Jessica Wicks Guidance Committee Meeting 3.6.

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Christine Greenhow, Advisor Patrick Dickson John Dirkx Cary Roseth

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 Family Science, Minor in Psychology

Journey to MSU EPET

Specialist Clerk for Online Graduate Programs, CMU, 20052007 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

Motivation to Study at MSU

As an instructional designer who wanted to integrate educational technology into practice more effectively, I came to the hybrid Ph.D. at MSU 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.

Research Interests
The use of social media for the socialization and support of adjunct faculty members. The use of digital badges for the professional development of adjunct faculty members. How digital badges initiatives may be nested in a community of social support to promote engagement.

My Research Practicum
Explores use of online professional learning network (PLN) facilitated by social media (Facebook) as low-cost solution for building connection & skills of adjunct faculty audience.

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?

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 longterm socialization & professional development is wellestablished (Linder, Post, & Calabrese, 2012). If CCs = shoestring budgets, limited staffing, & multifaceted roles. How do we encourage strong social networks & engagement? Technology.

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?

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

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?)

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.

Knowles (1980) Theory of Andragogy

A humanistic perspective of autonomous, adult learners & teachers as facilitators:
1. 2. 3.

4.
5. 6.

Need to know why Experience is the foundation Involvement in planning & evaluation Relevancy to work & personal life Problem-centered vs. content-centered Intrinsic motivation vs. extrinsic motivation

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 assumptions 3. Engage in discourse on this reflective process 4. Develop alternate ways of action

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

Image Credit: http://socialmini09.hciresearch.org/content/venkatesh-et-al-2003user-acceptance-information-technology-toward-unified-view

Sample & Methods

Convenience sample of adjunct faculty participants at small, Midwestern CC. Volunteers complete pretest & posttest to assess feelings of connection to the institution & gather demographic & experiential information. Additionally, interactions facilitated in online, social media PLN will be evaluated for thematic trends.

How This Grounds Dissertation Research

Dissertation will be on a comprehensive adjunct orientation, socialization, & PD effort at CC. Literature suggests that radical models require some democratization, 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.

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.