1. Training Practitioner Adjuncts: A Model for Increasing Educator Effectiveness Paul C. Jackson DM, PE Peg Jackson, DPA, CPCU

2. Learning Agenda Who are practitioner adjuncts? Why are practitioner adjuncts important? Value proposition of practitioner adjunct training What types of information are practitioner adjuncts seeking? Introduction of the Jackson Model © for Practitioner Adjunct Training (c) 2014 Peg Jackson & Associates2

3. Who Are Practitioner Adjuncts ? Individuals with many years of experience in the trade, government, business, heath care, commercial arts or other industries Generally teach at only one institution Teach one or two courses per semester (c) 2014 Peg Jackson & Associates3

4. Value Proposition Of Practitioner Adjunct Training Faculty will do a better job teaching Faculty will feel more connected and enjoy the teaching experience Faculty retention will go up Faculty hiring costs will go down Adjunct faculty may become more active in department activities such as curriculum development (c) 2014 Peg Jackson & Associates4

5. Value Proposition Of Practitioner Adjunct Training Administrative load will decrease Good faculty-development programs will attract the best practitioner adjuncts A better-prepared faculty will lead to improved student success (c) 2014 Peg Jackson & Associates5

6. Issues for New Faculty Lack of understanding of even basic pedagogical methods, as well as methods related to online and hybrid courses that require a great deal of training Lack of teaching experience, even with their professional expertise, means they are not prepared for the classroom. These practitioners require specific training in classroom management, as well as teaching techniques Minimal understanding of how new part-time faculty can be involved as a member of a learning community (c) 2014 Peg Jackson & Associates6

7. Issues for New Faculty Limited or no understanding of academic culture Lack of understanding of the role of adjunct faculty in student learning, which requires the opportunity to meet with department chairs and full-time faculty (c) 2014 Peg Jackson & Associates7

8. What Types of Information Are Practitioner Adjuncts Seeking? Practitioners need orientation and training Practitioners need to feel connected to institution and department Practitioners need to gain the tools needed to transfer their experience into effective teaching and learning (c) 2014 Peg Jackson & Associates8

9. Setting Up The Training Yukl’s criteria for designing effective training programs include: Clear learning objectives Clear, meaningful content Appropriate mixing of content Opportunity for active practice Relevant, timely feedback Activities to enhance trainees self-confidence Appropriate follow-up activities All of the above based on a needs assessment. (c) 2014 Peg Jackson & Associates9

10. Introduction of the Jackson Model © for Practitioner Adjunct Training. Preparing practitioner adjunct faculty is a key management issue for higher education Current models for faculty development for practitioner adjunct faculty are piecemeal. – Some with just orientation, – Some with limited training, – Most voluntary – Most on a scale that can only serves a small number of the new faculty members (c) 2014 Peg Jackson & Associates10

11. The Model’s Overview Modeling a learning community Teaching approaches focused on adult learners Providing sound training based on the best theoretical foundations and industry training Timing training such that the new faculty get the skills they need in a timely manner (c) 2014 Peg Jackson & Associates11

12. The Jackson Model © (c) 2014 Peg Jackson & Associates12 Institutional & Department Orientation Mentoring Program Year long training program Follow-up Surveys Assessment Reviews Continuous Involvement 2 nd Year Update

13. How the Model Works Schedule the training on a weekend or in the evening. Materials reinforce messages of inclusiveness – part of the institution’s team. Schedule and hold department meetings at a time that can include adjunct faculty. Adjuncts will feel a part of the departmental team. (c) 2014 Peg Jackson & Associates13

14. How the Model Works Consider online training – convenient and can be saved/used as a resource. Consider a stipend for attending faculty training. Consider other incentives such as offering priority consideration to teach in future semesters -the adjuncts are designated adjunct professors (instead of adjunct faculty) and receive a pay increase. (c) 2014 Peg Jackson & Associates14

15. The Topic Agenda A comprehensive institutional and departmental orientation program A mentoring or peer-support program Training in the techniques and methods of teaching Online programs for adjuncts who cannot attend on- campus events Follow-up programs Continuous faculty development (c) 2014 Peg Jackson & Associates15

16. Integrating Practitioner Expertise Colleges and universities must be institutions of learning, not institutions of instruction NO IVORY TOWERS – Practitioners need to be empowered to convey their expertise to students. (c) 2014 Peg Jackson & Associates16

17. Teaching Online Needs Special Training Need to learn Learning Management System Just putting in person lecture on line does not work Many practitioners will pick this up quickly as they have been conduction industrial training on-line. (c) 2014 Peg Jackson & Associates17

18. After the Training… Communicate that adjunct faculty are an important part of the faculty. Department chairs are key to successful adjunct faculty; train them to carry out supervision of adjunct faculty. Use experienced faculty (both full-time and adjuncts) to train new adjunct faculty. Provide mentoring for new adjunct faculty. Train new faculty in assessment of student learning. Provide second year orientation for adjunct faculty. Provide frequent workshop on good teaching practices. (c) 2014 Peg Jackson & Associates18

19. Summary Adjuncts are an important part of the faculty of most academic institutions. Practitioners bring unique expertise to the faculty. But these practitioners need training if they are to become effective educators. The culture of higher education is very different from many other organizations and so orientation to this culture must be part of the adjunct faculty development. There are specific skills and knowledge that practitioners need to become effective adjunct faculty members. Adjunct faculty training is cost effective and will improve adjunct faculty member’s effectiveness. (c) 2014 Peg Jackson & Associates19

20. Workbook Coming Soon! Sign Up for a First Edition at a 25% Discount! (c) 2014 Peg Jackson & Associates20