Abstract
Adjunct faculty make up a large contingent of faculty teaching in today's colleges and universities. In fact, the use of adjunct faculty allows these institutions to fulfill their educational missions. Much is written in the popular press and in periodicals dedicated to higher education about adjunct faculty. While some of this is accurate, a great deal of this seems to be based on assumptions about adjunct faculty members. This report describes the results of the second survey conducted by the Maryland Consortium for Adjunct Faculty Professional Development of adjunct faculty in the state of Maryland. This survey, done in 2009, sought to determine what trends exist in adjunct faculty responses to an in-depth questionnaire administered to 1,645 adjunct faculty. The survey focused on adjunct faculty members’ opinions and demographic information, including degrees and credentials, number of adjunct positions held, number of courses typically taught, and types of professional development offered for adjuncts in their higher education institutions. Implications for current practice, especially in professional development, and future research are included.
Published Version
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