Effective Teaching Behaviors of Adjunct Faculty in Occupational Therapy Education: Perspectives of Students, Adjuncts, and Core Faculty

Document Type (Journals)

Original Research

Abstract

Adjunct faculty constitute nearly half of the higher education workforce in the United States, yet they often receive limited preparation and institutional support for their teaching responsibilities. In occupational therapy education, where rapid program expansion has heightened reliance on adjunct instructors, understanding which teaching behaviors are most valued is critical to ensuring instructional quality, student success, and professional readiness. This study examined perceptions of effective adjunct teaching behaviors in a doctoral occupational therapy program using the Teaching Behavior Checklist (TBC), a validated 28-item measure of teaching effectiveness. Participants included students (n = 33), adjunct faculty (n = 19), and core faculty (n = 6), who identified and ranked their top ten behaviors. Descriptive analyses highlighted the most frequently endorsed behaviors, while Kruskal–Wallis tests compared rankings across groups. Results revealed strong alignment across stakeholders on effective teaching behaviors such as being knowledgeable, approachable, respectful, and an effective communicator. Differences in emphasis also emerged: students prioritized formative feedback and fairness, adjunct faculty emphasized enthusiasm and rapport, and core faculty highlighted subject-matter expertise and communication. These findings underscore that effective adjunct teaching in occupational therapy education requires professional competence as well as relational and feedback-oriented practices that foster student learning in high-demand academic environments. By clarifying both shared and role-specific expectations, this study contributes evidence to guide the development of faculty training initiatives tailored to occupational therapy education. Strengthening adjunct faculty effectiveness in this manner enhances student engagement, supports professional development, and maintains the quality of occupational therapy education programs.

Biography

Kayla Collins, EdD, OTR is a Clinical Associate Professor in the Doctor of Occupational Therapy Program at Baylor University and serves as the Program Director. Her clinical expertise is in older adult wellness. She is an experienced academic with a background in online and hybrid teaching, curriculum development, and educational technology.

Marian Gillard, PhD, OTR, FAOTA is an occupational therapist, researcher, and educator with 45 years of experience. She is an Associate Clinical Professor at Baylor University and the Chair of the Occupational Therapy Department. Her expertise includes research, clinical reasoning, occupation-based theory, adult learning, and adult rehabilitation. She is a Fellow of AOTA.

Christine Davis, OTD, OTR is a Clinical Assistant Professor in the Doctor of Occupational Therapy Program at Baylor University. She has over twenty years of clinical experience and over 5 years experience in academia. She has completed scholarly activities in areas of teaching, reading in higher education, and pain neuroscience science education.

Kirsten Davin, OTD, OTR/L, ATP, SMS is a Clinical Associate Professor and Academic Fieldwork Coordinator at Baylor University’s Doctor of Occupational Therapy Program. She has over 20 years of experience in adult and older adult practice and extensive expertise in hybrid education, assistive technology, and seating and mobility.

Barbara M. Doucet, PhD, OTR is a Clinical Associate Professor at Baylor University, directing the Post-Professional OTD program and Faculty Development & Scholarship. With 40 years of clinical and 20 years of academic experience, she researches motor recovery after stroke and Parkinson’s and innovative teaching methods for allied health students.

Bridget Scheidler, EdD, OTR, CAPS is a Clinical Assistant Professor at Baylor University. Her clinical expertise includes working with adults and older adults and aging-in-place. Her scholarly interests focus on best teaching practices in hybrid classroom environments and curriculum design.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Collins, K., Gillard, M., Davis, C., Davin, K., Doucet, B. M., & Scheidler, B. (2026). Effective Teaching Behaviors of Adjunct Faculty in Occupational Therapy Education: Perspectives of Students, Adjuncts, and Core Faculty. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/4