Degree Date
6-2020
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Higher Education Leadership
First Advisor
Nathaniel Cradit
Second Advisor
Janice Nilsen
Third Advisor
Kathleen Gorski
Abstract
Through a multi-layered review of United States University, a gap in professional development for adjunct faculty was identified. To ensure that students’ are best supported in the online classroom, ensuring that faculty are provided with training around pedagogical and instructional skills aligned with the University mission is essential. The perceived value of the Community of Practice model was assessed to address the gap in faculty development through a mixed-methods convergent design study. The quantitative data and qualitative data were merged under the unidirectional framework for convergent design integration, and presented in a narrative discussion format. Themes which emerged included knowledge sharing, establishment of a community identity, and the preparation for full-time faculty roles. No statistical significant difference was found amongst the three disciplinary groups. The findings support that a Community of Practice model can address the unique professional development needs of an online-based adjunct faculty member.
Recommended Citation
Hill, Alyssa Marie, "Academic Disciplinary Differences In The Perceived Value Of The Community Of Practice Model" (2020). Dissertations. 465.
https://digitalcommons.nl.edu/diss/465