Tag Archives: model program

Examining an adjunct faculty professional development program model for a community college

Messina, L. S. (2011). Examining an adjunct faculty professional development program model for a community college.  
(Ph.D.). (AAI3461092). Retrieved from http://scholarsarchive.jwu.edu/dissertations/AAI3461092

This study looked at a one-year Adjunct Faculty Professional Development program in a two-year multi-campus community college in Massachusetts.  The study focuses on the development of curricula content for professional development and program characteristics of adult learning.  A fully developed background and description of the study followed by an extensive literature review.  The study was equally quantitative and qualitative.  The quantitative questions explored the differences between those adjunct faculty who participated in the professional development program and those who did not.  They also questioned the differences among adjunct faculty perceptions, based on the number of years of teaching experiences, of program characteristics that were perceived as being valuable .  The qualitative questions explored more deeply the responses from the quantitative portion of the study.  The study use 57 adjuncts who participated in the program and 101 who did not for the quantitative survey.  Twenty-eight focus groups accounted for the qualitative portion of the study.  Two surprising findings in this study were the major themes of a lack of mentoring and the need for better orientation.

Critical foundations: Delivering standardized professional development to adjunct faculty

Louch, L., & Simpson, S. (2014). Critical foundations: Delivering standardized professional development to adjunct faculty. Paper presented at the Higher Learning Commission 2014 Annual Conference, http://cop.hlcommission.org/Learning-Environments/louch.html.

This brief essay reviews how Baker College, a private, not-for-profit multi-campus school has approached the professional development of its adjunct faculty and the challenges faced in that process.  By using standardization of professional development Baker College has been able to leverage data gathered to make data-driven decisions and create a shared culture of knowledge and goals at the same time.  With a multi-campus environment they have discovered that delivering standardized materials is much more effective for adjuncts when done via multiple delivery methods.  The data that they have been able to gain because of standardization have shown a “notable increased level of understanding and implementation of various teaching, learning, and assessment concepts and strategies.”

Embracing non-tenure track faculty: Changing campuses for the new faculty majority

Kezar, A. J.(Ed.). (2012). Embracing non-tenure track faculty: Changing campuses for the new faculty majority. New York: Routledge.

In this work edited by Adrianna Kezar the reader will find an invaluable collection of case studies ranging from small community colleges to masters colleges and universities.  The book begins by providing background and context by reviewing the literature that speaks to recommendations for policies and practices where non-tenure track, part-time faculty are concerned.  The first chapter lays the groundwork for the series of case-studies from eight very different academic communities.  The second chapter reviews the findings of a nation-wide study of over 400 faculty contracts and interviews with 45 faculty leaders at 30 institutions.  They highlight a three-phase model that includes mobilization, implementation, and institutionalization.   This framework can be used when considering each of the case studies.  The uniqueness in this volume is the ability to have at hand studies from such diverse organizations in one place.  The final two chapters help the reader synthesize all the opportunities and pitfalls discussed in the case-studies.  The reader can explore the case studies for detail, or read the last two chapters for an overview. The appendices are excellent examples of outstanding practices, policies, and guidelines that would be useful in discussions around the issues of adjunct faculty at most institutions.

A canadian college where adjuncts go to prosper

June, A. W. (2010). A canadian college where adjuncts go to prosper. Chronicle of Higher Education, 56(41), B39-B41. Retrieved from http://chronicle.com/article/A-Canadian-College-Where/123629/

Vancouver Community College (VCC) in has, over a two-decade, period managed to develop a program that lends to solidarity among part-time and full-time faculty, creating a one-faculty environment.  Unlike many programs in the U.S. Vancouver offers its adjuncts job-security and much more equitable situations than U.S. institutions.  The Chronicle of Higher Education article details some of the differences between the VCC program and many higher education institutions in the U.S.  Some notable differences are the ability to move from a part-time status to a more “regular” status in which there is more job security.  Compensation is also based on the compensation of full-time faculty, not solely what the market will bear in paying adjuncts.  VCC adjuncts who meet certain criteria can also qualify for professional development opportunities such as the cost of conferences and  research subscriptions.  VCC and the union representatives are still working toward even more equitability, but they have made good progress.

