1. WELCOME!! What is your college currently doing to support, develop and mentor Adjunct Faculty? What is missing?

2. Mentoring Applied 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?

3. 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 Practices 1

4. 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 4 Lumpkin, Angela, (2011). “Keys to mentoring programs. “ A Model for Mentoring University Faculty” The Educational Forum, 75, 357-368.

5. Teaching and Learning – All About Students

6. Aligned with a Culture focused on: Improving engagement Strengths Student Success Continually Transforming (Learning College) Innovating Developing leaders Entrepreneurship Mentoring - Critical Components

7. 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?

8. 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

9. 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

10. 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

11. 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!

12. 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

13. 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!

14. 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!

15. 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

17. 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

18. Mentoring - Where are we going? Tools for adjunct faculty communication and accountability – Mentoring Program CANVAS online course – Facebook Group ???

19. Activity

20. Thank you