Adjunct Faculty Development: Building Community and Sustaining Pedagogical Change
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Authors
Dusek, Summer Susanne
Issue Date
2025-12-05
Type
Dissertation
Language
en_US
Keywords
Higher education , Adjunct Faculty , Community College , Professional Development , Dissertations, Academic
Alternative Title
Abstract
This qualitative case study examined how a comprehensive adjunct faculty development program at a Florida community college fosters community and supports sustained pedagogical change. With adjunct faculty teaching nearly 60% of community college courses while facing systemic barriers, effective support approaches are critical for institutional success. Guided by constructivist learning theory and Wenger's Community of Practice framework, the study addressed: (1) What strategies build community among adjunct faculty? (2) What strategies contribute to sustained pedagogical change? (3) How do supports and barriers influence involvement? Data collection included semi-structured interviews with five adjunct professors who completed all program components (Academy, Professoriate, renewal portfolio) and portfolio analysis. This triangulated approach captured lived experiences and documented sustained professional growth. Findings revealed that cohort-based learning, faculty facilitation, and peer interactions fostered community building and identity development. The biennial portfolio requirement institutionalized reflective practice driving pedagogical improvement. Financial incentives and institutional recognition proved essential despite time constraints. Four meta-themes emerged: transformational learning experiences, community-pedagogy integration, sustainability mechanisms, and institutional integration pathways. The study demonstrates that comprehensive adjunct development programs can overcome systemic barriers through sequential programming, ongoing accountability, and meaningful support. Findings suggest significant potential for improving teaching effectiveness and student outcomes through strategic adjunct faculty development investment, with implications for community colleges nationwide.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.