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The mentoring and professional development of part-time faculty
Abstract
The purpose of this study was to relate part-time faculty mentoring systems with participation of part-time faculty in professional development programs. The study applies the concepts of mattering and marginality (Park, 1928; Rosenberg & McCullough, 1981; and Schlossberg, 1989). The independent variable of mentoring is defined as a developmental relationship that provides interaction between faculty members to promote professional and career development (Murray & Owen, 1991). The dependent variable of professional development is defined as activities designed to enhance growth (Barda, 1980). Variables of consideration were defined as the informal to formal nature of mentoring based on five paradigms of induction (Andrews, 1986). Central questions that focus the study were: How do professional developers in community colleges identify the components of their mentoring programs? Do part-time faculty participate in professional development opportunities? Does a comprehensive institutional mentoring program for part-time faculty lead to participation in professional development opportunities? What opportunities and services are available for community college part-time faculty? Data were gathered through a mailed survey to a population of 450 individual members listed on the national database of The National Council for Staff, Program and Organizational Development. A Faculty Mentoring/Professional Development Survey was developed to collect information on (a) institutional demographics, (b) mentoring programs, and (c) professional development and services available to part-time faculty. Results of this study should provide a stronger link between part-time faculty participation in mentoring as well as their involvement in professional development activities. Community college leaders who are in decision-making positions should find the results of this study to be valuable support for funding, sponsoring and implementing professional development programs for part-time faculty.
Subject Area
Community colleges|Teacher education|Adult education|Continuing education
Recommended Citation
Hoss, Cynthia Joan, "The mentoring and professional development of part-time faculty" (1998). ETD collection for University of Nebraska-Lincoln. AAI9917837.
https://digitalcommons.unl.edu/dissertations/AAI9917837