B6yDtYs2IgY-unsplashMost of us remember March, 2020 as being the month where—as far as education goes—pretty much most brick-and-mortar classrooms were empty. Classes, as we knew them, transitioned nearly entirely online. How did history classes fare? Here’s what the American Historical Association said in their news magazine: “History classes, in particular, are generally more adaptable to an online format than many other courses, precisely because the skills we value involve words and critical reflection—the ability to read closely, identify and weigh evidence, engage in informed debate and discussion, and write analytically and persuasively. These are qualities that are readily transferrable to the digital realm.”

To put it simply, it’s easy to post readings online and have discussions around those readings, also online. Students write and those writings get uploaded into a learning management system for the teacher’s perusal. It so happens that teaching college history courses as an online adjunct is a job very much in demand. Like any other course, it has its challenges to master, but history is a class that readily adapts to the online environment.

So how can you become an online adjunct history professor? Where are the available jobs? And what can you expect to do as an online history teacher? Read on to learn more.

Can You Teach History Online?

College history is one of the main courses you can teach online. As the American Historical Association suggested, history is suited for online learning.

The AHA points out three areas of learning: reading, discussion, and writing. The online, asynchronous format can allow for all of these—in many ways, at the students’ convenience, and certainly at the instructor’s convenience, as well.

british-library-Gw_UOoFk4Wk-unsplash (1)Readings, for example, are easily posted online through a learning management system, an LMS, and students can quickly download them and read them in their given time. Discussions in online classes are easily held on discussion boards, where students can respond to questions and hold debates, while the teachers themselves can respond as needed. Writing, as well, is easily posted to an LMS, making it easy for the instructor to download, evaluate, and upload thoughtful comments.

The nature of the history class, therefore, absent of things like “labs” where a student really would have to be present, makes it easily translatable to the online environment. If you teach history—or want to—then the online forum will allow you a lot of latitude, notably minus the commuting and the need to be in certain classrooms at certain hours on certain days. Your schedule (and the students’) is entirely up to you, at least within the parameters of the semester.

One of the benefits that accrued during the mass of online classes due to the pandemic was that new resources and tactics were drawn up by professionals like yourself and shared. The University of Washington, for example, posted a page of resources and best practices that is still available (as of this writing). A professor at the University of Pennsylvania’s Graduate School of Education likewise posted some thoughts and ideas.

What Do You Need to Be an Online History Professor?

So you’re thinking, this sounds good. What do you need to begin?

  1. First, you’ll need the right college degree. As far as the degree requirement goes, the baseline will generally be a master’s degree in history. In some cases, that master’s degree—in your discipline, of course—will need to be accompanied by graduate credit hours in the teaching discipline; eighteen hours is a general number. Conversely, you could hold a master’s degree in the teaching of history. You could also have a master’s related to history, so long as you have eighteen graduate hours in the discipline itself.
  1. Many colleges, particularly large schools, will look for experience in an academic environment—that is, they want to know you’ve actually worked in a college before. However, that does not mean you need to have worked as a “professor” before, or even an instructor. It could mean having been a graduate assistant, or even a tutor at a college. Don’t underestimate such experience! Anywhere you have worked as a student or with a professor is game for your application.
  1. In the case of online teaching, you will benefit from having online teaching experience. Not every school will require it—and some may even offer training in online teaching, sometimes required or sometimes not—but if they do, again, this need not have been in a college. You could have taught an online course for middle school, or of your own devising. Be creative with your experience; many things count as good work experience, and a college in need may readily accept the experience you have to offer.

I should mention here that, depending on the job the college is offering, you may need a Ph.D. to teach. Graduate schools needing adjuncts will require this. But there are frequently jobs at both the undergraduate and graduate level, so you needn’t be limited.

How Do You Become an Online History Professor?

The question here is, now that I know I want to teach history as an online adjunct, what do I actually need to do? First, you’ll need the right materials. All of these materials, now that we’re firmly in the 21st century, can easily be done online, uploaded to a college’s job site.

