This dissertation explores the challenges faced by contingent faculty in an online legal studies program in navigating evaluation systems and seeking evaluative equity. The study delves into the experiences of contingent faculty members who lack formal training in education and primarily rely on student evaluations for feedback. The data for this project was collected through questionnaires, with data processing through the lens of a qualitative case-study. The study includes emphasis on andragogy, constructivism, and connectivism. The research highlights the need for improved preparation for evaluations, more reliable feedback mechanisms, and actionable insights to enhance teaching effectiveness. Findings reveal a gap in communication regarding the evaluation process and performance expectations for contingent faculty. Recommendations include enhancing onboarding processes, establishing a faculty handbook, increasing student feedback participation, and providing detailed administrative feedback to empower contingent faculty in their professional development. This study underscores the importance of fostering a supportive and equitable evaluation environment for contingent faculty in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]