JUNE WILEY is a veteran college administrator with experience managing web-based education programs. She started in social work as a family support center counselor at Luke Air Force Base, but has spent the majority of her career in higher education. Wiley began her teaching career in 1990 at Ottawa University's Phoenix campus, serving as a faculty member and administrator for 10 years. She was later promoted to campus dean of instruction and responsible for overall academic leadership. Her objectives included incorporating current and emerging web-based technology to support teaching and learning.
Wiley also served as vice president of academic affairs at a small, private college in California, and most recently, as vice president of academic affairs for an online college for working adults.
Arizona State University: Ph.D. 2004
Arizona State University: M.S.W. 1986
Marymount College, New York: B.A. 1981
Areas of Expertise (7)
Social Work Education
Web-Based Learning Tools
Industry Expertise (4)
Health Care - Providers
Health and Wellness
Health Care - Services
Research Articles & Publications (2)
Launching the Virtual Academic Center: Issues and Challenges in InnovationJournal of Teaching in Social Work
Marilyn Flynn, R. Paul Maiden, Wendy Smith, June Wiley & Gary Wood
2013 In October 2010, the University of Southern California School of Social Work entered the online education environment with the launch of the first national web-based MSW program (...) This paper describes the MSW courses taught in the online environment, and pedagogical hurdles faced in order to maintain the educational quality that is the hallmark of the School's campus-based MSW program.
Community Building in a Virtual Teaching EnvironmentAdvances in Social Work
Sara Laura Schwartz, June L. Wiley, Charles D. Kaplan
2016 In 2010, the University of Southern California School of Social Work launched its Virtual Academic Center (VAC) to deliver online MSW programming to students located around the country. USC’s platform is a significant innovation in offering online education and has transformed the traditional educational model for both students and faculty. This research explores the experiences of faculty teaching via the VAC.