PASSING THE BATON TO THE NEXT GENERATION: NURTURING NEW FACULTY LYNN MARECEK MARYANNE ANTHONY-SMITH SANTA ANA COLLEGE SANTA ANA, CA

SANTA ANA COLLEGE Orange County, 6 miles south of Disneyland About 20,000 credit students at start of Fall % Latino, 13% Caucasian, 11% Asian Educational goal – 65% said AA and/or Transfer

THE SITUATION NOW Age distribution of tenured & tenure-track faculty Source: California Community Colleges Chancellor’s Office Data Mart, Fall 2013 data agecount% % % % % % % % % %

THE FUTURE – A TIDAL WAVE OF RETIREMENTS 44.3% are now over 55 – eligible to retire by 2020 agecount% % % % % % % % % % 44.3%

WE ARE FACING A GENERATIONAL SHIFT!

WHAT ARE WE GOING TO DO ABOUT IT?

We can pass the baton to the next generation of teachers. We can nurture those who will take our places.

WHO WILL TAKE OUR PLACES?  Today’s adjunct faculty  Tenure-track full timers  Our students

HOW CAN WE…  support our adjuncts?  develop and nurture new faculty?  identify potential teachers among our students?  pass on the history, culture, visions, and pedagogical values of our departments?

SANTA ANA COLLEGE MATH DEPARTMENT Programs for  Adjunct faculty  Full-time faculty  Encouraging students to follow our footsteps

ADJUNCTS

SUPPORTING ADJUNCT FACULTY IS CRUCIAL “When community colleges fail to support the part-time faculty members who teach half of the classes offered……they are fostering a culture that creates a barrier to student success….” Community Colleges Can Foster Student Success by Supporting Their Adjuncts. Chronicle of Higher Education, April 7,

SUPPORTING ADJUNCT FACULTY IS CRUCIAL Adjuncts  Teach more than three-fourths of developmental classes  Are often marginalized on campus  No orientations  No professional development opportunities  No administrative and technology support  No office space or office hours  Few opportunities for networking Community Colleges Can Foster Student Success by Supporting Their Adjuncts. Chronicle of Higher Education, April 7,

SUPPORTING ADJUNCT FACULTY IS CRUCIAL Students Deserve it!  Students’ education experience is often contingent on the employment status of their teachers  Faculty work conditions = student learning conditions  Engaging all faculty is a vital step toward meeting course completion goals Community Colleges Can Foster Student Success by Supporting Their Adjuncts. Chronicle of Higher Education, April 7,

SAC SUPPORT FOR ADJUNCT FACULTY  Adjunct Support:  Department Co-chair in charge of Hiring and Scheduling of Part-timers  Professional Development  Course Coordinators  Designated Workroom

SAC SUPPORT FOR ADJUNCT MATH FACULTY Department Co-chair in charge of Hiring and Scheduling of Part- timers  Coordinates the Hiring process  Creates schedules for all the part-timers  Becomes a contact person for questions/advice  Provides support; does not evaluate  Coordinates and leads Professional Development workshops  Serves as Liaison to the department

SAC SUPPORT FOR ADJUNCT MATH FACULTY Professional Development  Required Flex Week Meetings  Flex week break-out sessions  Resume/hiring workshop  Invited to participate in all Department Meetings

SAC SUPPORT FOR ADJUNCT FACULTY Course Coordinators  Contact part timers at start of semester (welcome letter)  Share the Department philosophy for course  Create a course reference sheet  Inform of SLOs for course  Collect and review syllabi  Create and distribute Department finals  Provide other support as needed or requested

SAC SUPPORT FOR ADJUNCT MATH FACULTY Designated Workroom  Private area to meet with students  Computer/phone/desk  Microwave and refrigerator

FULL TIME FACULTY

SAC SUPPORT FOR NEW FULL-TIME FACULTY Full-Time Faculty Support  Peer Review Process  Mentors  District New Faculty Institute

SAC SUPPORT FOR FULL-TIME MATH FACULTY Peer Review Process  4 year tenure process  Year 1 – focus on teaching  Years 2-4 – department & college duties  Committee of two tenured faculty members + dean  Purpose is to identify potential areas of concern early  Input from other department faculty on areas they observe – office hours, time management, etc.

SAC SUPPORT FOR FULL-TIME MATH FACULTY Mentors  New faculty are assigned a mentor  ‘Go to’ person for any issues or concerns - about students, colleagues, administrators, anything  Safe confidant  Outside of peer review process  No, the mentor does not get a stipend

SAC SUPPORT FOR FULL-TIME MATH FACULTY SAC New Faculty Institute  Comprehensive Program  Meets during Flex Week and one Friday a month for 3 hours  Flex week agenda  District Orientation-HR Orientation, Benefits, Faculty union, etc.  Campus Orientation  College Mission and Goals  Participatory Governance  Admissions and Records

SAC SUPPORT FOR FULL-TIME MATH FACULTY SAC New Faculty Institute-  Monthly Meeting Topics:  Classroom and Student Management  Tenure Review Process  Best Practices  Online/Distance Education  Instructional Services  Basic Skills  Accreditation and Institutional Effectiveness  End of Year Debrief

WE CAN GROW OUR OWN REPLACEMENTS!

Partnership For Excellence!  Instructional Assistants in the classroom  Instructor identifies a current student with potential  Student serves as instructional aide in the same class next semester  Attends class certain number of hours  Has scheduled hours every week in the Math Center to meet with students

WE CAN GROW OUR OWN REPLACEMENTS! Partnership For Excellence! Benefits to students:  Students see IA as their “personal” tutor  Students are very comfortable with the IA as they know him/her from class  Students find IA less intimidating than the teacher  The IA teaches the same way as the teacher and knows exactly what happened in class  The IA is a role model  IA was in same seat just a short time ago  IA tells his/her story

WE CAN GROW OUR OWN REPLACEMENTS! Partnership For Excellence! Benefits to the Instructional Assistant:  Witnesses teaching from a new perspective  Is exposed to good teaching techniques  Gets opportunities to teach in class  Has an on-campus paid job  Tutors in Math Center  Builds rapport with faculty members  May IA over several semester for different teachers  Participates in a variety of teaching styles  May consider a teaching career!

WE CAN GROW OUR OWN REPLACEMENTS! California Community College Intern Program (CCCIP)  UC/CSU grad students partner with CCC faculty mentors  Intern activities  Observe classes, attend faculty meetings, learn about governance  Develop & enhance curriculum, plan and teach lessons  Partnerships  UCIrvine/SAC, OCC  San Diego/Imperial County Community College Association  Others? 

WE CAN GROW OUR OWN REPLACEMENTS! Around the dinner table  Talk teaching with your family  Share your  Enthusiasm - ‘aha’ moments  Challenges, dilemmas  Make the workload visible  If they follow in our footsteps, they’ll know what to expect!

WHAT HAPPENS AT YOUR SCHOOL? Table discussions

YOUR TURN TO SHARE How might you pass on your department’s culture, visions for the future and pedagogical values?

THANK YOU FOR ATTENDING OUR WORKSHOP! Lynn MarecekMaryAnne Anthony-Smith