WELCOME!!
• What is your college currently doing to support, develop and mentor Adjunct Faculty?
What is missing?
MentoringApplied Integration in the Classroom
• Research – best practices and keys to successful programs
• EMCC Program Model • Critical Components• Where are we now?• Where are we going?
• 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.
1 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.
Mentoring – Best Practices1
• Purpose: – Transfer of best practices to classroom, improvement in
teaching/learning, and faculty engagement – NOT an on-boarding program
• Methods for matching: – Ad-hoc committee reviews mentee and mentor applications– Matches are not restricted to discipline
• Mentor/mentee training: – 1 hour: match meet/greet, program purpose, responsibilities
• Program Evaluation– Checklists completed– Participant survey’s required. Testimonials requested.
Mentoring – EMCC Program Model 2
4Lumpkin, Angela, (2011). “Keys to mentoring programs. “ A Model for Mentoring University Faculty” The Educational Forum, 75, 357-368.
Teaching and Learning – All About Students
Aligned with a Culture focused on:• Improving engagement• Strengths • Student Success• Continually Transforming (Learning College)• Innovating• Developing leaders• Entrepreneurship
Mentoring - Critical Components
•Mentees invited into program by college leadership•Opportunities to engage with other mentors/mentees•Mentor/mentee checklists provide a framework for one-on-one engagement•Program leads to improved student engagement
Mentoring How are we improving engagement?
Mentoring How are we incorporating strengths?
• The program incorporates the peer-to-peer non-evaluatory mentoring paradigm
• Checklist items are designed to discover and build on personal strengths of both the mentor and mentee
• The mentee choses their personal program goals with advice and support from mentor
Mentoring How are we promoting student success?
• Participants engage with fellow members of the institution that promote success (Deans, Student Support Specialists, Faculty, Managers, Vice Presidents)
• Mentee is supported and connected to achieve a goal to incorporate a best practice into their class
Engaged Faculty -> Student Success
Mentoring How are we learning to transform?
• Mentees are strategically immersed in the practices that support learning– Non-evaluatory classroom observations– Continous assessment– Active and higher level learning examples
• Improvement focused program – not onboarding
• Adjunct faculty are valued and challenged
Mentoring How are we being innovative?
• The program crosses disciplines and employee groups for optimum connection and growth
• Adjunct and residential faculty can both apply to be mentors
Learning happens anywhere!
Mentoring How are we developing leaders
and creating leadership opportunities?
• Adjunct faculty invited into mentoring opportunity and responsibility
• Mentees are coming forward as mentors
• Mentors are accepting positions on the PLC to further transform Adjunct Faculty Professional Development
Mentoring How are we promoting entrepreneurship?
• The EMCC Adjunct Faculty Mentoring Program is an example of revolutionary innovation
• The program takes on the responsibility, and the risk, to empower Adjunct Faculty as equal partners in the endeavor to engage and develop Adjunct Faculty towards a shared goal of
……STUDENT SUCCESS!
Mentoring How are we promoting entrepreneurship?
• The EMCC Adjunct Faculty Mentoring Program is an example of revolutionary innovation
• The program takes on the responsibility, and the risk, to empower Adjunct Faculty as equal partners in the endeavor to engage and develop Adjunct Faculty towards a shared goal of
……STUDENT SUCCESS!
Mentoring - Where are we?
• Conducted Pilot Program Spring 2013• Spring 2015 is our Fourth Cohort• Integrating Improvements Recommended by
Completers of the Program – Adjunct faculty facilitator to improve
communication among participants, and point of contact for questions
What Mentees and 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.
- Mentor
The mentoring program has helped me…to become a better teacher…in learning about the culture of the institution…feel more connected to the campus and helped me build a professionally supportive network - - Mentee
It was wonderful to see such a talented faculty member engage with EMCC students so effectively and to also see how the implementation of suggestions in the classroom sparked additional peer-to-peer learning during class time. - Mentor
Mentoring - Where are we going?
• Tools for adjunct faculty communication and accountability– Mentoring Program CANVAS online course– Facebook Group
• ???
Activity
Thank you