  1. As I said above, you’ll need your graduate degree, but you’ll also need your college transcripts; definitely transcripts of your postgraduate work, although have our undergraduate transcripts handy as well.
  1. You will likely need a letter of application—a cover letter, basically. In that letter, which should not go over a page, you’ll have to cover some ground: what is your academic experience as a teacher, especially online? Have you used an LMS, and if so, which one? You can offer, too, a brief but concise teaching philosophy (and in some cases, a college may ask for a separate document containing your teaching philosophy).
  1. You will need your curriculum vita—aka your vita, or just plain CV. Detail your education, where you graduated from and when. List your job experience, including any online teaching experience, or else traditional teaching. Have you had publications, grants, research? They are not required of adjuncts for the most part, but you can add them—showing your enthusiasm in the discipline can only help.
  1. Some colleges will ask only for references with contact information, and others will ask for three current letters of recommendation. Always have those ready.

Note, too, that some colleges maintain a “pool” of applicants, from which they draw according to need (which is to say, they may not always have enough classes to teach). Others will hire for a specific position altogether. Their websites will make this clear.

A quick look at a college—Kentucky State University, a Historically Black College and University, hiring for adjuncts in history—shows exactly what they are asking for of applicants. The minimum qualification is a master’s degree, with eighteen hours in a history content area, where a specialization in African-American History is preferred. Applicants must submit a letter of application, including graduate transcripts, a CV, and three letters of recommendation.

Adjunct History Professor Jobs are Online

A general search for online history teaching jobs quickly turns up a number of postings. Indian River State College in Florida set up a post that is helpful in that it details expectations, responsibilities, and more.

IRSC’s requirement to teach is a master’s degree, though they prefer a doctorate. They want to know not only that you have teaching skills (and they prefer two to five years, but it is not a requirement per se) but that you appreciate cultural diversity—Florida is very diverse in population, as you might imagine. Experience with computers and technology across the board is needed. They want you to meet the credentialing requirements for the Southern Association for Colleges and Schools.

cristina-gottardi-GeKoZualPmA-unsplashAside from general teaching expectations—grading papers, assigning grades, and so on—you must maintain posted office hours and participate in department and adjunct meetings.

Trine University in Indiana has a posting for teaching social sciences, history, political science and government—all online. They have “minimum technology requirements” and expect enthusiasm to be conveyed to students. As if you wouldn’t! But it’s good to know they value that.

Rock Valley College in Illinois has their own LMS, called EAGLE, and expect as a minimum only a master’s degree in history—and because this is the bare minimum, a college like this may be a good place to start. You can begin building teaching experience, if you’ve never taught before, that you can carry on to other schools.

It’s clear that history classes are made for online delivery. The future promises that all online programs will grow, and history is no exception. The move to online college coursework is historic—if you’ll forgive the pun. Well, and if you can forgive another pun, by taking on courses as an online adjunct history instructor, you can essentially be a part of that history. You might even make history—isn’t that what teachers do, daily?

AdjunctWorld adds online teaching jobs to its database every day, and this is an excellent resource for finding the perfect teaching position in history. Now is as good a time as ever to begin a career as an online adjunct in history—the discipline has found itself a comfortable niche online, and it looks as though it’s there to stay.

Posted by & filed under AdjunctWorld Resources.

priscilla-du-preez-F9DFuJoS9EU-unsplashIt may seem counterintuitive, but teaching psychology online is a rapidly growing field. You’d think that psychology constitutes teaching some pretty extensive information, including interpersonal soft skills —and it does—but this in no way limits it from being taught as an online course. In fact, teaching psychology online may even be ideal. No wonder so many colleges are doing it!

You can begin a career as an online adjunct psychology teacher because colleges routinely hire for such classes given the demand—psychology is in the top ten most popular college majors in this country. Like any other job teaching college courses as an adjunct, there will be certain requirements you will need to attend to: these include your college degrees, expertise in the field, and in some cases, your teaching experience.

Even those requirements are a generalization. It seems that there are plenty of jobs, and you can likely secure one without having an enormous amount of experience.

Wait, Can Psychology Actually Be Taught Online?

If you’ve ever taken a psychology course in a physical classroom, especially as an undergraduate, you might have noticed that such classes can be quite large. Introductory courses at big institutions, especially, can have more than a hundred students in a session! Such courses may rely very much on lectures, and so it’s easy to imagine transitioning such a course to an online environment.

How do you go about teaching psychology online? There are resources available online.

