Dissertation
Improving adjunct faculty experiences: implementing a topics-based learning community at a community college
Doctor of Education (Ed.D.), Drexel University
May 2016
DOI:
https://doi.org/10.17918/etd-6873
Abstract
This study was conducted to explore how a yearlong topics-based faculty learning community targeted for developmental reading adjunct faculty affected faculty experiences, while helping developmental reading adjunct faculty shift their pedagogy from a skills- to a holistic-based approach to college-level literacy. This qualitative study collected data from adjunct faculty participants who engaged in a year-long topics-based learning community, with an emphasis on the shift in pedagogy within the field of developmental college-level reading classes. This qualitative study collected data from a focus group of the participants, individual interviews from each of the participants, and document reviews of participant syllabi and projects that focused on a single unit to demonstrate their understanding of the shift in pedagogy. The data demonstrate that topics-based learning community experiences provide significant support for adjunct faculty when shifting pedagogy from a skills-based approach to a holistic approach to college-level literacy in a developmental reading department. Additional findings include adjunct perceptions of marginalization within an institution, which can be ameliorated by professional development opportunities that are executed and implemented with thought and care.
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Details
- Title
- Improving adjunct faculty experiences
- Creators
- Haleh Azimi - DU
- Contributors
- Vera J. Lee (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- vii, 162 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 6873; 991014632692804721