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Community College Adjuncts: From Information Seeking to Identity Formation

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Date Issued:
2015
Abstract/Description:
This phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts at College Alpha, which is a community college located in a southern state. Study findings indicated both degrees of transition, the day-to-day and the overall transition into teaching, impact the overall adjunct experience. The College's involvement with the adjunct and the generational differences between the adjuncts and their students also play a role in the transitions. The literature review addressed the use of the NET Model as a means of examining transitions toward teaching, the roles of adjunct faculty on college campuses, the workplace transition, and the particular needs of Millennial students are also addressed. The study culminated with conclusions about the experiences of the participants, recommendations for future research, and calls for action by community colleges to improve the adjunct experience. A chapter is also included that reflects upon the dissertation writing experience and the challenges of qualitative research not addressed in graduate programs.
Title: Community College Adjuncts: From Information Seeking to Identity Formation.
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Name(s): Hirsch - Keefe, Jennifer, Author
Cintron Delgado, Rosa, Committee Chair
Owens, J. Thomas, Committee Member
Bosley, Michael, Committee Member
Biraimah, Karen, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This phenomenological study addressed the transitions of biology and chemistry adjunct faculty, with full or part-time positions outside of academia, as they navigate the transition between their workplaces and the academic environment and also transition toward becoming confident and competent educators. Using the final two stages of Schoening's (2013) Nurse Educator Transition (NET) Model as a framework, this qualitative study examines the transitions of nine biology and chemistry adjuncts at College Alpha, which is a community college located in a southern state. Study findings indicated both degrees of transition, the day-to-day and the overall transition into teaching, impact the overall adjunct experience. The College's involvement with the adjunct and the generational differences between the adjuncts and their students also play a role in the transitions. The literature review addressed the use of the NET Model as a means of examining transitions toward teaching, the roles of adjunct faculty on college campuses, the workplace transition, and the particular needs of Millennial students are also addressed. The study culminated with conclusions about the experiences of the participants, recommendations for future research, and calls for action by community colleges to improve the adjunct experience. A chapter is also included that reflects upon the dissertation writing experience and the challenges of qualitative research not addressed in graduate programs.
Identifier: CFE0005955 (IID), ucf:50801 (fedora)
Note(s): 2015-12-01
Ed.D.
Education and Human Performance, Child, Family, and Community Sciences
Doctoral
This record was generated from author submitted information.
Subject(s): community college -- adjunct faculty -- part-time faculty -- millennial students -- generational differences -- workplace transition
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005955
Restrictions on Access: public 2015-12-15
Host Institution: UCF

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