Building a Community of Practice: The DLIS Adjunct-Led Conference Model

Belonging in higher education is often discussed in terms of student experience, yet it is just as critical for faculty, particularly adjunct faculty (AF), who make up a significant and growing portion of the academic workforce. Across the literature, belonging is closely tied to engagement, well-being, and retention. Wilson et al. (2025) highlight the connection between belonging and faculty well-being, while Hofman et al. (2024) emphasize that faculty who experience strong collegial relationships and inclusive institutional cultures report higher levels of job satisfaction and commitment.

For adjunct faculty, these connections are especially important but often more difficult to achieve. Many adjuncts navigate their roles at the margins of institutional life, managing heavy workloads, limited visibility, and fewer opportunities for sustained interaction with colleagues (Bickerstaff & Ran, 2021; McPherson & Ran, 2023; Ortiz et al., 2021). Yet despite these challenges, adjunct faculty remain deeply committed to their students and to the craft of teaching. They bring rich professional experience into the classroom, support students in both academic and non-academic ways, and contribute meaningfully to institutional missions (Bickerstaff & Ran, 2021).

Within this context, the Department of Learning and Information Studies (DLIS) at the University of Arizona Global Campus (UAGC) began to ask a different kind of question. We wanted to know, not how to study belonging, but how to create it.

Reframing Belonging Through Action

In DLIS, the conversation shifted from defining belonging to designing experiences that foster it. The adjunct-led conference emerged from this shift as a practical, community-driven response to a persistent challenge: how to create meaningful connections among geographically dispersed, primarily online faculty.

Rather than positioning adjunct faculty as recipients of professional development, the conference reframes them as contributors, leaders, and collaborators. It creates a space where belonging is not measured but rather experienced. Through presenting, facilitating, planning, and engaging in shared dialogue, adjunct faculty actively shape their professional community.

These opportunities matter. Research suggests that adjunct faculty who engage in professional activities and collaborative environments report stronger self-efficacy and connection to their roles (Wojckik, 2017). Similarly, participation in meaningful institutional initiatives can reduce feelings of isolation and invisibility while strengthening perceptions of contribution and impact (Bickerstaff & Ran, 2021; Hofman et al., 2024).

Why a Conference, and Why Adjunct-Led?

The idea of a conference is not new in higher education. However, the idea of one designed entirely by adjunct faculty introduces a critical shift in ownership and voice. Traditional professional development models often operate under a top-down structure, in which topics, formats, and delivery are defined by full-time faculty or the administration. While these efforts are valuable, they do not always reflect the day-to-day realities of adjunct teaching.

The DLIS adjunct-led conference model intentionally centers those realities.

Adjunct faculty design the sessions, select themes, and share their expertise in ways that are immediately relevant to their teaching and professional practice. Full-time faculty provide logistical support, such as scheduling and technology, but the intellectual and experiential core of the conference belongs to the adjunct community.

This distinction is important. When adjunct faculty lead, they are not only sharing knowledge—they are claiming space within the academic community.

Building Community in Online Environments

The need for this kind of initiative is particularly acute in online education. As institutions increasingly rely on adjunct faculty to support program growth (McPherson & Wendler, 2023), many instructors operate in virtual environments that limit informal interaction and connection.

Research consistently shows that adjunct faculty, especially those teaching online, experience isolation, limited integration into decision-making, and reduced access to professional networks (Buch et al., 2017; Ortiz et al., 2021; Zoromski & Sasso, 2024). These conditions can contribute to burnout, diminished engagement, and weaker institutional ties (Reed et al., 2025).

At the same time, adjunct faculty navigate complex professional identities. They balance teaching with full-time careers, bringing practical expertise that enhances student learning and persistence (Bickerstaff & Ran, 2021). However, without intentional opportunities to connect, this expertise can remain siloed.

The adjunct-led conference responds directly to this challenge by creating a shared space. A space designed to bridge distance, elevate voices, and strengthen professional relationships.

The Conference Experience

The DLIS conference is intentionally structured to reflect the realities of adjunct work. It is held virtually, scheduled at times that accommodate adjunct availability, and built around flexible participation. These design choices are not incidental; they are essential to ensuring access and engagement.

During the conference, adjunct faculty present topics that emerge from their own teaching experiences and professional expertise. Sessions include practical strategies, reflections on student engagement, insights from their fields of expertise, and open discussions that invite participation from attendees.

Equally important is the collaborative nature of the event. Adjunct faculty are involved not only as presenters but also as organizers, facilitators, and contributors to the overall conference experience. This shared ownership reinforces a sense of collective purpose and professional recognition.

Moments of connection, such as discussion, shared challenges, or new ideas, begin to reshape how adjunct faculty see themselves in relation to the department and to one another.

