MSU Guidance Comm Mtg Wicks

7/29/2019 MSU Guidance Comm Mtg Wicks

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Jessica Wicks

Guidance Committee Meeting 3.6.13

Christine Greenhow, Advisor

Patrick Dickson

John DirkxCary Roseth


2/18

Educational Background

Central Michigan University, MA, 2005

Human Development & Family Studies, Emphasis

on Late Adolescent Development

Central Michigan University, BA, 2003

Family Studies Major, Concentration in FamilyScience, Minor in Psychology


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Journey to MSU EPET Specialist Clerk for Online Graduate Programs, CMU, 2005-

2007

Adjunct Faculty: Human Development & Family Studies and

Education & Human Services, CMU, 2004-2011

Academic Advisor, MMCC, 2007-2009

Instructional Designer, MMCC, 2009-2011

Adjunct Faculty: Sociology & Education, MMCC, 2011-2012

Director of Internet Technologies & Distance Education,

MMCC, 2011-Present


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Motivation to Study at MSU

As an instructional designerwho wanted to

integrate educational technology into practice

more effectively, I came to the hybrid Ph.D. atMSU to immerse myself and grow.

Interest in instructional design and educational

technology has narrowed to the professional

development of adjunct faculty members as

facilitated by technology.


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Research Interests

The use of social media for the socialization and

support of adjunct faculty members.

The use of digital badges for the professionaldevelopment of adjunct faculty members.

How digital badges initiatives may be nested in a

community of social support to promoteengagement.


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My Research Practicum

Explores use of online professional learning

network (PLN) facilitated by social media

(Facebook) as low-cost solution for buildingconnection & skills of adjunct faculty audience.


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The Problem Statement

Increased isolation among adjuncts; other

obligations (Dolan, 2011; Lackey, 2011).

Adjuncts comprise majority of faculty at CCs, yet

often left to find/fund own opportunities.

Online faculty need social connection early on &

throughout employment for engagement,

productivity, satisfaction, & retention (McElrath &McDowell, 2008. Also true for adjuncts?


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The Gap in Literature Mentored faculty members feel more connected, have

greater role ownership, & receive more info on

expectations, opportunities, & practice (Schrodt, Stringer

Cawyer, & Sanders, 2003) Yet, only CCs have mentoring program (Scott, 2010).

Also highlights potential value of PLN. Impact on long-

term socialization & professional development is well-

established (Linder, Post, & Calabrese, 2012). If CCs = shoestring budgets, limited staffing, & multi-

faceted roles. How do we encourage strong social

networks & engagement? Technology.


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The Research Questions

1. What relationship exists between participation in an

online community for adjunct faculty members and

perceptions of socialization to the institution and

adjunct faculty role?

2. In what ways, if any, do years of adjunct faculty

experience, content area, or years of education

influence participation in an online adjunct faculty

community?

3. When adjunct faculty members interacted in the online

community, what thematic goals were being pursued?


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The Theoretical Framework

Any institutions greatest asset is the intellectual capacity

of its faculty body. The better that we support faculty, the

better poised we are to serve our stakeholders.

From a theoretical standpoint, we draw from several

theories on mentoring, adult learning, & technology:

Krams (1985) theory of mentor roles

Vellas (2002) adult dialogue education model

Knowles (1980) perspective of andragogy

Mezirows (1990) transformation theory

Venkatesh, Morris, Davis, & Davis (2003) Unified Technology

Acceptance and Use of Technology (UTAUT) theory


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Krams (1985) Theory of Mentor Roles

A developmental lifespan perspective with each

phase being dependent upon the earlier stage

and the impact being reciprocal: Initiation the mentor leads, the mentee follows

Cultivation the relationship becomes collaborative

Separation the formal mentorship ends, leaving

parties uncertain of their relationship

Redefinition a new, ongoing definition is forged

(collaboration, friendship, or complete separation?)


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Vellas (2002) Adult Dialogue Education

Based in Constructivism and geared toward

concrete application of other abstract theories

(Freire, Lewin, Knowles, Bloom):1. dialogue is essential

2. learners as decision-makers

3. objectives are observable

4. learning tasks are open-ended.


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Knowles (1980) Theory of Andragogy

A humanistic perspective of autonomous, adult

learners & teachers as facilitators:

1. Need to know why2. Experience is the foundation

3. Involvement in planning & evaluation

4. Relevancy to work & personal life

5. Problem-centered vs. content-centered

6. Intrinsic motivation vs. extrinsic motivation


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Mezirows (1990) Transformation Theory

A process of recognizing, analyzing, and

changing assumptions that cause us to think and

act in certain ways:1. Identify assumptions affecting behavior and their

origins

2. Critically reflect on the meaning & impact of

assumptions3. Engage in discourse on this reflective process

4. Develop alternate ways of action


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UTAUT Theory (Venkatesh, Morris, Davis, & Davis, 2003)

Image Credit: http://socialmini09.hciresearch.org/content/venkatesh-et-al-2003-

user-acceptance-information-technology-toward-unified-view


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Sample & Methods

Convenience sample of adjunct faculty

participants at small, Midwestern CC.

Volunteers complete pretest & posttest to assessfeelings of connection to the institution & gather

demographic & experiential information.

Additionally, interactions facilitated in online,

social media PLN will be evaluated for thematic

trends.


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How This Grounds Dissertation Research Dissertation will be on a comprehensive adjunct

orientation, socialization, & PD effort at CC.

Literature suggests that radical models require somedemocratization, a community of support, & perceived

relevance to intended audience to persist.

Practicum helps identify potential model for community

of support & input and themes of interest for the

audience.

Badging initiative could be deployed/nested within this

type of social effort for enhanced receptiveness &

impact.


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Career Goals

To understand and support the holistic

experience and development of our adjunct

faculty members. To inform other community colleges and

institutions employing a vast adjunct community,

so that ongoing support and development,

instead of intervention, becomes the focus.

MSU Guidance Comm Mtg Wicks

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