WELCOME!!

• What is your college currently doing to support, develop and mentor Adjunct Faculty?

What is missing?

MentoringApplied 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?

• 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 Practices1

• 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

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

Teaching and Learning – All About Students

Aligned with a Culture focused on:• Improving engagement• Strengths • Student Success• Continually Transforming (Learning College)• Innovating• Developing leaders• Entrepreneurship

Mentoring - Critical Components

•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?

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

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

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

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!

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

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!

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!

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

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

Mentoring - Where are we going?

• Tools for adjunct faculty communication and accountability– Mentoring Program CANVAS online course– Facebook Group

• ???

Activity

Thank you