The Experiences of HESA Practitioner-Adjuncts as Planners and Teachers

Document Type

Conference Paper

Publication Date



Counselor Education and Human Services


Research on faculty experiences in Higher Education and Student Affairs (HESA) programs remains limited and centers full-time faculty members. It does not address the experiences of adjunct instructors, who are increasingly utilized to fulfill the teaching requirements of these programs, and the unique conditions in which they operate. The purpose of this study is to explore the experiences of full-time student affairs practitioners who serve as adjunct instructors in Master’s-level HESA programs as they plan and teach graduate courses. Data emerges from semi-structured interviews with 28 practitioner-adjuncts working across the United States. Findings review HESA practitioner-adjuncts have extensive purview over the courses they teach and are involved in substantive curriculum development work for HESA Master's programs. However, participants also spoke to structural and cultural challenges in serving as adjunct instructors. This study has implications for both adjunct instructors and the full-time faculty members who work with them.


Education | Higher Education

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