Teachers as adult learners

Lawler, P. A. (2003). Teachers as adult learners: A new perspective. New Directions for Adult & Continuing Education, 2003(98), 15-22.

Outlining the Adult Learning Model for Faculty Development developed by Lawler and King, this article asserts that faculty (teachers of adults) are adult learners and, hence, their learning should be thought of in the same perspectives as other adult learners.  Using the six adult learning principles of: create a climate of respect; encourage active participation; build on experience; employ collaborative inquiry; learn for action; and empower the participants, Lawler shows how each can be applied to teachers of adults.

A learning Outcomes model for mentoring adjunct faculty

Maybee, R. (2015). A learning Outcomes model for mentoring adjunct faculty. In A. A. Howley, & M. B. Trube (Eds.), Mentoring for the professions : Orienting toward the future (pp. 187-203)

After a brief overview of recent literature concerning adjunct faculty needs, Maybee puts forward a practical approach to mentoring adjunct faculty.  Maybee asserts that using the learning outcomes model presented in this article “can foster an effective, interactive, and dynamic mentor-mentee relationship” (p.201).  Using a combination of learning tools and learning outcomes to establish a sense of accountability he develops a program for more successful collaboration between the mentor and mentee.  Five communication tools are given to assist the reader in developing a program of adjunct faculty development.  These include: building rapport and community with full-time instructors and other adjuncts; constructive evaluation of adjunct teaching and class management; seeking alternative methods, attitudes, and techniques; maintaining accountability for action plans, progress, introspection, and evaluation.  Learning outcomes forming the basis of the plan can include demonstrating successful learner-centered teaching strategies, improved classroom/course management, and improved teaching by applying technology.  Maybee offers a completed model to assist the reader, and suggestions on building your own model based on the individual needs of mentors and mentees.

What types of support do adjuncts need?

Kelly, R. (2014, May 6). What types of support do adjuncts need? Retrieved from http://www.facultyfocus.com/articles/faculty-development/types-support-adjuncts-need/

This entry discussed the quantitative study done at Northern Oklahoma College comparing the perceptions of adjuncts and administrators concerning the importance of support for part-time faculty.  Kelly concisely reviews the relevant findings in the support areas of orientation (both campus and job duties, professional development, and access to support services.  Kelly summarizes the recommendation from the study’s author, Dr. Judy Colwell into three main areas; workshops or meetings must be convenient and relevant; listening is an important skill and seeking input is part of that; and keep the adjunct input in perspective.

Expectations, motivations, and barriers to professional development

Dailey-Hebert, A., Norris, V. R., Mandernach, B. J., & Donnelli-Sallee, E. (2014). Expectations, motivations, and barriers to professional development: Perspectives from adjunct instructors teaching online. The Journal of Faculty Development, 28(1), 67-82.

This study of 649 online adjuncts in a university system investigated the perceptions about the value, relevance, and utility of various types of faculty development programming. Using a Likert rating scale the authors targeted personal demographic questions such as age, ethinicity, and comfort with computers.  Faculty preferences for the for­mat of faculty development programming were examined and perceived value of professional development programming was assessed.  Findings included online adjuncts seek regular, but limited opportunities for professional development; attendance is often driven by format, topic, and timing.  Motivators were grouped into intrinsic and extrinsic, and not surprisingly, monetary compensation was second on the list.  Intrinsic motivators, such as personal growth accounted for four of the top six motivating factors.  The authors noted various limitations to the study that would be useful for those attempting to replicate it.

A model for orientation and mentoring of online adjunct faculty in nursing

Brannagan, K. B., & Oriol, M. (2014). A model for orientation and mentoring of online adjunct faculty in nursing. Nursing Education Perspectives, 35(2), 128-30.

This short article looks at an online adjunct faculty mentoring model (OAFMM) supported by social cognitive theory. The use of individuals with extensive expertise in a given specialty has both benefits and drawbacks for students.  Often these adjuncts have little or no teaching experience, especially an online adjunct faculty.  The article looks at various components of a model designed to create adequately prepared, engaged, and engaging, adjunct faculty through orientation and mentoring.