1. WELCOME!! What is your college currently doing to provide opportunities for adjunct faculty? Please share with your neighbor…

2. Adjunct Mentoring Program: Success for Students and Faculty Sylvia M. Orr, Ph.D. Interim Vice President for Academic Affairs Chandler-Gilbert Community College Jennifer L. Copeland, M.A. Facilitator Mentor Program & Communication Studies Adjunct Faculty Jill A. Nico, M.S. Mentor Program Developer & DRS Program Advisor Kortney Song, M.B.A. Business Adjunct Faculty

3. Session Outcomes Identify critical components of a successful adjunct faculty mentoring program inclusive of an online CANVAS course. Understand institutional benefits of engaging adjunct faculty. Faculty and administrators will learn innovative ideas to take back to their institutions.

4. About Estrella Mountain Newest of the ten Maricopa Colleges, located 15 miles west of Phoenix Began offering classes in 1992 Started its learning college journey in 2007 Demographics  9303 students; 4825 FTSE (Fall 2015)  90 full-time faculty (Fall 2014)  416 adjunct faculty (Fall 2014)  Adjuncts teach approximately 68% of courses

5. History of the Adjunct Faculty Professional Learning Community (PLC) Commenced Spring 2010 Addressed needs and concerns of adjunct faculty Surveyed residential and adjunct faculty re: what adjuncts needed to know to be successful Adjunct Professional Development Communication Strategies Classroom Design

6. EMCC Adjunct Faculty Professional Development “…improved college completion will have real meaning only with serious and sustained attention to the quality of what goes on between teachers and students.” CCCSE, The Heart of Student Success What can we do? -Integrated support -Intensive student engagement -Professional development In 2012, PLC Focused on Professional Development EMCC Adjunct Faculty Professional Development Adjunct Professional Development Communication Strategies Classroom Design

7. APPLIED INTEGRATION in the Classroom MENTORING EMCC Adjunct Faculty Professional Development OBJECTIVE Teaching Skills Workshops SUBJECTIVE Personal Development Workshops

8. Transfer of best practices to the classroom The mentoring relationship focuses on the application of best teaching practices within educator’s actual classroom. Continuous improvement and learning The components of the mentoring program are designed to continually improve teaching and learning and the mentoring program itself. Purpose of the EMCC Mentoring Program

9. Mentee is the driver Goals are specified Mentee/Mentor are partners Mentor is adaptive to mentee’s needs Mentee is open to feedback Program formally assessed and improved 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 Practices 1

10. Philosophy of the EMCC Adjunct Faculty Mentoring Program Based on mentoring best practices of diverse organizations Aligns with MCCCD Strategic Plan Aligns with EMCC Vision, Mission, and Values Based on the Learning Centered Paradigm Peer-to-peer Mentor is facilitator & connector Program formally evaluated and continuously improved

11. Mentoring – EMCC Program Model 2 2 Lumpkin, Angela, (2011). “Keys to mentoring programs. “ A Model for Mentoring University Faculty” The Educational Forum, 75, 357-368. Approval and Matching Near End of Prior Semester Training Week of accountability Implementation Weeks 1 to 13 Celebration and Evaluation Last Week of Regular Instruction Applications Accepted Middle of Prior Semester

12. Mentors and Mentees Apply to the Program - Division Chairs approve all participants - Mentee minimum requirements - Adjunct Faculty Mentor minimum requirements - Residential Faculty Mentor minimum requirements Matched by ad hoc committee comprised of current residential and adjunct faculty Application and Matching

13. Program Purpose Meet and Greet Expectations/Responsibilities Checklists Schedule Review of Canvas platform Mentor/Mentee Training

14. 6 to 8 contact hours Checklists used as a guide Mentee teaching goals established and pursued Classroom observations Canvas dialog Implementation

15. Mentoring Canvas Discussion Forum

16. Program tracked through completion of two checklists and two feedback forms (surveys) Celebration - Completion certificates - Testimonials Evaluation and Celebration

17. Program Progress and Success Spring 2013: Pilot Fall 2013: Re-evaluated and improved program Currently Spring 2016: Sixth cohort – 60 participants thus far in program – Continues to be supported by college leadership Integrating improvements recommended by completers – Checklist alignments – Application modifications – Canvas platform implementation – Timeline adjustments

19. 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

20. Aligned with a culture focused on: Improving engagement Strengths Student success Continuous transformation Innovating Developing leaders Entrepreneurship Mentoring - Critical Components

21. Mentees and mentors 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?

22. Mentoring ~ How are we incorporating strengths? Incorporates peer-to-peer non- evaluative mentoring paradigm Checklists designed to discover and build on personal strengths of both the mentor and mentee Mentee sets personal goals with mentor consultation and support

23. Mentoring ~ How are we promoting student success? Participants engage with fellow members of the institution that promote success (e.g., deans, student support specialists, faculty, managers, vice presidents) Mentee is supported and connected to achieve a goal to incorporate a best practice into classes Engaged Faculty Student Success!

24. Mentoring ~ How are we learning to transform? Mentees are strategically immersed in practices that support learning – Classroom observations not linked to evaluation – Continuous assessment – Active and higher level learning strategies Improvement focused (not onboarding) Adjunct faculty are valued and challenged

25. Mentoring ~ How are we being innovative? The program crosses disciplines and employee groups for optimum connection and growth Adjunct and residential faculty both serve as mentors Learning happens anywhere!

26. Mentoring ~ How are we developing leaders and creating leadership opportunities? Adjunct faculty invited into mentoring opportunity Mentees are inspired to serve as mentors Mentors are accepting positions on the PLC to enhance adjunct faculty professional development

27. 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!

28. Aligned with a culture focused on: Improving engagement Strengths Student success Continuous transformation Innovating Developing leaders Entrepreneurship Institutional benefits of engaging adjunct faculty in PLC, professional development, mentoring. Review of Mentoring - Critical Components

29. Mentoring – Where are we going? Program is successful & continues to be supported by college leadership Currently i mproving tools for adjunct faculty communication and accountability – Mentoring Program CANVAS online course – Facebook Group – Webpage is available and being improved

31. Replicating at Your Institution Cost effectiveness- Program is run by Professional Learning Community with a Lead Member (adjunct) providing the coordination Stipend given to both Mentors and Mentees upon completion of the program Optional Workshops encouraged and compensated at $75 for a 3 hour time period Materials Available: C hecklists, Description of Program, attainable @ https://www.estrellamountain.edu/employees/adjunct- faculty-support/professional-development https://www.estrellamountain.edu/employees/adjunct- faculty-support/professional-development

32. Quick Share~ What The Mentor Program Achieves Engagement- Leads to better student engagement-peer to peer learning. Strengths- How are you acknowledging and developing Adj. strengths? Build on strengths of both mentors-mentees. Student Success- Participants engage w/fellow members of the college to promote success. Learning Organization- How do we learn to transform? Innovative- Crosses discipline and encourages growth and connection between employee groups. Leadership- Mentees becoming mentors and invited into PLC team. Entrepreneurship- Empower adjunct faculty as equal partners to engage and develop. *GIVE EXAMPLES OF HOW YOU INCORPORATE THESE WITH ADJUNCTS AT YOUR COLLEGE

33. Thank You! Sylvia M. Orr, Ph.D. sylvia.orr@estrellamountain.edu Jennifer L. Copeland, M.A. jennifer.copeland@estrellamountain.edu Jill A. Nico, M.S. jill.nico@estrellamountain.edu Kortney Song, M.B.A. kortney.song@estrellamountain.edu

34. The End!