A study of the perceptions of John Brown University advance degree completion program adjunct faculty regarding their faculty development needs

Higher education has developed various initiatives, including degree completion programs (DCPs), to accommodate the needs of the growing adult student population. DCPs vary in their methodologies and modes of delivery from traditional campus based degree programs, including their greater reliance on adjunct faculty for facilitation. Traditionally, adjunct faculty have been confined to a secondary or non-existent role in terms of faculty development initiatives. The increase in the number of adult students, the appearance of DCPs, and the heavy reliance on adjunct faculty for their delivery, indicates a growing need for DCP adjunct faculty development.;DCP faculty targeted for development are adult learners. Consequently, effective faculty development will embody the principles of adult education, human resource development, professional development, faculty development, and adult learning. This study sought to provide empirical data regarding the application of foundational principles of adult education to the faculty development planning process.;A questionnaire was used to identify the perceptions of John Brown University's 100 Advance Degree Completion Program adjunct faculty members regarding their development needs. A 60% response rate was achieved. General findings included high self-perception of effectiveness in various faculty roles, accompanied by high interest rates in faculty development in these same areas; a high willingness to use both self-paced as well as structured faculty development delivery formats; and a greater desire to participate in faculty development as a result internal motivation rather than external incentives. These results should be useful to other DCPs as a framework for the creation of faculty development initiatives.