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Tytuł pozycji:

Implementing an Adjunct Training and Development Model to Increase Student Success: A Mixed Method Study

Tytuł :
Implementing an Adjunct Training and Development Model to Increase Student Success: A Mixed Method Study
Autorzy :
Brady, Tracie L.
Źródło :
Online Submission, D.B.A. Applied Doctoral Project, William Howard Taft University. 166 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED606134">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED606134
Recenzowane naukowo :
N/A
Data publikacji :
2020
Deskryptory :
Higher Education, Adjunct Faculty, Teacher Role, Faculty Development, Teacher Student Relationship, College Students, Academic Achievement, Academic Persistence, Mentors, Communities of Practice, Andragogy, Best Practices, Leadership, Teacher Attitudes, Technical Institutes, Online Courses, Student Attitudes, Teacher Evaluation, Models
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
166
Education Level :
Higher Education; Postsecondary Education; Adult Education; Two Year Colleges
Typ publikacji :
Dissertations/Theses; Tests/Questionnaires
Kod czasopisma :
OCT2020
Data wpisu :
2020
Numer akcesji :
ED606134
Dysertacja/Praca dyplomowa
Institutions of higher education have a primary concern regarding the success and attrition rates of the students. When these items begin to decline, it becomes necessary to ask why. This study looks at one identified element which is the increased role of adjunct faculty. The study specifically addresses the adjunct faculty training and development opportunities which are lacking in comparison to their full-time faculty colleagues. The study looks specifically at one institution, Oakdale Technical Institute. This institution, like many others, has come to rely heavily on adjunct faculty. It is the responsibility of the institute to provide the training and development model and additional support systems that meet the needs of the adjunct faculty. When the adjunct faculty is fully trained and onboarded with the same skills, knowledge, and values as the full-time faculty, the students should see no differences in their experiences. When the students have the same experiences with full-time and adjunct faculty, that will then eliminate one of the elements and lead to better student success and attrition rates. The purpose of this mixed-method analysis: case study project is to outline the elements that will be include in a new adjunct training and development model at Oakdale Institute of Technology which will lead to greater student success in the classroom and improved retention. The study was conducted during the January 2020 quarter. Quantitative data was used to evaluate the retention statistics and qualitative research was used to evaluate current and proposed training programs. The findings of this study identified seven areas of best and promising practices for training and development models for adjunct faculty. Through the focused qualitative research with the individuals directly affected, the study recommends the continuation of or implementation of the following six practices: orientations, formal in-service, mentoring, advanced technical training, supervisory and peer observations, and professional learning community.

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