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SANTA ANA COLLEGE

• Orange County, 6 miles south of Disneyland

• About 20,000 credit students at start of Fall 2014

• 66% 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

agecoun

t %

18-34 784 4.6%

35-39 1484 8.8%

40-44 2228 13.1%

45-49 2367 14.0%

50-54 2588 15.3%

55-59 3047 18.0%

60-64 2688 15.9%

65-69 1279 7.5%

70+ 488 2.9%

THE FUTURE – A TIDAL WAVE OF RETIREMENTS

44.3% are now over 55 – eligible to retire by 2020

agecoun

t %

18-34 784 4.6%

35-39 1484 8.8%

40-44 2228 13.1%

45-49 2367 14.0%

50-54 2588 15.3%

55-59 3047 18.0%

60-64 2688 15.9%

65-69 1279 7.5%

70+ 488 2.9%

44.3%

WE A

RE FACIN

G A

GENERATIO

NAL SHIFT

!

WHAT ARE WE GOING TO DO ABOUT IT?

WHAT ARE WE GOING TO DO ABOUT IT?

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 DEPARTMENTPrograms for

Adjunct facultyFull-time facultyEncouraging 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, 2014

http://www.ccsse.org/docs/PTF_Special_Report.pdf

SUPPORTING ADJUNCT FACULTY IS CRUCIALAdjuncts

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, 2014

http://www.ccsse.org/docs/PTF_Special_Report.pdf

SUPPORTING ADJUNCT FACULTY IS CRUCIALStudents 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, 2014

http://www.ccsse.org/docs/PTF_Special_Report.pdf

SAC SUPPORT FOR ADJUNCT FACULTY

Adjunct Support:

Department Co-chair in charge of Hiring and Scheduling of Part-timersProfessional DevelopmentCourse 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 FACULTYProfessional 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

TIM

E FACULT

Y

SAC SUPPORT FOR NEW FULL-TIME FACULTYFull-Time Faculty Support

Peer Review Process Mentors District New Faculty Institute

SAC SUPPORT FOR FULL-TIME MATH FACULTYPeer 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 FACULTYMentors 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 FACULTYSAC 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 FACULTYSAC 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 C

AN GROW

OUR O

WN

REPLACEMENTS

!

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? http://www.grad.uci.edu/academics/programs-internships/index.html 

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 Marecek MaryAnne Anthony-Smith

marecek_lynn@sac.edu anthony_maryanne@sac.edu