Belonging as an Institutional Asset

The impact of initiatives like the adjunct-led conference extends beyond individual experience. Research indicates that belonging is closely linked to reduced burnout, increased engagement, and sustained participation in teaching (Reed et al., 2025). In this sense, belonging is not simply an emotional outcome but a strategic one.

Institutions that invest in inclusive, community-oriented approaches to faculty engagement may see broader benefits, including improved retention, stronger instructional quality, and enhanced student outcomes (Hofman et al., 2024; Reed et al., 2025). Efforts to include adjunct faculty in meaningful ways, such as leadership opportunities, recognition, and collaboration, can shift perceptions of adjunct roles from transactional to integral.

The DLIS adjunct-led conference reflects this shift. It recognizes adjunct faculty not only as instructors but as scholars, practitioners, and community members whose contributions shape the direction and quality of the program.

Looking Forward

As the role of adjunct faculty continues to expand and projections indicate further growth in the coming years (Zoromski & Sasso, 2024), higher education must continue to rethink how faculty communities are built and supported.

The adjunct-led conference model offers one pathway forward. It is both simple and transformative: creating space, sharing ownership, and trusting adjunct faculty to lead.

In doing so, institutions move closer to fostering environments where belonging is not an abstract goal, but an everyday experience—one built through connection, contribution, and shared purpose.

References

Bickerstaff, S., & Ran, F. X. (2021). A role for disciplinary societies in supporting community college adjunct faculty. New Directions for Community Colleges, 2021(194), 151-158. https://doi.org/10.1002/cc.20460  

Buch, K. K., McCullough, H., & Teamberelli, L. (2017). Understanding and responding to the unique needs and challenges facing adjunct faculty: A longitudinal study. International Journal of Learning, Teaching and Educational Research. 16(10), 27-40. https://doi.org/10.26803/ijlter.16.10.3 

Hofman, L., Nummela-Hanel, B., Lippert, K., & Rodrigues, C. (2024). Perceptions of university culture and community among online adjuncts. Christian Higher Education, 23(5), 464–483. https://doi.org/10.1080/15363759.2024.2358400 

McPherson, S., & Wendler, M. C. (2023). “Finding my place in academia”: Understanding the experiences of novice faculty. Journal of Nursing Education, 62(8), 433–442. https://doi.org/10.3928/01484834-20230612-01 

Ortiz, R., Rodesiler, C. A., Latz, A. O., & Mulvihill, T. (2021). Community college adjunct faculty: Picturing pedagogies of care. New Directions for Community Colleges, 2021(195), 23–35. https://doi.org/10.1002/cc.20464 

Reed, R., Carriere, J., Pipoly, L., & Bennett, A. M. (2025). From burnout to belonging: A sequential mixed methods study of comprehensive support structures for online adjunct faculty. Online Learning, 29(3), 103–129. https://doi.org/10.24059/olj.v29i3.5026  

Wilson, M., Ghosh, S., & Jason, K. J. (2025). Understanding sense of belonging of faculty and staff in higher education. Equality, Diversity and Inclusion: An International Journal, doi:10.1108/EDI-06-2024-0252 

Woljcik, J. (2017).  The Relationship Between Sense of Belonging and Instructor Self-Efficacy Among Online Adjunct Faculty in Higher Education. Florida Atlantic University. http://purl.flvc.org/fau/fd/FA00004960 

Zoromski, K., & Sasso, P. A. (2024). Transactional and stopgap Relationships between community college department chairs and their adjuncts. Community College Review, 52(2), 210–230. https://doi.org/10.1177/00915521231218239 

Dr. Tanya R. Mooney

 Dr. Tanya R. Mooney serves as a Department Head in the College of Integrative Learning at the University of Arizona Global Campus (UAGC). With a career built on service, leadership, and a deep understanding of educational needs, Dr. Mooney brings a wealth of experience to her role in the Department of Learning and Information Studies.  She first served for twelve years in the United States Air Force before transitioning into education in 2005.

Her higher education career began in 2008. Since then, she has been a dedicated faculty member, instructing undergraduate and graduate students in key areas like information literacy, digital fluency, college reading strategies, and educational psychology. Her educational career includes significant hands-on leadership roles through serving as a principal, developing educational programs and curriculum, leading accreditation reviews, and contributing to scholarly books, textbooks, and journals. Dr. Mooney is passionate about continuous professional improvement and regularly presents her insights at national and international conferences.

Education

EdD, Educational Leadership - Liberty University, Lynchburg, VA, United States, 2018

MEd, Elementary Education - Northern Arizona University, Flagstaff, AZ, United States, 2006

MEd, Human Relations and Counseling - Northern Arizona University, Flagstaff, AZ, United States, 2003