Walden University, which frequently hires for online adjuncts to teach psychology (they offer a Post-Master’s Online Teaching in Psychology Certificate), offers some tips. Use content that would engage and educate a student who is logging in using a learning management system (LMS), including readings, videos, and audio files. Communicate what your expectations will be in the online environment you’ve created. Be available to students, especially through the learning management system (the LMS) and by email. Finally, evaluate your performance—“nothing beats introspection,” the authors write.

chris-montgomery-smgTvepind4-unsplash (1)The Society for the Teaching of Psychology (a member of the American Psychological Association) offers a webpage teeming with peer-reviewed ideas. The APA themselves offers a page that includes resources for teaching undergraduate, graduate, and even post-graduate students. The Association for Psychological Science makes resources available, as does the Social Psychology Network on a page maintained by a professor from Wesleyan University. And there are even more resources than these, so keep looking! (And you can join a group like the APA and learn even more from colleagues.)

Given the parameters of an online class—posted readings, a discussion board to pose questions and consider answers, or teleconferencing a lecture—the online environment can be a comfortable experience for both teacher and student. There are many ways to serve up information, and many psychology courses will be just that—a lot of information rather than labs or other activities.

How Much Do Online Psychology Professors Make?

Now that we’ve addressed the question of whether teaching psychology online is a possibility, one of the next obvious questions you probably have is, how much can I make? As with all adjunct positions, the wage varies.

If you just go by search engines in your quest to find salaries for teaching psychology as an online adjunct, you’ll probably find a variety of answers. Glassdoor, for one, reports that the national average salary for an adjunct instructor of psychology is $74,985—this number was based on over 5,100 salaries submitted anonymously.

Zippia, on the other hand, writes that an adjunct psychology professor makes $49,160 a year, or an average of $23.63 an hour. Some colleges will say upfront what they offer, and it’s only a matter of visiting their human resources page or reaching out to the HR department of the college.

In either case, contacting the college themselves to clarify is important. We’ve also written a little bit about online adjunct salary in our article titled: How Much Money Does an Adjunct Make Teaching Online?

Are Online Psychology Professors in Demand?

Zippia’s research suggests that between 2018 and 2028, the career of teaching psychology as an adjunct will grow by 11% and create 155,000 jobs along the way in the U.S. If that’s the case, then there’s never been a better time to get a foot in the door.

eric-prouzet-B3UFXwcVbc4-unsplashThe website Recruiter offers similar numbers. Since 2004, they write, vacancies in postsecondary psychology teachers (and by now, this number will include online adjuncts, as well) have increased by nearly 25%, an average growth of about 1.5% a year. Recruiter projects that more than 50,000 new jobs will need to be filled in 2029 alone.

It’s interesting to note that they chart where the need lies. Some states—New York, Texas, and California—have far more postsecondary psychology teachers than other states, sometimes in the thousands. The states with the least resources include Wyoming, Alaska, South Dakota, Idaho, New Mexico, Nevada, and Montana. Those states may be a good starting point for the job search; if they offer remote positions, all the better.

Do You Have to Be a Psychologist to Teach Psychology Online?

The minimum qualification for teaching psychology is having a degree in psychology, and a master’s is more likely to be the base. A doctorate will be even better, depending on what position the college is looking to fill. But you in no way have to be, or need to have been, a clinical psychologist, a researcher, or anything like that. Education is frequently enough. (However, in the case of teaching something like statistics or research methods, you will need that experience; Indiana Wesleyan University asks that applicants have “involvement in quantitative research and statistical analysis.”).

Is it helpful to be a clinical psychologist? Do some schools require it? Yes and yes. But not being a clinical psychologist isn’t a deal breaker if you are interested in pursuing a career teaching psychology online.

By analyzing over 1,000 resumes, Zippia found that 43% of adjunct psychology professors have a bachelor’s degree, and that just over 40% have a master’s. Those with doctoral degrees stand at almost 13%. Some initial career experience you can draw on outside of your degrees includes internships and being a research assistant.

So as far as those degrees go, what do you want your degrees in? Basic psychology, clinical psychology, even school counseling can all work for you. All of these need to be taught.

That said, if you do have experience in the field, then you can emphasize this in your curriculum vitae and your cover letter. It couldn’t hurt, on the one hand, but on the other, it may give you a big leg up. After all, your being able to apply that field experience in the classroom—online or not—gives students an advantage.

Can I Find Online Psychology Adjunct Jobs?

