Forming meaningful professional development for science adjuncts
Higher education institutions have become increasingly dependent on adjunct faculty. To support biology adjunct faculty in learning about active learning, a professional development program was designed and implemented at a teaching focused institution in Georgia. The Mentoring Learning Community (MLC) program was based upon research of successful professional development programs that focused on adjunct faculty. To determine the impact of this program, participants were observed and interviewed over one semester. This session presents the results of the study, which reveal that MLC participants improved some aspects of their instruction and felt more confident in using these teaching practices.
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