How to Make Money As an Online College Instructor

There are over eighteen million students attending community colleges, four-year colleges, state universities and for-profit online post-secondary academic institutions today, and more and more of those college students require an online college instructor to lead their classes. Distance education technology has matured to the point that it would be hard to imagine a school that is not offering online college classes to its new and returning students.

In fact, it is almost guaranteed that the lower cost of offering online college classes will force colleges and universities to move as many of their undergraduate classes online as possible in the next few years. The migration from traditional, on-ground education to digitally-accessed education represents a major shift in how a college education will be earned, and it concurrently represents a major shift in how almost anyone with a graduate degree in a core area of academic study such as English, math, history, psychology or Information Technology can find ample opportunities to earn a very nice living by teaching in multiple part time online teaching positions. It should go without saying that the first step to landing an online teaching position is to become familiar with the needs of the over five thousand institutions of higher learning.

First and foremost, the schools are almost literally being overrun with new and returning college students who have become unemployed or know with relative certainty that they stand a very good chance of becoming unemployed. These students want to improve their chances of earning a decent living again when the recession lifts, and they plan on making that happen by attending college in order to earn a degree or by attending a community college in order to acquire technical training. In either case, it is absolutely necessary that they take a certain number of core college classes.

The person with a graduate degree in these core areas of study can certainly take advantage of the growing need for instructors who can use a computer hooked to the Internet to teach college students taking these requisite courses. This growing need for education professionals with technology and academic skill sets is creating a very definite career path for those seeking to become an online college instructor.

Online College Instructor Income Potential

Obviously, each school will have its own formula for deciding how much to pay an online adjunct instructor to teach a course and anyone who teaches online for any length of time will realize that there isn’t any arguing the point with the school’s administrators. The only real option for an online adjunct teaching math or English, and it is these two core academic subjects that will have the vast majority of new and returning students, is to decide if a school that pays fifteen hundred dollars to teach an online college class for fifteen weeks is a better deal than a school that pays two thousand two hundred dollars to teach the same course for eight weeks.

Much of the evaluation process for one or another school depends on the demands of the course. Eventually, the alert online adjunct instructor will learn to teach at multiple accredited online degree programs at once so that if one academic institution becomes too demanding it can be replaced by another school that is more profitable for the adjunct. In general, it is possible to make fifty to sixty thousand dollars a year through online adjunct faculty employment, and there are those online instructors who laser-focused time management skills and cutting edge technology abilities that can earn in the six-figure range, but they do not sleep at lot. Online teaching can be lucrative in a variety of ways not directly related to the actual teaching.

For example, online adjunct instruction does not require a personal vehicle and there are no public transportation, streetcars and buses, necessary to manage the online classes. The best way to quantify this economic aspect of online instruction is to add up how much money is spent driving a car to and from the various college campuses every day. If a college instructor teaches at several traditional institutions that are some distance from each other a pretty penny of the money earned from teaching is eaten up in sheer transportation costs. An online faculty member only needs a computer and an Internet connection to function in the classroom.

Today, a perfectly serviceable laptop can be had for less than four hundred dollars and almost any coffee shop of public library has free wireless Internet service. Now compare that cost of teaching online with the almost endless expense of owning and maintaining an automobile that is sure to break down from all the miles put on it driving from one campus to the next. Another economic benefit to being an online college adjunct is that of geographic mobility. This mobility is of paramount importance since it can transcend geography, which means the adjunct can move about the globe freely and still earn a living wage. This geographic mobility could become very important if and when the area I which the adjunct lives become too expensive or is prone to natural disasters like hurricanes or earthquakes. Thus, the income potential of online adjunct faculty employment should be measure in more than just the payment for teaching an online college class.

Online College Instructor Application Strategy

While it is true that teaching online college classes for a distance learning online college requires a minimum of a graduate degree, it is also true that one needs to be hired to teach online in order to start earning money from it. Therefore, an application strategy is quite important to the overall process, and the application strategy is one that will be ongoing since the number of community colleges and other post-secondary institutions offering online classes will only grow over time.

First, gather all the documentation you will need during the application process. This includes a cover letter that contains an expressed intent to teach online undergraduate classes since it is these classes that have the most students in them. Along with the cover letter, a resume, not a vita, is a necessary element of the process. A third and very important element is scanned in unofficial copies of all graduate transcripts. All three of these application elements should be kept in a handy place on the computer’s desktop since they need to be in motion, so to speak, at all times.

