Supporting Tenure-Seeking Faculty in Online Programs: A Critical Discourse Analysis
DOI:
https://doi.org/10.24059/olj.v28i4.4136Keywords:
online faculty support, faculty development, tenure-seeking faculty, mentoring, critical discourse analysisAbstract
Very little research has been conducted on the tenure-seeking faculty experience for those teaching in online programs. The majority of the research in this area focuses on their work in the online classroom but not on them as individuals in relation to the academy as a whole. This would include their needed support for tenure and promotion, while also taking into consideration the variation in their workload due to the online modality and interactions with students and colleagues. Online faculty often need a more balanced workload that is thoughtful of the timing of their service placements, office hours, and teaching schedules, as well as mentorship and guidance for professional development. Likewise, these individuals desire greater mentorship to aid in navigating institutional policies and practices. There may be a lack of understanding related to what their typical work week really looks like and the types of support that would best meet their needs. Our work has created a safer space for these individuals who are tenure-seeking faculty in online programs struggling with these exact issues to provide insight into their lived experiences and share with us some of their basic needs to be holistically supported as they move forward in their fields.
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