Creating Links: An Inclusive Faculty Development Initiative

There's so little contact between part and full-time faculty. I don't even think they know you're alive. You just go in, you do what you do and you go home. If nobody complains about you, I guess they figure you're doing ok ... I went to one workshop ... and I was glad to be there and I was glad to meet some of the people that I only know by their signature on something. That was fine. But you know, I had to go pay my own parking. I had to give up 4 hours' of my time and 2 hours of traveling for an adjunct. We live on hourly wages. It was good, but I just laugh. Giving me a glass of orange juice and a sticky bun does not constitute payment for 6 hours of my life (Johnson, 2007, p. 174). The above quote is from a 40-year adjunct who teaches for several schools. She refers to herself as a "R-O-A-D-S Scholar" (Johnson, 2007, p. 174). The American Association of University Professors reports that 48% of all faculty in 2005 were part-timers. This number has increased steadily since 1975, when part-time faculty accounted for 30% (American Association of University Professors). Gappa (2000) states many part-time instructors feel anger and frustration over what they perceive as their "second-class status" (p. 77). These faculty members often feel invisible due to the lack of inclusion they experience in campus or departmental decisions. In addition to the increase in adjunct or part-time instructors, Fletcher and Patrick (1998) explain that higher education in the United States is going through some of the most dramatic changes in its history. Reasons for these significant changes include social, economic, and political factors which involve external forces, such as technology, public skepticism and the call for increased accountability, along with decreased financial support. These issues have impacted the role of faculty. As institutions are scrutinized because of greater-than-inflation tuition increases, they need to demonstrate willingness to improve teaching effectiveness of their faculty (Dotolo, 1999). While this should include both full-time and part-time faculty members, it often does not. The role of the instructor is often more significant in adult programs compared to traditional programs. Studies have demonstrated that traditional students learn significantly from participation in the college environment outside the classroom. In contrast, the classroom is central to the learning in adult students' experience. Adult students attribute the relationships they develop with faculty members and their in-class learning experiences as more meaningful to them than for their traditional-age peers (Imel, 2001). Additionally, research on adults' perceptions of exemplary collegiate instruction suggests that the social aspects of instruction (i.e., development of a community of learners within classes and having a respectful and caring instructor) are critical factors for adult students. A number of researchers have offered evidence that for adults, the classroom is the center stage for their learning (Graham, Donaldson, Kasworm, & Dirkx, 2000). This article focuses on a recently-developed faculty development initiative created to address the needs of a group of adjunct instructors. The goals of the program included informing the adjunct faculty on departmental issues as well as connecting them to the department and the institution in a meaningful way. An inclusive and welcoming environment for all faculty, regardless of part-time or full-time status, is desired. In addition, there is an opportunity available for professional growth for the adjunct instructors. Background Information A private university in the Midwest serves a large number of adult learners at the undergraduate and graduate levels. They hold classes at various locations, including several campuses, corporations, and community colleges. Many of the academic departments employ a large number of adjunct instructors. …