The academic job boards are always a good place to search for possible online college course to teach, but it is a better idea to apply directly to each of the over five thousand academic institutions that have web sites on the Internet. Just keep submitting applications to teach online as an adjunct and sooner or later a positive response will be generated by the effort to make contact. Keep in mind that the schools have a lot more students than teachers who can master the digital classroom and teach college materials in a professional manner. Sooner or later, it will become easier to see the outstanding opportunities that being an online college instructor for multiple colleges online offers those with graduate degrees in need of a decent living.

Migrating From the Work Force to the Business Life

Starting an online business is an adventurous and risky process. It is also quite difficult because of financial constraints and managing risks. For example, I currently am a full time student and work 30 hours a week at my job. Without these things my future looks quite bleak; unless my online business takes off.

But how will my online business ever take off if I am at school all the time or studying? It seems like there is no way for me to be able to do all three things effectively, or at least to the full scale effects that I’d like to. I can’t cut back on my amount of school work. I am an all A’s type of student and that takes hard work and time. I cannot work less hours at my other job because I need the money to support myself and my family. The only logical thing I can do is spend my free time on my website and start it small.

That is what I have begun to do and so far it is working as planned. Right now I am in the Spring quarter of my school year. I must make sure that I start my business slowly and carefully, precisesly following my business model; except much more scaled down.

My business plan consists of doing online marketing. In the full swing I will market close to 10 products a week, However, during the school year I must only do 2. Doing two products per week will not a greatly profitable venture as I expect each product’s review to yield me a continual 20 dollars per month. Over time that will add up, but to begin it is not nearly enough.

I will analyze my results from my Spring period and if my results show that by writing more reviews I will be able to turn more profits, I will expand my business and run it at fifty percent over the summer. I will then do 5 product reviews per week which should bring my profits to a respectable level. If this level proves to be enough to support myself and family and replace the income of my other job, I will quit that and free up even more time for my online business.

At this point I will be able to focus all of my attention to my online business. I think it will be a great way for me to find out what kind of profits I can expect to earn if I put a full day’s work into the job. Working eight to ten hours each day of the Summer I will find out just how profitable my website with product reviews can be. If I find I am turning a great profit and making tremendous revenue, then I will look at sticking with the business full time.

I will not go back to school after the Summer if my business venture is successful and focus all my efforts to getting the business done. I have to start small, but work hard. If I start small and find that I am making good money, I will expand until I am doing what I love full time.

Framework For Evolving And Strengthening Capacity Utilization In NCFR

INTRODUCTION

This framework addresses the need and provides measures for evolving new ways for strengthening NCFR operations in the areas of partnership, having a clearer mandate, efficient human resource capacity utilization and policy administration. This framework is very necessary as a way of preparing the Commission to device means of responding to the new dynamics in forced migration. And this is coming at a time when the world is experiencing new and rapid forms of complex emergencies: the revolution in the Arab world; the unfolding Ivory Coast crisis; in Nigeria, the spate of violence conflict and environmental induced displacement, and the recent Nigeria Evacuees from Egypt and Libya. All these throw up new challenges for emergency preparedness and capacity utilization.

OBJECTIVES

– To suggest ways for fostering Inter-agency co-operation in order to understand the operational boundaries of the various intervention institutions implicated in managing complex emergencies particularly in humanitarian aid delivery and displacement.

– Introduce best practice model for the Commission in order to establish impact assessment profile and strengthen capacity.

– Professionalize commission’s operations by way of establishing an efficient communication channels.

– Evolve practical ways for enhancing the internal operations of the Commission by creating modules of day to day work schedule for all the departments and units in order to continuously strengthen the operational skills of the individual staff member, units and departments and avoid redundancy.

THEORETICAL FRAMEWORK

The theoretical framework briefly addresses the dynamics of forced migration to be able to interpret the new challenges that may arise in displacement management.

The recent evacuee from Egypt and Libya is very apt and requires a deliberate effort for policy administration. For example, apart from the particular nature of “statelessness”, forced migration generally occurs in two forms

1. As refugees: i.e. those who have crossed an internationally recognized border.
2. IDPs: Those displaced within the borders of their countries of nationality or place of habitual residence.

What is novelty here is the fact that the Nigeria evacuees from Egypt and Libya do not exclusively fall into the operational definitions of the instruments defining refugees and IDPs. In any case, considering the events that had led to the incidence of evacuating Nigerians from these crisis turned countries, it can be inferred from all the protection instrument that these evacuee are ”PERSONS OF CONCERN” covered by the NCFR mandate. Ordinarily, within the framework of the National Policy for IDPs and the AU Kampala Instrument, these evacuees do not exist as IDPs because they have not been displaced by any event occurring in Nigeria. But, they have a ‘well founded fear of persecution because of events occurring in their country of habitual residence’ but they did not cross into a third country as refugees. Again the question of statelessness does not arise because they have and still retain their Nationality as Nigerians.

