Adjunct Faculty Mentoring Experience Impact on Professional Development

Background:
Jobs for respiratory therapists (RTs) are projected to increase by 19% by 2029 which highlights the demand for educators in the field. Mentorship in higher education is vital among colleagues to aid in the professional development of new educators which can ultimately impact career success, growth, and confidence.

Methods:
The professional development mentoring experience of adjunct faculty was qualitatively evaluated. The mentorship focused on altering course content to implement Transparency in Learning and Teaching (TILT) and a professional development opportunity. Correspondence between faculty included ensuring transparent assignments met learning outcomes and module learning objectives. End-of-course evaluations surveyed student satisfaction with the TILT framework and faculty reviewed the results. Adjunct faculty were mentored through reviewing publication guidelines and manuscript submission. The project aimed to provide adjunct faculty with the resources, knowledge, and feedback to influence their career development and self-confidence. The project was granted IRB approval on 12-12-2022.

Results:
Upon examination of the teaching and scholarly activity between the full-time faculty members and the adjunct instructors, many themes emerged relating to the professional development opportunity. The web-based meetings allowed for guidance and facilitation of the project. The meetings, set agenda, and professional interaction provided structure needed to navigate the process of performing instruction and conducting research. The INFUSE grant afforded faculty the dedicated time to explore strategies and implement into the course. Each faculty member maintained a focus on the student-centeredness of the project while understanding how instructor engagement and the presentation of instructional materials can impact student learning. Both faculty types reported a positive working/learning relationship. The beneficial relationship between faculty was contingent on the dependability and reliability of each member in meeting project goals.

Conclusions:
Mentorship in academics is influential to new educators as it impacts satisfaction, organizational commitment, and career of the mentee. As the demand for RTs increases, the number of enrollees continues to decrease. Nurturing the relationship from provider to educator is critical in the evolution of the mentee's career. By investing in RT educators with positive mentorships, we are investing in the future of the profession.