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1 AACC Annual Convention 2014 Center for Community College Student Engagement Supported by MetLife Foundation.

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Presentation on theme: "1 AACC Annual Convention 2014 Center for Community College Student Engagement Supported by MetLife Foundation."— Presentation transcript:

1 1 AACC Annual Convention 2014 Center for Community College Student Engagement Supported by MetLife Foundation

2 Presenters: Arleen Arnsparger Project Manager, Initiative on Student Success/Strengthening the Role of Part-Time Faculty Jennifer Lara Faculty/Anne Arundel Community College (MD) Member of 21 st Century Commission on the Future of Community Colleges 2

3 3 Part-time faculty teach approximately 58% of U.S. community college classes…

4 Why I Teach… 4 Video

5 5 Strengthening the role of part- time faculty to support student success.

6 Project Overview Keys to Student Success: Strengthening the Role of Part-time Faculty in Community Colleges  Funded by MetLife Foundation  College Visits –Focus groups with part- and full-time faculty –Discussion with key leaders –Interviews with presidents  Center Data Analyses  College Vignettes  Web Resources  Special Report 6

7 Empowering Community Colleges to Build the Nation’s Future An Implementation Guide A companion to Reclaiming the American Dream – Community Colleges and the Nation’s Future - the report of the 21 st Century Commission on the Future of Community Colleges 7

8 Why are so many instructors named “Staff?” - Student 8

9 9 “Those adjuncts!” Video

10 Part-time faculty: Who are they? CCFSSE ItemRole Part-time, n=30,248 Full-time, n= 35,142 What is your faculty rank? Other9%2% Lecturer5%1% Instructor73%40% Assistant Professor 3%15% Associate Professor 4%16% Professor7%26% 10

11 Part-time faculty: Who are they? How many of years of teaching experience do you have in any college/univer sity, not including graduate assistant position? Four or fewer years 37%13% Five to nine years 26%22% 10 to 29 years 33%55% 30 years or more 6%10% 11 CCFSSE ItemStatus Part-time, n=30,594 Full-time, n=35,142

12 More likely…  A position of instructor 73%  Fewer years of teaching experience 66% < 10 years  Part-time employment 3/4 of dev ed courses Less likely…  Tenure-track position  Master’s degree or higher 12 Profile of a Developmental Education Faculty Member

13 Discussion Questions How are you preparing your part-time faculty to teach these important courses? 13

14 14 Strengthening the Role… Video

15 15 Strengthening the Role… Video

16 16 Strengthening the Role… Video

17 17 Strengthening the Role… Video

18 Discussion Questions What do you already know (or need to know) about the experience of part- time faculty at your college? Consistent hiring processes? Part-time faculty orientation? Mandatory? Availability of office space and access to instructional materials? Professional development opportunities & expectations? Opportunities to meet with colleagues? 18

19 PT faculty participation in high-impact practices Part-time faculty are less likely than full-time faculty to report –Teaching in an organized learning community –Being involved in college orientation –Participating in a student success course –Being involved with a fast-track or accelerated learning course 19 Data from CCFSSE Promising Practices Module

20 Faculty participation in high-impact practices How often do you refer students to academic advising/planning services? Rarely/Never –Part-time – 25% and Full-time - 14% Is academic advising part of your teaching role? Rarely/Never –Part-time – 7% and Full-time - 55% 20 Data from CCFSSE

21 Discussion Questions -How, if at all, are part-time faculty at your college encouraged to participate in and use high-impact educational practices and other effective teaching strategies? 21

22 Empowering Community Colleges to Build the Nation’s Future An Implementation Guide A companion to Reclaiming the American Dream – Community Colleges and the Nation’s Future - the report of the 21 st Century Commission on the Future of Community Colleges 22

23 Faculty Engagement – What Can We Do?  Establish a broad demand for change.  Engage faculty – full- and part-time – in open and frank discussions about why improving student success matters.  Identify and draw on each faculty member’s strengths and expertise. 23

24 Faculty Engagement – What Can We Do?  Redesign pedagogy and course content.  Diversify the faculty.  Encourage faculty to take ownership in the design of professional development programs. 24

25 Faculty Engagement – What Can We Do?  Ensure that full-time and part-time faculty work together to strengthen learning outcomes and student success.  Assume responsibility for involving part-time faculty in developing and implementing a student success agenda. 25

26 Strengthening the Role of Part-Time Faculty 26 - Express high expectations and provide high support. - Conduct campus conversations about policy and practice related to part-time faculty. -Create an integrated pathway for part- time faculty.

27 Strengthening the Role of Part-Time Faculty 27 - Design pathways to full-time employment. - Recognize part-time faculty in monetary ways, when possible, and in non-monetary ways as well. - Keep the focus on student success and effective educational practice.

28 Contingent Commitments - College Examples A CCESS to Training and Support – Richland College (TX) -Director of Adjunct Faculty – North Central Michigan College (MI) -Academic Coordinators for 100% Part-time Faculty –Community College of Vermont 28

29 Contingent Commitments - College Examples -Involving part-time faculty in course design – Bristol Community College (MA) -A mentor for every part-time hire – Lake- Sumter State College (FL) 29

30  Standard Job Description –Essential functions –Qualifications –Knowledge skills and abilities  Essential Competencies of a Valencia Educator 30 Valencia Job Description & Faculty Expectations Contingent Commitments - College Examples

31 A Focus on Student Success… Data from 2012 CCFSSE Cohort and Promising Practices Module 31 Video

32  Part-time faculty and student engagement  Getting started – hiring, expectations and orientation  Professional development and support  Evaluation and incentives  Integration into student success initiatives  Institutional culture 32 Contingent Commitments - Engaging Faculty to Engage Students

33 Contingent Commitments Web Tools 33

34 Contingent Commitments Web Tools Tools and Resources:  Campus Discussion Guide  Conducting Focus Groups  Notes from the Literature  Methodology  Additional Resources – Delphi Project, Achieving the Dream and others  Faculty Video Clips 34

35 35 Advice to colleges Video

36 36 More Advice to Colleges Access to group health insurance Name tags – Faculty vs. Adjunct faculty Recognition for teaching excellence Participation in major college events – graduation Adjunct faculty representation – a voice Invitation to participate in or take the lead in curriculum development Invitation to teach other faculty – sharing best practices Stipends for research

37 Students! 37 What Matters Most?

38 Stay in Touch… Arleen Arnsparger Jennifer Lara Anne Arundel Community College Center for Community College Student Engagement 3316 Grandview Street Austin, Texas Phone:


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