Rogge’s classification of forced migrants is very instructive here. Rogge provides the operational definition for an evacuee as a forced migrant. And as such, they constitute the class of ‘persons of concern’ to the institutions implicated in refugee and IDP management.

In recent years, there has been a rise in ethnic and racial strife, religious fundamentalism, and other xenophobic movement. Strife and oppression, based on ethnicity, religion and race are still unsettlingly common. In the West Africa sub region, the unfolding Ivory Coast crisis calls for urgent concern. And in Nigeria, the spate of ethnic-religious clash and environmental inducing displacement is becoming unprecedented. Again, the geometric population increase in the West Africa sub region also impact the management of displacement. For instance, about 3 centuries ago, it took the world 123 years to add 1 billion people to the global population. Now, it is expanding by 1 billion about every thirteen years. Sub Shara Africa alone, contributes about 30 percent to this global population increase per annum. The phenomena of global warming and climate change are other contributory realities. A report issued in 1999 by the Goddard Space Science Institute estimated that the Arctic ices cover had thinned by 45 percent over the previous 40 years period, with the size of the iced cover shrinking by about 14,000 square miles, the result of which the IPCC reports estimated is that, up to 118 million people could be displaced by raising seas over the next century. By implication, the Nigeria coastal cities are particularly vulnerable.

Therefore, intervention agencies like NEMA and NCFR must understand their operational boundaries in responding to complex emergencies. Nigeria is caught-up in the web of globalization and it is also implicated in all displacement inducing phenomena. Given her status on the Africa continent, especially the West Africa sub region, it does become pertinent to evolve measures for dealing with the new trends and dynamics in forced migration.

PLAN OF ACTION

– NCFR must initiate a platform for inter agency interaction. This will help to define the operational boundaries of each intervention institution and enhance cooperation. It will also provide a window for experience sharing, impact assessment and encourage collaboration.

– NCFR must create a media image in order to establish an active identity. This should be done by posting images of displacement, advocacy, and promoting specific themes relating to forced migration in the mass media (TV and Radio advert). The effect of this cannot be over emphasized.

– The Commission must have an active user friendly web site; and create a web page for all the departments and units for monthly update. This is extremely important because it is a way of measuring the Commission’s output. All departments and units should be mandated to update their web page with results of their modules of work schedules. This is to encourage global best practice.

– All special application for specific needs of persons of concern to the Commission should be web based. For instance, in terms of documents renewal procedures for refugees, all field protection officers should on daily basis fill online application form for renewal of UN travel document on the Commission’s website. And on weekly basis, the Protection Unit at the center should download all such application form, analyze and process as appropriate and dispatch promptly. As such, refugee will not suffer the frustration of traveling to Abuja for document renewal and all other complaint. All Units and department with field based officers must on daily basics fill an application form regarding any specific complaints of “persons of concern” and these forms should be downloaded, accessed, analyzed and processed by the Unit or department concern. This will form the modules of work schedule that will be imputed into the webpage of each department and unit on monthly basics.

– NCFR should also create an interactive platform on social network site like Facebook and Twitter; upload pictures and comments daily to generate response from a wide range of interest groups and individuals.

– The commission should, on annual basics, organize stake holder conferences with specific themes of interest that would serve as a focal point for media advocacy in each succeeding year. The stake holder conference should involve Local, national and international actors implicated in humanitarian aid delivery.

– The Commission should on quarterly basics organize a round table discussion for impact assessment on new trend in managing forced displacement.

– The commission should on monthly basics develop a chat for accessing all the units and department and rating performance.

– The Commission should from time to time partner with relevant agencies and institutions in the area of gender, human rights, child’s right, migration, displacement, etc. The synergy of partnering with other institution will create a window for the commission to see through alternative approaches to humanitarian management

CONCLUSION

In respect to other ad hoc activities and stop gap measures developed to address some specific challenges that may arise from time to time, this framework only provide a frame for routine activities and professionalism. This framework is open ended and can be adjusted from time to time to permit all forms of contingencies. It only serves as a starting point for the commission’s efforts in seeking ways to assert itself in the national scheme of event and influence on the global stage. Therefore, the commission, with a firm commitment, needs to seek ways to expand its budgetary allocation and justifies the need for such expansion through efficient and effective resource allocation and capacity utilization