Adjunct faculty have many of the same professional development needs as full-time faculty (Forbes, Hickey & White, 2010; Packer, 2019), yet, as we look inward and reflect on current practices, adjunct faculty seldom receive the development opportunities available to full time faculty. Looking forward, how can we meet the professional needs of our adjunct faculty? This session explores approaches that session organizers and participants take to provide development opportunities for adjunct faculty. Participants will collaborate in real time to share ideas on a Google Doc. Participants will gain multiple ideas for adjunct faculty development programs/ strategies at their own institutions.
Common narratives surrounding adjunct faculty tend to focus on resources they lack and seldom acknowledge the strengths and benefits of this community. Drawing upon Yosso's theory of cultural capital, roundtable participants will discuss how we might create spaces for adjunct faculty to find and develop power from their own stories, emphasizing the assets they bring to higher education and helping them thrive in a marginalizing environment. By identifying and acknowledging the stories of individual adjunct faculty, we can begin to unpack their assets as dedicated members of the higher education workforce and convert this knowledge into targeted, purposeful development programming.
Consortium-wide Community of Practice for Non-tenure-track Faculty: Examining Sense of Community and Teaching EfficacyNovember 10, 2020
Non-tenure-track faculty (NTTF) are often overlooked at colleges and universities nationwide with regards to fostering a sense of community and teaching support. This research study followed the development of a newly formed community of practice (CoP) for NTTF across a consortium of six independent colleges and universities. The CoP offered professional development in teaching and opportunities for members to network. The Sense of Community Index 2 (SCI-2) and the Postsecondary Instructional Practices Survey (PIPS) were administered to these faculty. Results from the surveys provided a more nuanced picture of the NTTF in the consortium and subsequently guided programming and services.