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Abstract
Higher education has become increasingly dependent on adjunct faculty. Adjunct faculty members teach a heavy course load, but due to various reasons they are often on the outside of the latest teaching strategies via professional development programs (PDPs). With limited access to PDPs, they are often unfamiliar with current teaching strategies, such as those that emphasize active learning. This dissertation is composed of two manuscripts that contribute to the understanding of key features in designing adjunct PDPs that will inform them regarding current teaching strategies. The first manuscript is a literature review of PDPs that are designed to engage adjunct faculty and transform their teaching practices. Using key features from this critical review, a new PDP aimed to reach adjunct faculty is described. The second manuscript describes the implementation of a new program of PDP known as the Mentoring-Learning Community (MLC). The MLC was based upon two features from established PDPs, mentoring and learning communities. A transformative framework and a multimethod approach was used to investigate the MLC impact on adjunct faculty teaching views and practices. Both qualitative and quantitative data revealed that adjunct faculty can transform their teaching practices in a short time frame when placed in a conducive learning environment; however, the transformation is dependent on the willingness to learn and transform. The MLC provided a reference point for adjunct faculty to learn, grow, and collaborate with other faculty members regarding teaching practices. This dissertation provides evidence that the MLC had a transformative impact in teaching practices for science adjunct faculty, indicating the program may assist in better equipping science adjunct faculty. This dissertation also provides further insight into the transformative learning process of adjunct faculty teaching practices, which had not been previously described. Finally, this study offers suggestions for continued work to improve PDP for adjunct faculty.