Expectations, Motivations, and Barriers to Professional Development: Perspectives from Adjunct Instructors Teaching Online

Adjunct instructors are the fastest growing population of faculty in the academy; and, given the current economic condition and its impact on institutions of higher learning, the proportion of adjunct faculty is likely to increase (Gappa, Austin & Trice, 2007; NCES, 2011). Yet the adjunct popula...

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Bibliographic Details
Published in:The journal of faculty development 2014-01, Vol.28 (1), p.67-82
Main Authors: Dailey-Hebert, Amber, Mandernach, B. Jean, Donnelli-Sallee, Emily, Norris, Virgil Rusty
Format: Article
Language:English
Subjects:
Adjunct Faculty
Course Descriptions
Distance learning
Faculty Development
Higher education
Learner Engagement
Part Time Faculty
Pedagogy
Population
Professional development
School faculty
Teaching Methods
Undergraduate Students
Undergraduate Study
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Summary:Adjunct instructors are the fastest growing population of faculty in the academy; and, given the current economic condition and its impact on institutions of higher learning, the proportion of adjunct faculty is likely to increase (Gappa, Austin & Trice, 2007; NCES, 2011). Yet the adjunct population continues to remain disconnected from the academy, as few institutions have yet to dedicate the time, resources, and communication channels necessary to support their work. Paradoxically, at the same time institutions are becoming more and more reliant on this contingent labor force (Bombardieri, 2006; Finder, 2007; NCES, 2010). Few researchers have investigated the motivations, preferences, and barriers that exist for adjunct instructors who wish to participate in professional growth opportunities. To usher in the paradigm shift needed to professionalize development opportunities for this critical population, adjunct instructor voices and perspectives must be a part of the research design. In this article, we offer strategies based on research involving over 600 online adjunct instructors and propose recommendations for institutionalizing faculty support based on these findings.
ISSN:2153-1900
2153-1919