Michelle Glowacki-Dudka

Ball State University, Educational Studies, Faculty Member

Followers

Following

Co-authors

Public Views

Professor of Adult, Higher, and Community Education in Department of Educational Studies
Ball State University, Muncie, Indiana
[email protected]

Michelle Glowacki-Dudka, Ph.D., known as Shelly, has been working in the field of adult education since 1995. With degrees from Northern Illinois University (1997) and the University of Wisconsin in Madison (1999), she has modeled adult education in her practice nationally and internationally. She taught in Poland, Saudi Arabia, and has recently served as External Examiner for the Masters in Adult and Community Education at Maynooth University in Ireland.

Joining the Ball State University faculty in 2003, Shelly has directed the doctoral program in Adult, Higher, and Community Education since 2015. Achieving full promotion in 2018, Shelly is active in teaching, research, and service. Popular education, learning communities, and authentic leadership are at the core of her academic work. She builds on people’s strengths to elevate the stories and issues of those who are often on the margins. Since 2003, she has shepherded 28 doctoral students to completion, with her collaborative approach documented in her most recent publication: Framing Care for Planners of Popular Education Programs, in Adult Learning, May of 2018.

Shelly has been active in AAACE for many years, serving on the Board of Directors as Director-At-Large from 2013-2015. She has stayed involved through invited committee work, nominating awardees, and chairing the Popular Education SIG. She is delighted to continue to serve the field of adult education through its national association.
In 2003, she began working at Ball State University in Indiana in Adult, Higher, and Community Education. Achieving tenure in 2009, Shelly is active in teaching, research, and service. Her research centers on building communities of learners in multiple settings. She is active with AAACE as an editor of the Future’s Column in Adult Learning Quarterly (AL), a SIG chair for Sustainability and Environmental Education, and a reviewer for AEQ, AL, and New Horizons. She has co-authored a how-to-book about teaching interactive online groups and a New Directions series book about embracing the margins of adult education, and multiple articles and conference papers. She is especially active with the Midwest Research to Practice Conference, serving on the steering committee since 1998, hosting two conferences, and editing three sets of proceedings.
Phone: 765-285-5348
Address: Department of Educational Studies
TC 812
Ball State University
2000 University Avenue
Muncie, IN 47306 USA

less

Elaine Cox

Oxford Brookes University

Zuno Kristal

Cathy Theaker

Gail Kinman

University of Bedfordshire

Jeanette Maritz

University of South Africa

Susan Colmar

The University of Sydney

Dr. Ruby Cain

Ball State University

Keri L . Rodgers

Ball State University

Cheryl Simpkins

Dmitry Gourov

InterestsView All (7)

Uploads

Papers by Michelle Glowacki-Dudka

The experience of critical self-reflection by life coaches : a phenomenological study

The purpose of this study was to describe the experience of critical self-reflection by life coac... more The purpose of this study was to describe the experience of critical self-reflection by life coaches. Life coaching is expanding within many disciplines including education, health care, business, social work, and wellness. Life coaching involves a coach working with an individual or groups aimed at effecting change for professional and personal development. This study addresses the gap in understanding the experience of critical self-reflection in the coaches' practice. This was a qualitative study grounded in the phenomenology method. Data was collected from certified life coaches who were purposively sampled from referrals by certified life coaches within the United States. Data was collected from the participants through critical incident questionnaires (CIQs), journal summaries, and a semi-structured final interview. The Epoche phenomenological analysis was utilized to analyze the generated narratives (i.e., data). v The results of the analysis emerged five themes (a) structure and discipline, (b) increased self-awareness, (c) passionate purpose, (d) professional development, and (e) enhanced relationships with self and others. The findings revealed critical self-reflection provided an introspective self-analysis for the coaches to enhance and expand their coaching skills including presence, powerful questions, listening, strategic interventions, and self-management. The coaches identified increased energy for themselves between coaching sessions after completing the CIQ, which provided a mechanism to slow down, focus, and prepare for each coaching session. The focused attention on the coaches' behaviors, thoughts, and actions led to increased awareness of how to redirect and course correct before and during a coaching session. This redirection and focus created a deeper connection with their client. The coaches recommended critical self-reflection be taught in coach training schools and become a regular practice within the coach's professional development. vi ACKNOWLEDGEMENTS It takes a team to write a dissertation, and my team did not begin with the first written word in this project. It began long before I even knew I would spend four years immersed in a doctoral program. The players have changed over the course of time, yet the contributions have lingered. I thank my husband, Rick, for his patience, humor, and his respect for my passionate spirit of indulging in learning opportunities. Without his willingness, this accomplishment would not be fulfilled. To our sons, Chris and Andrew, who were in college while Mom was, I appreciate your feigned interest in my ramblings. Most importantly, I thank you for being delightful and inspiring teachers of life for me. My dissertation chair, Dr. Michelle Glowacki-Dudka, a/k/a Dr. Shelly, recognized something in me early in the program and never stopped believing in my capabilities. I am grateful for her spirit of learning, laughter, availability, and keeping me focused with her phone calls and emails. I could not have accomplished the completion of this program, let alone the dissertation, without her guidance, advice, and recommendations to pursue a topic of meaning and purpose. I thank the members of my committee: Dr. Thalia Mulvihill for her eloquent expressions, powerful questions, and teaching me the value of how to present and defend one's position; Dr. Kristie Speirs Neumeister who introduced me to the study of creative thinking, which I continued applying to finish this vii dissertation, and to Dr. Roy Weaver who came on board offering supportive thoughts and a reminder that surprises occur at any moment. Five incredible life coaches said "yes" so that I could conduct my study. To them, I am honored to have experienced their stories and to represent them in some capacity. They humbled me, inspired me, and their experiences held me to the fire to complete. I appreciate and honor their commitments to themselves, to the field of coaching, and to me. My awesome peer reviewers, Dr. Lyn Jones, Dr. Amanda Funk, and Dr. Robyn Chaddock provided me feedback, encouragement, direction, and challenge. I am incredibly blessed to have had them on my team to boost my confidence and develop my insight. My colleagues at Ivy Tech Community College were the best cheerleaders with encouragement, laughter, compassion, and empathy. I am indebted to the administration for supporting my vision, and to my program chair, Eric Comstock, who gave me the latitude, freedom, and independence to pursue my goals. My friends provided stress relief through their phone calls, text messages, Skype calls, prayers, and Facebook postings offering welcomed interactions of encouragement. My meltdowns were brief due to their timely interventions. A special thanks to my friend, Jerilynne Knight, who revisited APA just for me. The best for last is my magnificent relationship with God and the power of faith, spiritual guidance, and divine appointments. Only through my spiritual beliefs and daily connection could I have mastered these four years of learning and living. Amen. viii DEDICATION This dissertation is dedicated to the students in the Human Services program at Ivy Tech Community College-Central Region. They inspired me to the finish line, and I am privileged to be a part of their journey and transformation. ix TABLE OF CONTENTS

Michelle Glowacki-Dudka

Uploads

Papers by Michelle Glowacki-Dudka

Log In