Abstract
Institutions of higher education have become increasingly dependent on adjunct faculty. These faculty members are often unfamiliar with current teaching strategies emphasizing an active learning approach. To support science adjunct faculty in learning about active learning, a professional development program was designed and implemented by the authors of this study, the Mentoring-Learning Community. The Mentoring-Learning Community program design was informed by literature regarding the use of professional development programs that focused on adjunct faculty. To determine the impact of this program, participants in the Mentoring-Learning Community were observed and interviewed over one semester. Mentoring-Learning Community participants transformed through all three Transformative Learning Theory dimensions, felt more empowered to utilize active learning approaches in their classrooms, and modified some aspects of their instruction.
Recommended Citation
Purvis, Linda B.; Lang, Jason D.; and Luft, Julie A.
(2023)
"A Professional Development Program for Science Adjunct Faculty: The Mentoring-Learning Community (MLC),"
Georgia Journal of Science, Vol. 81, No. 2, Article 8.
Available at:
https://digitalcommons.gaacademy.org/gjs/vol81/iss2/8
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