Content Description

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.

Provenance

Electronic records submitted to ProQuest by Dusek, Summer. Downloaded and processed by Valdosta State University Archives and Special Collections on 2026-03-10.

Restrictions Apply

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