B. Jean Mandernach's Story
During a department committee meeting to consider faculty applications for promotion, a debate emerged concerning the role of online teaching within a faculty member's academic portfolio. On one side of the debate was the belief that the online teaching experience—and its resultant artifacts of effectiveness—should be given equal weight to other teaching indicators. On the other side was the argument that the role of online teaching was not sufficiently established within the university to weigh equally into promotion recommendations.
As the debate continued, several pertinent issues arose:
- Most faculty members were not hired explicitly to teach in an online ...