ABSTRACT Adjunct faculty use in higher education has been on the rise since the 1970s, with adjuncts teaching 58% of United States community college classes. Yet, adjuncts are consistently excluded from the professional development opportunities offered to their full-time counterparts. For institutions to ensure their students are receiving the best education possible, it is vital to provide resources, access, and points of engagement that enable adjunct instructors to build collegiality. Mentoring is an effective way for institutions to support their adjunct population. I highlighted points of consideration for mentoring programs within higher education by examining the implementation of a mentoring program at a community college in the United States. The purpose of my qualitative case study was to document adjuncts’ experiences while entering a new mentoring program.

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案例研究：助理对社区大学指导计划的看法

摘要自1970年代以来，高等教育中辅助教师的使用一直在增加，辅助人员教授了58％的美国社区大学课程。但是，兼职人员始终被排除在为其专职工作人员提供的专业发展机会之外。为了使各机构确保他们的学生得到最好的教育，至关重要的是要提供资源，途径和参与点，以使兼职讲师能够建立协作。指导是机构支持其附属人群的有效途径。我通过检查美国社区大学的指导计划的实施情况，强调了高等教育指导计划的考虑点。