A quick Google search for jobs teaching psychology as an online adjunct—a search taken right here in Louisville, Kentucky—quickly turned up jobs at major colleges and universities right here in the state.

I saw right away that two colleges in my state’s community college system were hiring for online adjuncts to be part of their faculty pool. I also saw that one of our state’s large universities  was hiring for six different graduate programs, including Counseling Psychology, Art Therapy, Clinical Mental Health Counseling, School Counseling and Educational Psychology, and more.

A smaller state university, at the time of this writing, is looking in part for online instructors to fill a number of courses, including introductory General Psychology and upper-level courses in Theories/Methods in Developmental Psychology, History & System of Psychology and/or Research Methods for Behavioral & Social Sciences.

rabie-madaci-eo6t2CSxXhc-unsplashTo the east, The University of the Cumberlands is looking for online adjuncts to teach from nine psychology course offerings—and what an interesting set of offerings! Forensic Psychology, Abnormal Psychology, Learning and Memory, all ranging from 200- to 400-level.

And these jobs are just local, with Google picking up on a regional search. At the present moment, casting the net wider, I found over 250 jobs teaching psychology as an adjunct. AdjunctWorld posts online teaching jobs daily, so that is a good place to start looking!

Credentials Needed to Teach Psychology Online

Like any other area of teaching, requirements will vary according to the college you apply to. But here are some basics you can expect.

  1. For many of these jobs, you can expect to be asked for a higher-level degree. A doctorate will guarantee you get your CV looked at; however, a master’s may also suffice, given you have enough credit hours (say, eighteen) in the teaching discipline. That master’s will likely be a minimal. In either case, be prepared to send your college transcripts.
  2. Whether you have online teaching experience matters. In the case of Bluegrass Community and Technical College, however, preference is given to those who have taught an online course before, but it’s clearly not required. They indicate that they use Blackboard as their LMS, so knowledge with that system will help.
  3. In some cases, you may need to upload your college transcripts, as well as a current vita or resume. Three current letters of recommendation should always be on hand; some colleges may not ask for them, but some—like I found Kentucky State University does—will.
  4. Some colleges, like Cincinnati State University, might ask for “industry experience,” which could well mean working at a practice, for schools, or in a state agency.
  5. Your subject matter expertise is always valuable. Think about your expertise as you craft your CV and cover letter.

In brief, psychology is a popular college program—after all, you went through a psychology program yourself, and can attest to that. You’re part of a pool of psychology graduates, many of whom are working clinically. Not all of them will look to teach, but for those who do—like you—there are more and more psychology students at every level, undergrad through post-grad. Colleges need your help.

Teaching psychology online is a job that’s not reserved for academics. If you have been working for a private practice, or for a school, or for the state, you have the experience to teach because you have real-world experience. And that experience can be applied online, several states away. As these programs grow and multiply, the need for teachers will grow—remember, not every psychology graduate is an academic; that is, they didn’t all go into teaching! If you’ve never taught before, or have only taught a course or two, you are not at a disadvantage.

I’ve seen some suggestion that there are not enough people to teach psychology courses, and with the increase in students—and the proliferation of online courses—working toward teaching these courses seems like a smart move. There are jobs across the country, and those jobs promise to grow.

Posted by & filed under AdjunctWorld Resources.

linkedin-sales-solutions-Kfzfd8ksE10-unsplash (1)So you have what it takes to teach online college courses. You have the right college degrees in your discipline. You have some teaching experience. You’re pretty good at using the technology that the courses will require. Maybe you even have some experience with learning management systems, like Blackboard or Brightspace or Canvas. You’re as ready as you’ll ever be. Now what?

You can get an online teaching position by preparing a CV, cover letter, and Statement of Teaching Philosophy, searching online for jobs, and then applying for an interviewing for those jobs – with full knowledge of the college’s expectations and the goals of distance education. Know in advance what the responsibilities of the job are, and whether the college is building a faculty pool, and you’ll be prepared to take on online classes.

Thanks to the Internet, your job search can be done from your desk. Colleges post their job boards online, and that includes postings for online adjunct teaching positions. A basic search, utilizing any search engine, will turn up jobs quickly. A lot depends, too, on when you look. You’ll also need to have your materials in order.

Narrowing your search on the Internet will help you find teaching positions: where do you want to teach? Knowing at what point in the year the college hiring windows are open will help, too. It just takes a little detective work. And with your polished application materials in hand, you’ll be ready to apply!

