The Art of Developmental Teaching:

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The Art of Developmental Teaching

• Successfully mentoring adjuncts

League of Innovations March, 2009
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Who are we?

• Gainesville, Florida
• 4 year institution
• Academic Foundations houses College Prep Math,
  Reading and Writing, College Prep Advisement,
  ESL, adult education, a testing center and
  three labs.
• 16 full time faculty, 4 full time advisors,
  three lab managers

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• In fall 2003, two-thirds of faculty at
  community colleges were employed part time (over
  240,000 faculty), and one-third were employed
  full time (approximately 121,000 faculty).
• Source National Center for Educational
  Statistics
• http//nces.ed.gov/programs/coe/2008/analysis/sa0
  2f.asp

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• At Santa Fe College, 63 of college preparatory
  classes are taught by adjunct faculty.
• (The ratio for the State of Floridas community
  college system is
• 58 full time to 42 adjunct.)

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Developmental courses require

• Professors knowledgeable in content area as well
  as skilled in teaching that content
• Professors dedicated to teaching developmental
  students
• Preparation for state exit requirements
• Quality instruction for ALL students

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Dependence on adjunct faculty necessitates

• Research on successful adjunct mentoring programs
  at other institutions
• A careful study of how adjunct faculty is
  currently supported and trained
• The implementation of a systematic adjunct
  mentoring program

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Lesley Universitys AMP Foundation

• Education is a public trust.
• Licensure requirements mandate program oversight.
• (Ziegler and Reiff, 2006)

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Education is a public trust.

• For students, faculty often represent an
  institution. As a result, ineffectiveness on the
  part of faculty can be costly in terms of student
  retention.
• Ziegler and Reiff, 2006

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Education is a public trust.

• In an institution that has no other valid reason
  for being except to teach, the faculty in fact
  becomes the institution.
• Cohen and Brawer, 1972

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Education is a public trust.

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Licensure requirements mandate program oversight.

• the affected programs are the core
  undergraduate programs regardless of whether
  these are defined as general education courses
  that provide basic college level skills
• Benjamin, 2002

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• 38
• Santa Fe College graduates who took one or
  more college prep classes

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Licensure requirements mandate program oversight.

• Certifying or licensing agencies rely on the
  expertise and the competence of each instructor
• all core and adjunct instructors involved in a
  candidates training are capable professionals
• Ziegler and Reiff, 2006

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Our third foundational principle

• Education is a professional trust.

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Our third foundational principle

• Education is a professional trust.

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Other AMPs worth researching

• College of the Canyons in Santa Clarita, CA
• Sinclair Community College in Dayton, OH
• Niagara County Community College in Sanborn, NY
• Florida College at Jacksonville in Jacksonville,
  FL (focus is on virtual classrooms)

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What do we mean by mentoring?
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Who is a mentor?

• A person of experience
• In Academic Foundations, full time faculty and
  staff are considered possible mentors.

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Mentors, of course, are not to be confused with
Mentos.
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Defining mentors

• What is the purpose of the relationship?
• mentoring is best defined by what it is
  specifically intended to do in a particular
  setting.
• St. Clair, 1994

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Defining mentors

• What is the purpose of the relationships in
  Academic Foundations?
• Facilitate orientation into the college culture
• Model and foster effective teaching practices

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Orientation to the college culture

• Familiarity with the campus
• Knowledge of various departments and their
  responsibilities
• Technology (e-mail, LMS, electronic reports and
  grade posting)
• Auxiliary services (library, A/V, DRC, MBK, etc.)

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In our Reading Department

• Carole familiarity with the campus and contacts
  in other departments
• Marcia MBK, records, financial aid, etc.,
  familiarity with student demographics and its
  impact on the institution, instruction and
  retention
• Alexis technology (especially Angel and our
  instructors share course) and library
• Patty Disabilities Resource Center, HR
• Dawn learning communities, contacts in other
  departments

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Model and foster effective teaching practices

• Syllabi and course design
• Lesson preparation
• Delivery/the art of teaching
• Methods of assessment
• Classroom management
• Institutional policies
• Reflection and revision
• State standards and proficiency levels

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In our Reading Department

• Carole/departmentcommon syllabi and course
  design, lesson preparation, methods of
  assessment, institutional policies, State
  standards and proficiency levels
• Laurel-- delivery/the art of teaching, classroom
  management, reflection and revision
• Dawn SAC requirements, college wide curriculum
  overviews
• All faculty members-- classroom management,
  lesson preparation, methods of assessment

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Class work Define mentors.

• In your program or department, how is mentoring
  defined?
• What are the purposes of the relationships
  faculty have with adjuncts?

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• One mentors observation
• this poor personhas a
• book in front of themand
• no direction at all, just goes
• in and does the best job that
• they can do
• Harnish and Wild, 1994

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• In Academic Foundations
• 14 adjuncts in reading
• 12 adjuncts in writing
• 27 adjuncts in math

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Who is a mentee?

• A less experienced person in need of support,
  encouragement and knowledge.
• (St. Clair, 1994)

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• Mentees, of course, are not to be confused with
  manatees.

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Class work

• Who are the people in your department or area of
  influence who need to be mentored?
• What qualities do you possess that will foster a
  healthy and productive relationship?

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Characteristics of Quality Mentoring

• 1. Mentoring should be voluntary.

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Characteristics of Quality Mentoring

• 2. Mentoring should

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Characteristics of Quality Mentoring

• 3. Mentoring should be formal.

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Characteristics of Quality Mentoring

• Mentoring should
• be relational.

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Characteristics of Quality Mentoring

• 5. A mentor should be committed.

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Characteristics of Quality Mentoring

• 6. A mentor should focus on what is best for the
  students.

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Characteristics of Quality Mentoring

• 7. Mentoring should be shared.

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Where do we start?
Determine participants. Establish goals and
expected results. Agree upon timetables.
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(No Transcript)
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Presented by Laurel Severino Assistant
Professor, Reading Santa Fe College Gainesville,
Florida And Carole Windsor Chair, Academic
Foundations Santa Fe College Gainesville, Florida
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References

• Benjamin, Ernst. (2002) How over-reliance on
  contingent appointments diminishes faculty
  involvement in student learning. Available online
  at http//www.aacu.org/peerreview/pr-fa02/pr-fa02
  feature1.cfm (accessed 7 February 2008).
• Harnish, Dorothy Wild, Lynn A. (1994) Mentoring
  strategies for faculty development. Studies in
  Higher Education, 19(2), 191-202.
• Hosey, Pat, Carranza, Y., White, M., Kaur, H.
  (1990). Faculty helping faculty A guide to
  mentoring (3rd ed.). Dayton, OH Sinclair
  Community College
• Richardson, Russell C. (1992). The associate
  program Teaching improvement for adjunct
  faculty. Community College Review, 20(1), 29-34.
• Sands, R., Parson, L.A. Duane, J. (1991) Faculty
  mentoring faculty in a public university. Journal
  of Higher Education, 62(2), 174-193.
• St. Clair, Karen L. (1994). Faculty-to-faculty
  mentoring in the community college An
  instructional component of faculty development.
  Community College Review, 22(3), 23-36.
• Ziegler, Carol A. Reiff, Marianne. (2006)
  Adjunct mentoring, a vital responsibility in a
  changing educational climate the Lesley
  University Adjunct Mentoring Program. Mentoring
  Tutoring, 14(2), 247-269.