scholarly journals An Exploratory Study of Adjunct Faculty Professional Growth Experiences

2021 ◽  
Author(s):  
◽  
Bethany Potts
Keyword(s):  
Adjunct Faculty ◽  
Exploratory Study ◽  
Professional Growth

scholarly journals Adjunct Faculty Perceptions of Participation in Online Collaborative Research Teams

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Rita Hartman ◽  
Danielle Kearns-Sixsmith ◽  
Patricia Akojie ◽  
Christa Banton
Keyword(s):  
Adjunct Faculty ◽  
Personal Growth ◽  
Professional Growth ◽  
Collaborative Research ◽  
Faculty Perceptions ◽  
Research Question ◽  
Research Teams ◽  
Organizational Skills ◽  
Part Time Faculty ◽  
Inquiry Approach

Career professionals who serve as adjunct faculty at the university level are expected to engage in continual research and publishing to maintain their status as adjunct (part-time) faculty, to be considered for potential advancement, and to qualify for additional compensation.  One way of meeting this objective is to participate in online collaborative research projects benefiting from a set of multiple lenses, multiple insights, and a multitude of considerations in regard to design, methodology, data interpretations, and broader reaching implications.  A narrative inquiry approach was applied to gain an in-depth understanding of the experiences of adjunct faculty working in online collaborative research teams. Data was gathered through phone interviews where adjunct faculty shared their personal experiences and reflections about working as collaborative researchers in an online environment. Using an inductive process, themes were drawn from the responses of the participants to address the research question. The dominant themes found were organizational skills, interpersonal skills, and personal growth and development. The results of the study led to recommendations for supporting adjunct faculty in online collaborative research for building a sense of scholarly community and expanding opportunities for personal professional growth.

The Use of Adjunct Faculty: An Exploratory Study of Eight Social Work Programs

1996 ◽  
Vol 32 (2) ◽  
pp. 253-263 ◽  
Author(s):  
Waldo C. Klein ◽  
Dan Weisman ◽  
Thomas Edward Smith
Keyword(s):  
Social Work ◽  
Adjunct Faculty ◽  
Exploratory Study ◽  
Work Programs ◽  
Social Work Programs

scholarly journals The Professional Identity of Adjunct Faculty: Exploratory Study at a Private University in the UAE

2018 ◽  
Vol 11 (10) ◽  
pp. 16
Author(s):  
Taghreed Ibrahim Masri
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Adjunct Faculty ◽  
Exploratory Study ◽  
Private University ◽  
Writing Studies ◽  
Structured Interviews ◽  
Making Sense ◽  
Quality Of Teaching

Professional identity has recently made its way as a concept that has become a central theme in teachers’ professionalism. However, adjunct faculty professional identity and development have not been given enough interest in literature despite their increasing contribution in higher education. The purpose of this study was to assess adjuncts’ perceptions of their identity. It also aimed to examine what institutional professional development they receive and the effect of its presence or absence on their professional identity. Four semi-structured interviews were conducted with four adjunct faculty in the Department of Writing Studies at a university in the UAE. Results showed that adjunct faculty have dilemma making sense of their professional selves due to being perceived differently by their students, colleagues, administrators and themselves. Results also showed that adjuncts are vulnerable, insecure, and embarrassed to declare their identity to their students. In addition, findings revealed that they do not get institutional professional development opportunities that they need and that ignoring their professional development threatens the quality of teaching and the reputation of the institution they work in.

Assessing Institutional Support for Remote Adjunct Faculty Teaching Online

2021 ◽  
pp. 291-300
Author(s):  
B. Jean Mandernach ◽  
Emily Donnelli-Salle ◽  
Amber Dailey-Hebert
Keyword(s):  
Adjunct Faculty ◽  
Professional Growth ◽  
Value Added ◽  
Working Environment ◽  
Contingent Faculty ◽  
Self Assessment ◽  
Teaching Online ◽  
Inclusive Practice ◽  
Faculty Teaching ◽  
Realistic Appraisal

Creating an inclusive culture for remote adjunct faculty teaching online involves a holistic shift to embrace contingent faculty as integral, value-added members of the institution. The first step in this shift mandates a realistic appraisal of the current “remote adjunct friendliness” status of the institution. The Institutional Inclusive Practice Appraisal: Remote Adjunct Faculty offers an actionable self-assessment to examine policies, procedures, communication, engagement opportunities and professional growth that may impact the working environment for remote adjunct faculty teaching online.

A hospital clerkship program for dental students: an exploratory study

1969 ◽  
Vol 33 (2) ◽  
pp. 224-229
Author(s):  
EA Stuebner ◽  
RP Johnson
Keyword(s):  
Exploratory Study ◽  
Dental Students

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

Disfluency: An Exploratory Study of the Effects of Subcortical Stroke

2009 ◽  
Vol 36 (Fall) ◽  
pp. 149-156
Author(s):  
Charles Ellis ◽  
Maude Rittman
Keyword(s):  
Exploratory Study

An exploratory study from the patients' perspective of living with allergies

1997 ◽  
Vol 6 (5) ◽  
pp. 371-377
Author(s):  
Wendy Zernike ◽  
Tracie Corish ◽  
Sylvia Henderson
Keyword(s):  
Exploratory Study ◽  
Patients Perspective

Review of Top Management Development and Succession: An Exploratory Study.

1969 ◽  
Vol 14 (10) ◽  
pp. 562-562
Author(s):  
H. J. LEAVITT
Keyword(s):  
Exploratory Study ◽  
Management Development ◽  
Top Management
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