First, Assemble Your Materials

Before you really begin looking for jobs and preparing for interviews, you’ll first want to make sure that your important documents are in order. Let’s begin with two that will be asked for consistently: your CV and your cover letter.

Your curriculum vitae, the CV, will need to cover a lot of ground. Aside from making sure your name, email address, and phone number are all at the top of the page, you’ll need to include the information a hiring committee most wants to see.

Your Education is paramount. List the degrees you’ve been awarded, where they’re from, and when you got them. It may be enough to include only your postgraduate degrees, the master’s and Ph.D. degrees that will be required for the jobs.

Your Work History is just as relevant. Show where you’ve taught, what you’ve taught, and how long you taught there. If you had a job title, list it. If you were a Teaching Assistant, a TA, get it on paper. Did you tutor? Include it.

In your Professional Summary, be sure to show off your qualifications and indicate how you want to grow as a teacher. What do you have to offer? Be explicit. Remember, the “professional summary” is the hook for an HR manager to keep reading. You can also detail a section on Skills, an excellent place to demonstrate your proficiencies. Which technologies you have used in your online classes, as well as the kinds of students you’ve worked with (undergraduates? adult learners?) can be detailed here.

Next, you’ll want to make sure you have an excellent cover letter. Aside from being sure to explicitly state which job you’re applying for, now is your time to shine. If the CV has grabbed a hiring manager’s interest, then your cover letter should follow up with more details. How do you evaluate student progress and assess their work? How have you used technology in the classroom in order to further student learning?

In both cases, the CV and the cover letter, it is important to do research of posted online adjunct teaching jobs and looking closely at “duties and responsibilities.”

joao-ferrao-4YzrcDNcRVg-unsplash (1)Be prepared to submit your college transcripts. In some cases, you can submit unofficial transcripts at first, though you may be asked to submit official transcripts later.

Finally, you will want to prepare well-written Statement of Teaching Philosophy that captures the essence of your approach as an informed online instructor. A full description of what a Statement of Teaching Philosophy entails warrants it’s own article, which we will provide shortly, but in sum have a 1-page, well-edited essay that describes your student-centered approach to distance education at-the-ready. Not all schools will ask for this, but you don’t want to limit yourself to only those that do not. Write one!

Using Search Engines to Find Online Adjunct Jobs

It’s safe to say that everything is online now—including job postings for just about every industry I can think of. Teaching is no different. All colleges have websites with pages dedicated to job postings. It’s just a matter of finding them. Let me give an example.

I started by typing “online adjunct teaching jobs Kentucky” in the search bar. Right off, I found that Bluegrass Community and Technical College, a public college, is hiring online adjunct faculty for a number of positions, including psychology, family studies, social work, developmental studies, human services, computer information technology, and medical insurance technology. I find that the pay is $725 per college credit hour.

Now that I’ve found a job, what will I need to apply? According to the posting, eighteen hours in the teaching discipline and a master’s degree. I find that preference will be given to applicants with prior experience teaching online (I also learn that BCTC uses Blackboard as their LMS).

So what do I need to submit? My current CV and college transcripts. I can apply directly through the BCTC site, too. I would also need to complete the “online teaching inquiry form” to be considered for future online positions.

markus-winkler-afW1hht0NSs-unsplashMy online search actually turned up some out-of-state jobs, too. Specifically, two jobs teaching online for Massachusetts College of Pharmacy and Health Sciences, one in Healthcare Innovation and another in Healthcare Informatics. So what are their requirements?

Interestingly, MCPHS requires a bachelor’s degree, though a master’s is “preferred.” They want to see previous experience teaching to graduate students (specifically, students planning on a career in health and/or business) and experience using Blackboard. What do you need to submit? A CV and a cover letter.

When you’re typing in the search bar, try everything you can: “online instructor,” “online faculty,” “online adjunct,” or “remote learning.” Broaden your chances.

At AdjunctWorld we do a lot of this work for you – we hand-scrape the web every day for online adjunct teaching positions and list them in our database. Schools also post positions on our website, too. So, consider us your partner in this endeavor and use our search function to source online teaching jobs in your discipline area.

The Interview Process

In an interview published on TheBestSchools.org, Sarah Eilefson, Ph.D., says that her interview process took place entirely over Zoom—as did her orientation and onboarding later on. That’s unsurprising, given the pandemic.

