Community College Adjunct Faculty Perceptions of Orientation, Mentoring, and Professional Development.

摘要

The problem addressed in this study was the paucity of professional development, mentoring, and orientation opportunities for adjunct faculty in the community college system. The purpose of this qualitative study was to investigate adjunct faculty member perceptions of their orientation, mentoring, and professional development experiences at a mid-sized community college in the eastern United States, interpret and apply those perceptions to the local problem, and make recommendations to administration. The conceptual framework was based on Cowen and Brawer's theory of continuous learning, in that organizations must create continuous learning opportunities and use them to advance the abilities of instructors. The research questions for this study addressed perceptions of orientation, mentoring, and college-offered professional development experiences. Research was conducted using personal interviews, a focus group, and an electronic survey. Using Creswell's 6 steps of analysis and interpretation, data were triangulated and analyzed for themes, which included the need for alternative professional development offerings, remuneration for participation, and mentoring for adjunct faculty. Recommendations for action included investigating funding methods of remuneration for college-required events, developing an official mentoring program, and exploring various information dissemination methods. Social change could occur when adjunct faculty development enables instructors to become effective teachers, leading to decreased student attrition rates and increased content retention. Adjunct faculty may become more committed to the institution, thereby reducing faculty turnover and contributing to increased student learning within the college community.