Perceptions of the Effectiveness of Adjunct Faculty at Sauk Valley Community College

This mixed-method study focused on the perceptions of integrative practices
being offered to adjunct faculty at Sauk Valley Community College. An integrative
practice was defined by the researcher as a method, activity, program, or offering that
enhances interaction within the campus, augments personal growth and development, or
fosters relationships among the faculty or academic departments. With national and
institutional trends indicating a continued reliance upon adjunct faculty, determining the
effectiveness of such practices was critical to better prepare adjunct faculty for the
classroom, which ultimately impacts student success.
Initially, adjunct faculty and full-time faculty participated in a survey that focused
on perceptions of current integrative practices on campus, including their level of
communication among one another. To verify the survey’s data, the adjunct faculty later
participated in focus group discussions, where in-depth explanations were provided to
support the results. Five themes emerged from the data, which focused on
communication, professional development, inclusion, mentoring, and a lack of
recognition, compensation, and respect.
The researcher found that increased communication among departments, more
adequate professional development, offering a new instructor orientation, and providing
mentoring could assist in better integrating the adjunct faculty to campus. The
researcher’s findings and analysis of data, combined with recommendations directly from
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the participants, has provided the institu