Tentative Outline for Implementing a Support Network of Growth and Development for Adjunct Faculty: A Plan for Innovation at Odessa College

Developing a Support Network of Growth and Development for Adjunct Faculty: A Plan for Innovation at Odessa College

Overview: The Need to Implement a Support Network of Growth and Development for Adjunct Faculty

As the face of higher education changes to meet the demands of learners, the workforce of educators is shifting to one that is largely comprised of part-time faculty members. These part-time faculty members bring a wealth of experience to the classrooms, but may not have any training or experience in education, and many lack the pedagogical/andragogical background to ensure the success of their learners.

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Research on Developing a Network of Support for Part-Time Faculty at the Community College Level: A Draft

Abstract/Introduction

As the face of higher education changes to meet the demands of learners, the workforce of educators is shifting to one that is largely comprised of part-time faculty members. These part-time faculty members bring a wealth of experience to the classrooms, but may not have any training or experience in education, and many lack the pedagogical/andragogical background to ensure the success of their learners. They also may lack a solid understanding of the technologies that are available to them. And often they lack opportunities for acculturation into the community college environment.

Bring On the Learning Revolution!

We can succeed only by concert. It is not “can any of us imagine better?” but, “can we all do better?” The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise — with the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country. (Lincoln, 1862).

Imagine. Innovate. Implement. Repeat.

Alice’s Adventures in Wonderland. Licensed CC0, Creative Commons. Retrieved from Pixabay.com

“Alice laughed. ‘There’s no use trying,’ she said. ‘One can’t believe impossible things.’

I daresay you haven’t had much practice,’ said the Queen. ‘When I was your age, I always did it for half-an-hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.”   (Carroll, L. Alice’s Adventures in Wonderland).

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We know that doing the same things in the same ways will always yield the same results. But just because we’ve always done something in one particular way, does that mean it’s the only way? For many, the idea of doing things differently is not entertained. It’s not imagined.

But… What if…
What if we try doing it differently?

The Effects of Amygdala Hijacking in Online Learning

Dahl, L. (2008). Brain [Photograph]. Creative Commons license (CC BY-NC 2.0)

The first time I heard the term “Amygdala Hijacking” it was in reference to an episode my son had in middle school. He had punched another student in the face during the Pledge of Allegiance one morning, and had been sent to the Principal’s office where there was talk of suspension. I learned that the boy my son had punched had been tormenting my son; calling him names and poking him with a pencil… belittling him in front of his peers on a regular basis. That morning, he pushed my son to his limit, and my son reacted, the victim of “Amygdala Hijacking.”

Hello? …Is anybody out there? Creating A Sense of Presence…

Hello?   …Is anybody out there?

Computer Problems, by CollegeDegrees360 Licensed for Creative Commons (CC-BY-SA 2.0)

Think about some online course experiences you’ve had as a learner/participant. Have you ever had one in which you did not have opportunity to interact with the instructor… or other students… or even content? I have. And as a student, that can be pretty frustrating.

Digital Learning and Leading: Self-Assessment Of Past, Present, And Future Leadership

Part One – Option 2 – Digital Learning and Leading: Self-Assessment Of Your Past, Present, And Future Leadership

The Past

I am relatively new to the Digital Learning and Leading world. About five years ago, I had a major life-shift. My mother was in end-stage emphysema, and I needed to help with her care. I left my job with Communities In Schools of Northeast Texas, a program that works with kids in K-12 identified as at-risk of dropping out of school, helping them to overcome the obstacles that hindered their ability to stay in school. My role with that organisation

Using COVA+CSLE to Empower Learners to Make Connections

Rhondda. (2013). Learning [Photograph]. Creative Commons License (CC BY-NC 2.0).

As we move through the DLL program, we have been introduced to concepts such as COVA (Choice, Ownership, and Voice through Authentic learning), and CSLE (Creating Significant Learning Environments). (Harapnuik, Thibodeaux, & Cummings, 2018). These concepts build on the research and work of constructivist theorists, and focus on the importance of learners taking responsibility for their own learning (ownership). When learners are given opportunity to choose how they are going to learn, they have a greater tendency to feel a sense of ownership for their own learning, and make the needed connection. Learning becomes relevant and meaningful.

Why Do Learners Need ePortfolios?

Forsythe, G. (2011). e-Portfolio. Licensed under Creative Commons (CC 1.0, Public Domain).

What  Is an ePortfolio, And Why Does It Matter?

ePortfolios are, at the most basic level, an electronic repository… a collection of evidence of student learning (Harapnuik, 2015). They are a place where learners can store their work. But they can be so much more than just a longitudinal repository of learner work. According to her article, “The ePortfolio as an educational resource and its impact on job search,” (Ciesielkiewicz, 2015), Monika Ciesielkiewicz identifies the following purposes for developing and maintaining ePortfolios:

Where Did All The Questions Go?

Macrovector/Freepik. (n.d.) Question Mark Made of Mobile Travel Application Icons.

Last Spring, I had an interesting experience with a part-time faculty member and a student in an online class. The student found her way to my office to ask for technical help with her class. The instructor had told the learners they had until Sunday to post to the discussion board in the learning management system, and to respond to peers.