The purpose of this study was to explore the extent that contingent faculty from Michigan’s 15 public universities engage with on and off-campus professional development (PD) to improve their teaching practice. Addressing a spectrum of research questions, this study utilized an explanatory sequential mixed-methods approach, combining quantitative surveys and qualitative interviews, to provide a nuanced understanding of the experiences and motivations of contingent faculty members. The initial quantitative phase surveyed 4,745 contingent faculty members through a web- based survey, exploring the availability of on and off-campus PD offerings and the factors influencing their participation. The subsequent qualitative phase was conducted through ten Zoom interviews with contingent faculty from nine universities. This phase delved into the various PD resources utilized by contingent faculty and the underlying motivations driving their engagement.
The on-campus exploration revealed the prevalence of in-person seminars and computer-based training from Centers for Teaching and Learning (CTLs), that aligned with broader institutional trends. However, faculty interviews exposed discontent rooted in CTL unfulfilled promises, insufficient communication, and a perceived emphasis on theory over practical application. Contingent faculty expressed a strong desire for peer interactions, mentorship, and discipline-specific development, emphasizing the importance of immediately applicable knowledge. The study further explored on-campus factors influencing contingent faculty.
Transitioning to off-campus PD, the study uncovered a significant commitment to continuous learning among contingent faculty. Engagement in live in-person seminars, conferences, social media, and internet resources emerged as critical elements in their professional growth. Notably, the unexpected involvement with artificial intelligence (AI) in discussions around lesson planning and academic integrity reflected the faculty's adaptability to emerging technologies. The examination of off-campus factors influencing contingent faculty engagement revealed a variety of influencers on faculty behavior.
Concluding with an exploration of contingent faculty's professionalism traits, the study identified ethics, credentials, innovation and research, professional autonomy, and expertise as central motivators. Contingent faculty perceived themselves as dedicated professionals actively seeking PD to enhance their teaching expertise. This dissertation contributed valuable insights for university leadership, external PD providers, and contingent faculty. The findings advocated for a collaborative and supportive academic environment that understands and addresses the unique needs of contingent faculty in Michigan.