The presence of adjunct faculty in higher education has more than doubled in the last 30 years. Existing literature suggests that recently hired adjunct faculty members require integration, socialization, and enculturation into their specific academic environments. American colleges and universities have responded by providing an array of inconsistent activities and programs under the umbrella of professional development. However, there is little evidence to indicate that satisfactory attention has been given to determining if adjunct faculty actually benefit from these activities, and, if so, which activities are most beneficial. The primary research question for this study dealt with which types of faculty development activities most benefit new adjunct faculty at four-year colleges and universities.

Four administrators and 16 adjunct faculty from four higher education institutions located in the Midwest participated in surveys and interviews. The survey established a foundation of understanding about the research topic and helped the participants focus on eight topics commonly viewed as relevant subjects in professional development programs. The interview delved into the adjunct faculty members' initial induction and faculty development experiences.

The findings from this study indicate that the answer to which types of faculty development activities most benefit new adjunct faculty is encompassed in two relevant but distinct aspects: (1) the individual institution's approach toward faculty development programs and/or activities for newly hired adjunct faculty and (2) the adjunct faculty member's perceived individual needs. The institution's approach directed the availability and types of workshops, activities, and commitment to faculty development opportunities for newly hired adjuncts while the adjunct faculty member's personal needs influenced the benefit that each faculty member assigned to the information that he or she received.

Overall, both groups of participants reported that information regarding the development of a course syllabus, weekly assignments, and exams was the most important and most useful. In addition, the adjunct faculty members indicated that course preparation information was what they used most often. These findings provide important evidence for higher-education administrators as well as program developers interested in ensuring the effective enculturation of newly hired adjunct faculty at their respective college or university.