Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study

Buch, Kimberly; McCullough, Heather; Tamberelli, Laura A

doi:10.26803/ijlter.16.10.3

Cited by 9 publications

(25 citation statements)

References 9 publications

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“…Third, SF could benefit from being able to access knowledge and skills relevant to their teaching through convenient FD, possibly progressing them towards becoming a medical educator . Finally, SF who rate their connectedness with the teacher community lower may be supported by developing (or including them in) FD communities that increase their connectedness to the respective department . We suggest that implementing these changes may move SF on the continuum towards a more developed model of a medical educator, which may benefit students.…”

Section: Discussionmentioning

confidence: 98%

“…Alternatively, SF who realise they want to or need to develop as medical educators may turn to their teaching community within the respective department to validate their identity, as suggested in the SF model. However, their limited experience of connectedness to and appreciation from that teaching community as an SF (‘I do not belong’, ‘I have limited contact with faculty’, ‘there is a lack of institutional engagement’, ‘I am excluded’, ‘I am invisible’, and ‘I am an outsider’) has the potential to hinder their identity as teachers. We feel that both these explanations (identity from their clinician role and lack of appreciation and a teaching community) may have some value in explaining the limited value of connectedness and appreciation in predicting identity as a medical educator in our SF model.…”

Section: Discussionmentioning

confidence: 99%

“…Referred to by many names across cultures and disciplines (e.g. adjunct, part‐time, contingent, occasional, casual, non‐tenured, community‐based preceptors), SF are usually appointed as non‐tenure track and often have a contractual, part‐time relationship with their institution . (For the purposes of this study, SF were defined as health care professionals who taught health science students directly in the classroom or clinic and were considered non‐tenured.)…”

Section: Introductionmentioning

confidence: 99%

“…A group of teachers who may struggle with feeling connected and appreciated are SF. Buch et al . reported that the overwhelming challenge mentioned by SF was ‘the sense of isolation and disconnectedness from their departments and colleagues’ (p. 30).…”

Section: Introductionmentioning

confidence: 99%

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Factors predicting identity as educators and openness to improve: an exploratory study

et al. 2019

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Context Researchers suggest that teachers’ work environment affects their sense of connectedness and appreciation, which affects their educator identity. However, sessional (also known as adjunct, clinical, contingent and non‐tenured) faculty members may struggle with their educator identity. The purpose of this exploratory study was to examine the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure‐track and sessional faculty members. Methods We utilised an ‘identification with teaching’ scale to measure medical educator identity. We developed scales to measure perceived connectedness to university department, openness to improve teaching, and appreciation as a motivation to try a new teaching method. We then hypothesised a path model between these constructs. We surveyed faculty members at a health sciences school and performed confirmatory factor analyses and structural equation modelling using data from a sample of 73 tenure‐track and 146 sessional faculty members to explore support for the hypothesised model. Results Connectedness and appreciation predicted identity as a medical educator and openness to improve in different ways for sessional and tenure‐track faculty members. For tenure‐track faculty members, appreciation predicted medical educator identity and openness to improve, whereas a sense of connectedness trended towards predicting an openness to improve. For sessional faculty members, connectedness to their department predicted their identity as a medical educator, which acted as a mediator to predict an openness to improve. Discussion Our data supported the hypothesised model, but the sessional and tenure‐track faculty models differed in strength and focus. We explore reasons for these differences based on the working environment of each teacher type. We suggest that the two models partially explain the transformation from ‘a clinician who teaches’ to a medical educator. Finally, we make suggestions for how identity as a medical educator and openness to improve may be encouraged in both types of teachers.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors predicting identity as educators and openness to improve: an exploratory study

et al. 2019

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“…Adjuncts were more likely than full-timers to report feelings of isolation, marginalization, and disconnectedness (Buch et al, 2017;Buch & McCullough, 2016;Levin & Hernandez, 2014). Some studies found that adjuncts often reported a lack of institutional support for their work and feelings of disconnection from departments and colleagues, which diminished collegiality and a sense of community (Buch et al, 2017;Kezar & Maxey, 2016b;Kimmel & Fairchild, 2017;Ott & Cisneros, 2015).…”

Section: Institutional Connectedness and Job Satisfactionmentioning

confidence: 99%

How adjunct faculty understand and apply learner-centered pedagogy

Reynolds¹

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This study examined how adjunct faculty understand and apply learner-centered pedagogy and the institutional factors that impact their capacity to learn and apply learner-centered teaching. Adult Learning Theory provided the theoretical framework for the study. Semi-structured interviews were conducted with seven adjuncts from the College of Arts and Sciences at a private, four-year university in New England. The transcripts were analyzed using interpretive phenomenological analysis (IPA) and four major findings emerged from the analytic process: (a) the participants demonstrated a limited understanding of the principles of learner-centered pedagogy; (b) the participants demonstrated a limited use of learner-centered instructional practices; (c) institutional factors impacted their capacity to learn and apply learner-centered teaching; and (d) the participants were characterized by adjunct types that reflected the unique needs and interests of each cohort relative to teaching and learning. These findings were examined within the context of the framework of Adult Learning Theory and situated within the extant literature. They suggest opportunities for enhancing adjuncts' understanding and application of learner-centered pedagogy to enhance their teaching effectiveness and to improve student learning outcomes.

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What influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90

Orsini,

Imafuku,

Jennings

et al. 2024

Medical Teacher

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Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal Study

Cited by 9 publications

References 9 publications

Factors predicting identity as educators and openness to improve: an exploratory study

Factors predicting identity as educators and openness to improve: an exploratory study

How adjunct faculty understand and apply learner-centered pedagogy

What influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90

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