training practitioner adjuncts: a model for increasing educator effectiveness paul c. jackson dm, pe...

Training Practitioner Adjuncts:A Model for Increasing Educator Effectiveness

Paul C. Jackson DM, PE

Peg Jackson, DPA, CPCU

(c) 2014 Peg Jackson & Associates 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


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


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


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


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


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


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


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.


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


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

The Jackson Model©


Institutional &

Department Orientation

Mentoring Program

Year long training

program

Follow-up Surveys

Assessment Reviews

Continuous Involvement

2nd Year Update


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.


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.


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


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.


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.


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.


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.


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training practitioner adjuncts: a model for increasing educator effectiveness paul c. jackson dm, pe...

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