So what kinds of questions might you expect in an interview for an online teaching position? An article on Owlcation.com provides some insight. Author Rhonda Malomet offers some of the questions she was asked.

One of the most important questions—and one you will sometimes have to provide as part of the application process—is, What is your teaching philosophy? She says that online teaching falls into two domains—”humanistic (focused on the individual) and behaviorism (focused on outcomes)”—and you should align your answers with these two types of teaching. Ensuring that you come across as a student-centered instructor (a guide on the side vs. a sage on the stage) is important as well.

You will be asked, she continues, about your experience with technology and learning management systems—if you have taken a course yourself that utilizes either or both, that counts! If you’ve had to troubleshoot, then that, too, is an opportunity to show your adaptability and flexibility.

You will be asked, naturally, about your teaching experience. She was asked to talk about a time she used creativity in her teaching. She was asked a common question about how she motivates students, as well as how much time she would give to a student. You could be asked how you interact with people online.

Into the Pool

You will probably find that at many colleges, there is a faculty pool from which departments draw their teachers. In many cases—Bluegrass Community and Technical College, which I mentioned here, is one—you will be given not so much a job as a place in the pool. If there is a high need, it is more likely you will be chosen to teach a class.

elissa-garcia-ckVjMurwKIs-unsplashSo “landing a job” sometimes means “landing a place in the pool,” and you’ll find that other teachers have seniority in that pool. What’s important is that teachers are drawn from the pool depending on need—and that need is dictated by how many students are signing up for a particular course, and therefore how many sections of the course will be open to teach. In the case of Bluegrass Community and Technical College, this is the case; the language used on their jobs page is “Posting is open-ended and will be filled according to need.”

The same is the case for Indiana University. A quick look at a job posting for an online adjunct instructor of math says that “Applications will be reviewed by the department as need for instructors arises, and candidates will be notified if they are chosen to interview.”

But this is not always the case. Indiana Tech, for example, is hiring for adjunct faculty in psychology—with online teaching experience preferred—and no mention is made of a pool. The same holds true for a position teaching online in their Global Leadership doctoral program.

When to Look for Online Adjunct Jobs

The best times to apply for online adjunct teaching positions is well in advance of the start of a new term—especially if you are applying to a faculty adjunct pool. Courses will be determined—and the need for instructors solidified—within the weeks before a new semester starts.

When you think “semesters,” you’re really thinking about two different times: fall and spring. Applying in the summer in order to be ready for the fall semester is a good idea, and applying by no later than the fall semester for the spring term is also a good idea. Is one better than the other? It depends on the course.

Take English composition, for example, typically a 100-level course. It is true, at least in some colleges, that most of the sections dedicated to Composition 101 will happen in the fall semester. Why is that? As I was told by English faculty, that’s when most of the incoming freshman sign up for the course. Therefore, there will be far more courses to teach in composition, and it will be more likely to ensure you classes to teach. In the spring semester, those same courses dwindle, and it may be the case that more faculty are trying to teach less classes—and getting a class to teach becomes more competitive because of that.

Therefore, it is probably best to really start looking for adjunct teaching jobs in the late spring or early summer to ensure you can teach in the fall. It is more advantageous for colleges to do a lot more evaluations of CV’s in that time—after all, they’re not teaching. By the time the winter rolls around, they will also already have a pool of faculty to draw from!

Still, that doesn’t mean you can’t apply for spring term classes to teach. But regardless, you will want to start at the best time—now. Begin with your standard job application paperwork: compile a CV, write a cover letter, secure some letters of recommendation (at least three), and make copies of, at least, your unofficial college transcripts.

Start applying for the jobs after searching online—most of your work will be uploading those materials. If you are contacted for an interview, prepare your answers based on what you know about teaching, working with students (of all ages!) online, and your skills with technology.

You don’t have to limit this process to your region, either. Use search engine terms to isolate jobs that are online that can be taught from anywhere. Whereas the successful candidates for a job with the College of Western Idaho will have to reside in Idaho by the first day of class, that is not necessarily the case with a great number of colleges.

With all these factors in mind—your application materials, a sense of how to answer interview questions, applying at the right time, and knowing whether you are applying for a position or a pool—you should have everything at your disposal to work toward landing an online teaching job.

