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Since the 1970s, higher education has become increasingly reliant upon adjunct faculty to fill gaps in class instruction, but institutions tend to offer adjuncts subpar professional support as compared to their full-time counterparts. To ensure students' academic success, it is vital that adjuncts are provided resources, points of engagement that enable adjunct instructors to build collegiality, and meaningful professional development opportunities. The purpose of this literature review was to evaluate connections of professional development to adjunct faculty. The focus became adjunct professional development, specifically mentoring. Mentoring is one effective way to narrow the divide between tenured and adjunct faculty. This study highlights points of consideration and implications for mentoring programs within higher education and makes recommendations to higher education administrators.

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.