Listening to Adjunct Faculty Voices: A Case Study for Supporting Adjunct Faculty Across Career Stages at a Small Community College.
Saved in:
| Title: | Listening to Adjunct Faculty Voices: A Case Study for Supporting Adjunct Faculty Across Career Stages at a Small Community College. |
|---|---|
| Authors: | Neff, Linda S.1, Archambault, Leanna2 |
| Source: | Online Learning. Jun2026, Vol. 30 Issue 2, p246-270. 25p. |
| Subject Terms: | *Adjunct faculty, *Educational coaching, *Online education, *Career development, *Community colleges, Self-efficacy |
| Abstract: | Community college adjunct faculty, who teach a majority of first-year courses, face varied challenges related to limited access to ongoing support. This qualitative study examined the effects of an instructional coaching program on community college adjunct faculty’s selfefficacy and ability to enhance instructor presence in online courses. Using a multiple case study research design, we investigated the impact of an instructional coaching program on two earlycareer (<7 years) and two mid- to late-career (>12 years) online adjunct faculty. Self-Efficacy Theory (Bandura 1997, 2005), the Community of Inquiry model (Garrison 2016a), and Richardson et al.’s (2015) operationalization of instructor presence provided the interpretive frameworks for analyzing coaching session data and faculty-student interactions recorded in preand post-intervention archived courses. Findings revealed self-efficacy gains across career stages, with early-career faculty demonstrating a stronger willingness to adopt new technologies such as GenAI, resulting in significant improvements in their self-efficacy and application of newly acquired skills. Mid- to late-career faculty expressed higher perceived confidence from their extensive face-to-face teaching experience, with a more cautious and thoughtful approach to implementing new teaching strategies in their course. These results suggest that when ongoing professional development is designed to meet the unique needs of adjunct faculty across different career stages, it can improve their sense of institutional belonging and retention. [ABSTRACT FROM AUTHOR] |
| Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 194761195 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Listening to Adjunct Faculty Voices: A Case Study for Supporting Adjunct Faculty Across Career Stages at a Small Community College. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Neff%2C+Linda+S%2E%22">Neff, Linda S.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Archambault%2C+Leanna%22">Archambault, Leanna</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Online+Learning%22">Online Learning</searchLink>. Jun2026, Vol. 30 Issue 2, p246-270. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Adjunct+faculty%22">Adjunct faculty</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+colleges%22">Community colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Community college adjunct faculty, who teach a majority of first-year courses, face varied challenges related to limited access to ongoing support. This qualitative study examined the effects of an instructional coaching program on community college adjunct faculty’s selfefficacy and ability to enhance instructor presence in online courses. Using a multiple case study research design, we investigated the impact of an instructional coaching program on two earlycareer (<7 years) and two mid- to late-career (>12 years) online adjunct faculty. Self-Efficacy Theory (Bandura 1997, 2005), the Community of Inquiry model (Garrison 2016a), and Richardson et al.’s (2015) operationalization of instructor presence provided the interpretive frameworks for analyzing coaching session data and faculty-student interactions recorded in preand post-intervention archived courses. Findings revealed self-efficacy gains across career stages, with early-career faculty demonstrating a stronger willingness to adopt new technologies such as GenAI, resulting in significant improvements in their self-efficacy and application of newly acquired skills. Mid- to late-career faculty expressed higher perceived confidence from their extensive face-to-face teaching experience, with a more cautious and thoughtful approach to implementing new teaching strategies in their course. These results suggest that when ongoing professional development is designed to meet the unique needs of adjunct faculty across different career stages, it can improve their sense of institutional belonging and retention. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194761195 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v30i2.5005 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 246 Subjects: – SubjectFull: Adjunct faculty Type: general – SubjectFull: Educational coaching Type: general – SubjectFull: Online education Type: general – SubjectFull: Career development Type: general – SubjectFull: Community colleges Type: general – SubjectFull: Self-efficacy Type: general Titles: – TitleFull: Listening to Adjunct Faculty Voices: A Case Study for Supporting Adjunct Faculty Across Career Stages at a Small Community College. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Neff, Linda S. – PersonEntity: Name: NameFull: Archambault, Leanna IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 30 – Type: issue Value: 2 Titles: – TitleFull: Online Learning Type: main |
| ResultId | 1 |
