Teaching and Learning – All About Students

2. Teaching and Learning –All About Students

3. Teaching and Learning –All About Students

4. Teaching and Learning –All About Students

6. Applied Integration in the Classroom EMCC Adjunct Mentoring Program • Conducted Pilot Program Spring 2013 • Present Program Evaluation Results (Today!) • Spring 2014 Cohort Currently Participating • Plan for 2014 Fall Expansion

7. Applied Integration in the ClassroomMentoring – Best Practices3 • Mentees should identify the skills necessary for effective teaching on which they wish to focus. Program content should not be dictated. • Mentor and mentee collaborate to set specific goals to develop those skills • Mentor and mentee must view each other as equals, although one may have more experience. • Mentors should be flexible enough to adapt to mentees needs and interests, and mentees must be open to feedback. • Evaluate the program formally, and pay attention to unexpected results. 3 Sands, R.E., Parsons, L.A., & Duane, R. (1991) Faculty Mentoring Faculty in a Public University. The Journal of Higher Education, 62 (2), 174-193.

8. Overview of Adjunct Faculty Mentoring ProgramMentoring at EMCC • Primary Purpose: transfer of best practices to the classroom and continuous improvement of teaching and learning • Secondary Purpose: employee engagement • Program Highlights: • Mentees and Mentors self-nominate/complete online application • Division Chairs approve participation of all Mentees and Mentors • Ad Hoc Committee matches Mentees and Mentors • Mentors and Mentees meet during Orientation Training (50 minutes) • Mentors and Mentees attend Saturday Workshops (strongly encouraged) • Mentors and Mentees observe each others classes • Mentors and Mentees meet with each other throughout the semester guided by the Mentor and Mentee Checklists (handout) • Mentors and Mentees complete Formal Evaluation (online/OPIE) • Mentors and Mentees attend Wrap Up Celebration (includes review of formal evaluation and opportunity for informal feedback/continued program improvement)

9. Pilot Program Evaluation What Mentees are saying … "I believe that a mentor/mentee program has the potential to bring an awareness to various aspects of becoming first time teachers. It provides ideas and approaches in areas of concern and promotes student engagement.” Terri Saunders, Psychology “I am so glad that I applied for the ‘Mentor Program’. My mentor was awesome because I knew I could come to her with my questions and concerns. She communicated with me in a timely manner and my semester was less stressful because I had her to ‘lean’ on. I would recommend this program to all of the new Adjuncts.” Kimberly Owens, Communication

10. Pilot Program Evaluation What Mentors are saying … “Mentoring across disciplines was a great idea. Sharing different perspectives and encouraging each other to try something new helped both of us grow in our craft” Marianne Smith, Math “The experience helped me to learn about questions incoming adjuncts have about EMCC, the district and teaching. The ‘new person’ perspective allowed me to learn about what is important to a new adjunct”. Bronwen Steele, Science Division Chair

11. Value of Training

12. Value of Checklists

13. Contact Time Appropriate

14. Effective at Transferring Best Teaching Practices to the Classroom

15. Effective at Improving Teaching and Learning

16. Improved Engagement as Faculty Member

17. Positive Process and Experience

18. Some Pilot Participants …

19. Next Steps • Meet with Division Chairs - by March 1st – how can the Adjunct PLC support you? • Start Recruiting for Fall 2014 - by March 4th – increase participation/expand reach of program • Present Program at Conferences/Continue to Incorporate Best Practices - by March 14 – submit proposal for Learning College Summit

20. Mentor Program Best Practices References • Boyd, D. (2002). A Mentoring Program for New Associate Faculty Members of the School of Professional Studies at Eastern University. Retrieved from http://ahea.org/files/pro2002boyd.pdf • Boyd, D. (2004). The Impact of Mentoring on Adjunct Faculty Performance. Retrieved from http://ahea.org/files/pro2004boyd.pdf • Lyons, R.E. (2007). Best Practices for Supporting Adjunct Faculty. Boston: Anker Publishing • Sands, R.E., Parsons, L.A., & Duane, R. (1991) Faculty Mentoring Faculty in a Public University.

21. Additional References • Faculty Diversity Standing Committee. (2006). Mentoring of Faculty: Principles and Practices at Duke University. Durham, NC: Allen. Retrieved from http://www.provost.duke.edu/policies/Faculty_Mentoring_Initiative.htm • Valencia Community College. (2012). Learning Partners. Retrieved from http://valenciacollege.edu/facultydevelopment/learningPartners/ • Zutter, C. (2007). Best Practices for Supporting Adjunct Faculty. R. E. Lyons, (Ed.). San Francisco, CA: Jossey-Bass. • 1Boyd, D. (2002). A mentoring program for new associate faculty members of the School of Professional Studies at Eastern University. Paper presented at the 22nd annual meeting of the Adult Higher Education Alliance, Pittsburgh, PA. (ERIC Document Reproduction Service No. ED478134).

22. Thank you! The Adjunct Faculty Professional Learning Community Jill Nico – Mathematics/Engineering Caron Sada – Psychology Marianne Smith – Mathematics OYO * Erik Stenehjem – Biology Convened & Facilitated bySylvia Orr – Dean, Academic Affairs *Marianne Smith is now residential faculty at SMCC