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ERIC Number: ED552326
Record Type: Non-Journal
Publication Date: 2012
Pages: 159
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-4187-9
Improving Practitioners' Effectiveness as Adjunct Educators through Comprehensive Training and Development
Jackson, Paul C.
ProQuest LLC, D.Mgt. Dissertation, University of Maryland University College
Adjunct faculty members make up an increasing percentage of the faculty in the community colleges. By some estimates, the percentage may be as high as seventy percent (70%). Many of these adjunct faculty members are practitioners, individuals who work full-time in business, industry or government, or who have recently retired. Practitioners bring a great deal of experience, real world knowledge, and practical examples to the classroom, labs, and clinics of the community colleges. Additionally, they bring contacts with people in business, industry and government. Adjunct faculty members who are practitioners in their respective fields are vital resources for programs that train students to be immediately employable. Practitioners need training to gain the tools needed to transfer their experience into effective teaching and learning. The training of practitioner adjunct faculty is an important management issue for community colleges. The cost of replacing adjunct faculty, both in terms of hiring costs and lost expertise is significant. Properly training adjuncts can reduce faculty turnover. Additionally, the reduced student success that may be caused by poorly trained adjunct faculty is a cost to the community. In this time of increased emphasis on student success, training this large percentage of the faculty population is an essential part of promoting student success. Despite the numbers and importance of the practitioner adjunct faculty, the faculty development programs for these new members of the faculty, where they exist, are not comprehensive. This dissertation presents a model for a comprehensive faculty development program that will help these important members of the community college faculty become more effective educators. This comprehensive model includes a discovery element designed so that community colleges can match training with specific needs. It also includes an evaluation section to assist community college in the assessment to can ensure that the faculty development efforts are making a difference in the teaching effectiveness of practitioner adjunct faculty and ultimately improving student success. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A