1. Cultivating Success: Connecting Faculty to the College, Colleagues, and Curriculum Liz Coleman, Ed.M. Marisa Hastie, Ed.D.

2.  Faculty- led program serving contracted and part-time faculty  Oversight Committee + 8 other “steering” committees  Campus-wide representation  Rotating leadership positions  Operating budget is bargained as part of contract (% of FT faculty salaries)  Programs designed to meet needs as determined by the faculty  Pedagogical & curriculum-based needs  Discipline connections  Faculty-to-Faculty connections  Institutional connections Faculty Professional Development: Overview

3. Programs and Services  Faculty Connections: New Faculty Orientation and Mentorship Program (year long)  Professional Activities (conferences, workshops, etc.)  On – Campus Presentations (round-tables; forums; webinars, Colloquia)  Paid and Unpaid Sabbatical Leave  Discipline Contact Grants (journals, memberships, books, etc.)  Teaching Squares (self-reflection through peer-observation)  Classroom Observations and Confidential Feedback  New Dimensions Teaching Seminar (examination of pedagogy/practice)  Faculty Inquiry Groups (FIGs) (inquiry of identified question, challenge, change, etc. in teaching or technology)

4. One Minute Brainstorm Competition! What do you think faculty need in order to help their students succeed?

5. Faculty Connections  Two Day Seminar  Mentorship program  Roundtables/Social events  Ongoing Moodle shell for materials, announcements and discussions

6. Two-day seminar - details  Invitations are extended to ALL new faculty - Help from HR, academic depts.  Meet for two consecutive days prior to all campus In-service. Lunch is provided.  Attended by both new faculty and returning (Mentors)  Attendees receive a stipend - $75 per half day up to $300

7. Two-day Seminar - Content  Orientation to college services for faculty and students  Modeling and instructing best practices of engaging teaching strategies  Effective syllabi development  Classroom scenarios and solutions  Micro-aggressions and creating a safe classroom environment

8. Mentorship Program  New faculty are randomly matched with an experienced mentor – usually in a different department  First meetings occur during lunches of the two day seminar  Meetings continue at least 2 times per term. Content determined by pair  Stipend of $300 for each member

9. Roundtables & Socials  Each term we host one conversation topic depending on current issues on campus. Examples: FERPA, dealing with downsizing or disruptive classroom behavior  Each term we host a dinner for the faculty pairs in a local restaurant. Recent change: Families are only invited to the spring dinner

10. Challenges  Informing all new faculty  Time for mentors to meet due to busy schedules  Newly hired and oriented faculty are the first to be cut when student numbers drop  Keeping funding in the contract

11. Successes  Attendees express feeling integrated into and supported by the college  New (and returning) faculty make contacts with fellow faculty members campus wide. This helps when issues arise  One faculty member joined the fitness center and taught in a learning community in her first year, thanks to her participation in Faculty Connections

12. Faculty Inquiry Groups (FIGs)  “Grassroots” program  Small groups (5-10) focus on a topic pertaining to teaching and learning  Applications are reviewed by a committee  Faculty members meet, read, research, discuss their topic  Funding provided for guest speakers, books, etc. and a small stipend is provided for participants  Examples:  Online teaching in the sciences  Redesigning developmental education  Effective laboratory assignments in biology classes

13. Challenges  Connecting “inquiries” across disciplines  Continuing the work to make it systemic  Broadening the reach to more departments  Consistent attendance and engagement by all participants

14. Successes  Investigations into new technology and how to incorporate it into the classroom  Starts conversations that then move to a larger platform  Connects colleagues  Non-threatening environment to just explore

15. Teaching Squares  Reflection through observation  Two formats:  Teaching Squares (4 faculty) - Traditional classroom instructors  Teaching Pairs (2 faculty) - Online

16. Teaching Squares, cont.  How it works:  Call for participants  Squares and Pairs are determined by faculty coordinator (mixed discipline groupings; PT & FT; veteran faculty and new faculty)  Kick-off meeting  Emphasis is on reflection; non-judgmental; observation of best practices  Groups meet and set “ground rules” and arrange observation times  8 weeks to complete all observations and then to meet as a group to discuss  Personal reflection  Final wrap-up dinner and program evaluation

17. Challenges  Sometimes squares become triangles!  Shifting the focus from critique and feedback to observation for reflection*  Scheduling

18. Successes  Discovery of teaching methods that bridge the curriculum  Appreciation for each other  Broader view of the college curriculum and what our students are experiencing  Creates connections  Reflection

19. Questions?

20. Wrap-up: One Minute Paper 1)1-2 “Take Aways” from this and other sessions 2)What do you want to implement? 3)What is your first action step once you are back at work? (i.e. what is already offered? Survey resources available?, etc.) 4)Identify at least one person at your institution that can help you with this Pull out your smart phone! Send yourself an email or make an appointment on your calendar

21. Thank you! Liz Coleman colemanl@lanecc.educolemanl@lanecc.edu Marisa Hastie hastiem@lanecc.eduhastiem@lanecc.edu Website: www.lanecc.edu/fpd www.lanecc.edu/fpd