We cover the process of landing an online teaching job in our 4-week, instructor-led course called OnRamp: A Practical Guide to Landing an Online Teaching Job. Participants leave class prepared for interviews and with a fully and professionally reviewed CV, Cover Letter, and Statement of Teaching Philosophy. See our OnRamp Course Description and FAQs page for more information and for upcoming schedule of classes.

 

References: 

TheBestSchools (2021). How To Get a Job Teaching Online. https://thebestschools.org/careers/career-guides/online-teaching-jobs/

Malomet, R. (2019). Ten Sample Interview Questions for an Online Instructor. https://owlcation.com/academia/Sample-interview-questions-online-instructor

Posted by & filed under Job Listings.

courtney-wentz-gJWjS_NAjM0-unsplashEach week we will summarize all the online adjunct jobs we’ve added to AdjunctWorld during the week for easy reference.

If you’d like to be notified right after we post a new online teaching job in your discipline area, giving your application a jump start, consider becoming a Premium Member! In addition to online teaching job alerts, you will also receive big discounts on our professional development courses – like our online teaching certificate course (OT101: Fundamentals of Online Teaching) as well as OnRamp: A Practical Guide to Landing an Online Teaching Job.

This week we posted 40 Online Adjunct jobs from 19 schools.

We at AdjunctWorld wish you the best of luck in your job search. If you have any questions, please don’t hesitate to email Brooke for more information.

This Week’s Online Teaching Job Summary

10 Online Teaching Positions – Southern New Hampshire University

4 Online Teaching Positions – Western Governors University

3 Online Teaching Positions – University of Maryland Global Campus

…as well as online teaching opportunities at: Bellevue University, Capella University, Columbia University, CTU-Online, Eastern Oregon University, Florida Technical College, Gordon College, Grand Canyon University, Hussian College, Kaplan, Penn Foster, Salve Regina University, South University, St. Louis Community College, University of Phoenix, and Walden University.

 

Premium Membership

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Thanks for being a part of the AdjunctWorld Community!

Posted by & filed under AdjunctWorld Resources.

ashkan-forouzani-ignxm3E1Rg4-unsplashOver the past decade (at least) there has been, and continues to be, a great deal of controversy in the case of the employee benefits that an adjunct instructor is often denied. Benefits, as defined in the lives of the adjunct faculty, revolve largely around health benefits—health insurance—and pensions. In either case, benefits are far too often lacking for adjunct faculty.

Colleges often do not offer benefits, either through health insurance or pensions, to online adjunct faculty. But some do—and peace of mind is a matter of finding those colleges. The reason this is so lies in the fact that adjuncts typically do not—or cannot—work the hours required for an employer to provide health care.

Colleges all too frequently limit the amount of hours a single adjunct instructor can work, falling beneath the requisite 30 hours per week that guarantees—by federal law—the provision of health benefits. Pensions, too, are left out of the conversation. There are, however, exceptions, and those exceptions are worth exploring.

Under What Circumstances Will a College Offer Benefits?

In 2013, the federal government issued provisions specific to adjunct faculty in the Affordable Care Act, the ACA, which determines the standard by which employers must offer health care to employees.

The federal government set hours-based equivalents for teaching classes, and they differ from the credit hours a college affixes to a class. Under ACA guidelines, for each “classroom hour” taught by an adjunct, a college must count 2.25 work hours (this accounts for not only classroom teaching time but prep work, as well) (NACUBO, 2014). A typical 3.0-hour class (meaning, the class meets for three hours a week) means that the hours worked would actually be 6.75. The federal guidelines also stipulates that a college must add one additional hour per week to cover office hours. In all, for a single 3.0-hour class, one would work, under the ACA definition, 7.75 hours a week per class.

A full-time employee, under ACA rules, must be provided health insurance benefits. A full-time employee, the ACA stipulates, works 30 hours a week (Internal Revenue Service, 2021). If you taught four classes, each 3.0 hours, for one college, you are considered by law to be a full-time employee.

If you find yourself in this position, the college is obligated, by law, to comply with ACA rules or face penalties. But as we’ve found, colleges will simply restrict the number of hours that an adjunct can work, and by that strategy they will not be required to offer benefits.

