Reflections on Pedagogy: Adjunct, College-Level Science Faculty Members' Reports of Instructional Activities They Use to Promote Student Learning

The purpose of this interview study was to describe adjunct, college-level science faculty members' reports of instructional activities they use to promote student learning. Using Schon's (1983, 1987) theory of reflective practice, eight adjunct, college-level science faculty participated in this action research study that included individual interviews and two focus groups related to the primary research question: What are adjunct, college-level science faculty members' reports of instructional activities they use to promote student learning? The lens through which participants' reflections were viewed was derived from the work of Oh, Chang, De Gagne and Kang (2013).;Participants in this study identified five best practices as instructional activities they used for promoting student learning in the classroom. These practices included the use of feedback and providing students opportunities for social and emotional interactions, the use of tools that supported visual learners, and providing real world relevance while using traditional assessment methods. The largest number of findings was related to the third conclusion in this study where adjunct, college-level science faculty provided real world relevance in the sciences while using traditional assessment methods.;Recommendations for practice included adoption of these best practices into ongoing professional development criteria. Specifically, opportunities for adjunct faculty to learn about ways to maximize student interest and excitement by tailoring the course experience, and using teaching techniques that purposefully heighten students' engagement and relevance to clinical practice. Future qualitative research could be conducted with adjunct, college-level science faculty regarding the level of use and perception of relevancy of content in the classroom.