Date

3-22-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Richard Bragg

Keywords

Adjunct Faculty, Community College, Non-Degreed, Skilled Trades, Professional Development

Disciplines

Higher Education

Abstract

The purpose of this qualitative transcendental phenomenological study is to explore how non-degreed career and technical adjunct faculty members nourish their pedagogical skillsets so that they can teach at the community college level. Throughout this research study, nourishment of pedagogical skillsets is generally defined as professional development. The theories guiding this study are Mezirow’s transformational learning theory as it focuses on transitioning into a new role, and Tinto’s theory of dropout, as it focuses on persistence and success. This qualitative study employs Moustakas’ transcendental phenomenology research design. The qualitative research design was chosen due to the nature of the purpose of the study, as addressing the purpose of this study requires the voices and the stories of the participants to be told and heard. The setting for this study is a community college located in the midwestern portion of the United States and the sample size is 12 participants. The data collection process for this study consists of three techniques. The first technique that is used is semi-structured interviews. The second data collection technique that is used is observing the participants while they present their classes. The third data collection technique incorporates a survey that provides qualitative data. The findings of this study reveal that faculty peers and program chairs are the ones that non-degreed career and technical education adjuncts look to when seeking professional development. This study also reveals that some current students that are enrolled in career and technical education courses at community colleges are strong candidates for open career and technical education adjunct faculty positions.

Download

Share

COinS