How Many Credits Can You Teach?

michael-skok-xCbD8Gi0Lck-unsplashShortly after the announcement of the new ACA rules, the American Federation of Teachers released a list of nearly forty colleges or college systems in twenty states that restricted the number of classes an adjunct could teach. Many colleges on the list limited adjuncts to teaching only 9 credit hours per semester, amounting to three classes (remember that teaching four classes, or 12 credit hours, requires health benefit coverage). In some cases, colleges limited work hours to 29, or even 29.75 hours a week (30 hours requires health benefit coverage).

The list came from newspapers, human resources documents, and even faculty whistleblowers across the nation. No matter the case, at these colleges—at least at the time—one could not expect health insurance benefits. At many, this is still the case.

Despite that fact, and beyond the controversy generated by compliance with the ACA in terms of adjunct teaching, there are colleges that offer health benefits—and more.

Who Offers Benefits?

Even a quick online search turns up, on the search engine’s first page, six colleges that offer benefits to adjunct faculty.

The Grossman-Cuyamaca Community College District in California—which at the time of this writing was hiring online instructors—offers a health, dental, and vision plan.

The City College of New York (CCNY) offers benefits to adjuncts who have taught at least one course for two consecutive semesters, who maintain at least six teaching hours per week, and are not otherwise covered by another job, a spouse’s job, or a government entity (like, say, Medicaid). They can enroll in the Teachers Retirement System (TRS) so long as their current appointment is for at least 45 hours.

The Community College of Philadelphia likewise offers a health insurance plan. Adjunct instructors are offered two choices: they may elect coverage offered by the college and pay a portion of the premiums, or they may choose to hold their own plan, for which the college will reimburse a portion. Depending on the pool one falls in, the college will pay either half the coverage or even 75 percent of the coverage! They also offer prescription drug benefits, a dental plan, and basic life insurance.

vitaliy-nqyK3NuwC6E-unsplashIn some cases, benefits might be defined as something broader. According to their website, the Community College of Philadelphia offers, in addition to these benefits, a basic 403(b) retirement plan and one week of paid sick leave per semester. They also offer tuition remission for one course per semester and a computer loan program.

Does this go for online adjunct faculty, as well? It does. At the time of this writing, for example, CCP was hiring for online psychology instructors. The adjunct can teach up to two online courses.

Some schools simply offer the opportunity to enroll in healthcare benefits regardless of the number of hours work. This, however, does not mean that the premium is low or consistent with what you might pay as a full time employee. In other words, you will have the option to enroll in benefits, but it might be the case that nearly your entire paycheck each month goes to cover your insurance premium. For some, this may not be a bad thing – teaching at one school to offset the cost to one’s family for health insurance might seem like a fair trade. To others, it may seem like highway robbery; it depends on your perspective.

Realities to Consider

According to an October 2017 report by the U. S. Government Accountability Office, barely over 35% of part-time college instructors have health care through a work-provided plan. That number varies by state, of course; in North Dakota, the report found the number to be 9.1 percent, and in Georgia only 7.1 percent.

What this means is that you should be prepared to give deep consideration to health insurance coverage. In order to be covered, that means you can do one of two things outright: one, look for teaching assignments at colleges that offer health insurance and other benefits to contingent faculty; two, be prepared to cover health care costs yourself, which may mean looking for teaching assignments that pay the highest.

Granted, you may have insurance through a spouse, or you may even have governmental assistance. If such is the case, you are fortunate. If not, you will have to plan in advance to be sure you are covered.

Granted, you may have insurance through a spouse, or you may even have governmental assistance. If such is the case, you are fortunate. If not, you will have to plan in advance to be sure you are covered. You may search for, and end up finding, colleges where contingent faculty are allowed to or even encouraged to work over 30 hours a week, qualifying you for benefits. Do your research. Find what will sustain you.

 

References:

Internal Revenue Service (IRS) (2021). Identifying full-time employees. https://www.irs.gov/affordable-care-act/employers/identifying-full-time-employees

Government Accountability Office (2017). Contingent workforce: Size, characteristics, and work experiences of adjunct and other non-tenure-track faculty. https://www.gao.gov/assets/gao-18-49.pdf

National Association of Colleges and University Business Officers (NACUBO) (2014). Affordable Care Act: Final rules on coverage for adjuncts and students. https://www.nacubo.org/News/2014/2/Affordable-Care-Act-Final-Rules-on-Coverage-for-Adjuncts-and-Students