Wicks Research Statement

7/29/2019 Wicks Research Statement

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Wicks Guidance Committee Meeting 3.13.13Research Statement

We must devote attention to adjunct faculty development to facilitate professional

success and retention in the role (Watts & Hammons, 2002) as these individuals constitute a

significant proportion of our workforce at community colleges and directly impact the student

experience. A formalized orientation (Baker, 2010), ongoing socialization (Cejda, 2010), and

ongoing professional development are critical components for the retention and success of our

adjunct faculty members (Bojarczyk, 2008). It seems natural to explore technology-facilitated

options that can be distance-deployed to meet a broader adjunct audience in providing ongoing

support, yet there remains a dearth of peer-reviewed literature focused specifically on effective,

technology-facilitated socialization and development efforts for the general adjunct audience.

Two approaches that have potential for the socialization and development of our adjunct

faculty members are the use of social media and the use of digital badges. Academics are slowly

beginning to turn to social media to supplement their scholarship, networking, and professional

development (Gruzd, Staves, & Wilk, 2012; NAESP, 2011). It seems natural to consider the

potential of these tools in fostering a sense of community and timely support. Additionally,

digital badges have become a popular method of ongoing development. Badges can serve as a

motivator for the learner to prepare for future contributions, as recognition for milestones such as

longevity or cross-training, and as an indicator of career-specific milestones such as levels within

a title or certain knowledge and skill sets (Pontefract, 2012). Though fairly radical, weve seen

the rise of alternate models of education from respected institutions such as The Massachusetts

Institute of Technology (MIT), who launched MITx just last year (Young, 2012). MITx is an

online system that allows students to view MIT course materials and complete online tests for

certificates of completion. This concept is not so totally different from open badges. Open

badging is a system of digital artifacts referencing necessary demonstrated capabilities or

experience. Any entity may become the issuer of a badge and any individual may become an

earner of that badge through demonstrated competency. However, it is clear that only those

developing a scalable, sound design along with a community of support will persist.

Journey to Research Interest

My experience in three different contextsas an adjunct faculty member in both a

college and university setting, as an instructional designer, and as a technology director at a


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Wicks Guidance Committee Meeting 3.13.13Midwestern community collegecontributed to the development of these sociocultural and

open source approaches to faculty and staff development. In the heart of this model lies the

assumption that we learn best when exposed to opportunities nested within in a community of

support, consisting of both skilled facilitators and our learning peers.

Career Goals

Currently, I serve as the Director of Internet Technologies & Distance Education at a

small, Midwestern community college. As a young professional, I saw the instructional design

career field as a means to impact the experiences of many students by assisting educators with

instructional design. The role of the instructional designer, in practice, is often one of

interventionlending support forbroken approachesthough the support may impact future

practice. However, my current and future efforts are more pre-emptive, in that they seek to

understand and support the holistic experience and development of our adjunct faculty members.

It is my hope that my research will inform other community colleges and institutions employing

a vast adjunct community, so that ongoing support and development, instead of intervention,

becomes the focus.

My Needs

During the reminder of my time at Michigan State University, I will need additional support in a

number of areas, including but not limited to:

Research design and methodology especially in online (social media) spaces Articulating the importance of my research to both academics and non-academics,

especially in connection with the formal educational system

References

Baker, S. L. (2010). Nurse educator orientation: Professional development that promotes

retention. Journal of Continuing Education in Nursing, 41 (9), 413-417.

Bojarczyk, H. (2008).Faculty development activities for new adjunct faculty: A qualitative

investigation of which types of activities most benefit new adjunct faculty at four-year

colleges and universities. (Doctoral dissertation). Retrieved from ProQuest. (3333061)

Cejda, B. (2010). Faculty issues in rural community colleges.New Directions for Community


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Wicks Guidance Committee Meeting 3.13.13Colleges, 152, 33-41.

Gruzd, A., Staves, K., & Wilk, A. (2012). Connected scholars: Examining the role of social

media in research practices of faculty using the UTAUT model. Computers in Human

Behavior, 28 (6), 2340-2350.

Pontefract, D. (2012). 5 use cases for badges in the enterprise. Retrieved July 1, 2012, from

Brave New Org:http://www.danpontefract.com/?p=2266

Watts, G. E. & Hammons, J. O. (2002). Professional development: Setting the context.New

Directions for Community Colleges, 120, 5-10.

Young, J. R. (2012). Badges earned online pose challenge to traditional college diplomas. The

Chronicle of Higher Education. Retrieved July 4, 2012, from

http://chronicle.com/article/Badges-Earned-Online-Pose/130241/
http://www.danpontefract.com/?p=2266http://www.danpontefract.com/?p=2266http://chronicle.com/article/Badges-Earned-Online-Pose/130241/http://chronicle.com/article/Badges-Earned-Online-Pose/130241/http://chronicle.com/article/Badges-Earned-Online-Pose/130241/http://www.danpontefract.com/?p=2266

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