Adjunct faculty members set the stage for a successful classroom experience by planning the first class meeting. According to educator and part-time faculty administrator Donald Grieve, adjunct faculty members need to be aware of student demographics, create a classroom communication plan, develop a syllabus and think about setting the tone. The first class should include an interactive activity. Casual conversation helps bridge communication gaps between students and professors.
The lecture format is the most commonly used classroom technique, but outstanding adjunct faculty members use a variety of classroom strategies to respond to questions and help students participate in discussions. Case studies, critical thinking exercises, brainstorming sessions, peer reviews and role playing exercises are just a few examples listed at the website TexasCollaborative.org.
An interesting presentation style helps students pay attention and feel engrossed in the material. Barbara Davis, et al., in "A Berkeley Compendium of Suggestions for Teaching with Excellence," encourage faculty members to vary instructional activities, focus on students in the classroom and structure classes around specific topics. Other presentation methods include inviting guest speakers, using power point presentations and question and answer sessions.
Assessment includes more than a mid-term and final exam. The best adjunct faculty members, according to Davis, et al., provide students with a variety of assignments and challenge students through the use of stimulating activities. Panel discussions, oral presentations and giving students a choice of assignments help students feel connected to the learning process. Holding a review session before an exam, as well as distributing sample questions and exam answers, will help students be prepared. Test items should include a balance of difficult and easier concepts. Students should also be informed of their progress throughout the course.
Being an effective adjunct faculty member includes being available outside of the classroom. Students should have contact information for adjunct faculty members. Other strategies include requiring meetings with struggling students. Weaker students can be integrated into project work with stronger students. Faculty members should prepare additional assignments and self-paced resources for those students requiring additional assistance.