Abstract:

The research analyzed measures of faculty performance (IQR or Instructional Quality Review, EOCS or End of Course Survey, FSDA or a measure of faculty engagement in the online class, and course completion rates) and faculty perceptions of professional development to determine appropriate course approvals, alignment to teaching assignments, and professional development needs. The goal was to ensure higher levels of course completion by students and better retention to graduation. As the University strives to ensure transparency in the evaluation of faculty performance, the same evaluation measures can and should be used to ensure a high-quality experience for students. While the University provides a wide range of professional development opportunities for Associate Faculty, it was not known what types of professional development were the most beneficial. This research analyzed faculty perceptions of professional development, faculty performance data, faculty course approvals, and level of formal education/experience in an effort to identify appropriate alignment for teaching in the undergraduate Early Childhood Education programs at Ashford University. The inquiry into these issues included a survey of Associate (Adjunct) Faculty for their perceptions and understanding, along with a quantitative analysis of faculty performance data on course completion rates, IQR, EOCS, and FSDA scores. The researchers determined how the Associate Faculty should be deployed - which courses should individuals be teaching and what type of professional development is needed. By identifying these areas of need, the researchers believe they will have properly-prepared faculty teaching the right students, leading to higher course completion rates, better overall retention to graduation, and an increase in Associate Faculty’s connection to the university.

Keywords:

Online education, peer review of faculty performance, course completion rates.