Academic Disciplinary Differences In The Perceived Value Of The Community Of Practice Model

<p>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.</p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - Public Access

Discipline thesis:degree_discipline

Higher Education Leadership

Year dc:date.available

2020

Author dc:creator

• Hill, Alyssa Marie

Contributors dc:contributor

• Nathaniel Cradit
• Janice Nilsen
• Kathleen Gorski

• faculty development
• community of practice
• perceived value
• mixed methods
• convergent design
• Higher Education and Teaching

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/465

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1503