Adjunct Faculty : Thinking Strategically about this Valuable Resource

Adjunct Faculty :Thinking Strategically about this

Valuable Resource

Debbie Bouton and Susan Oleson-BriggsCentral Piedmont Community College

Charlotte, North Carolina

Central Piedmont Community College

• Charlotte, North Carolina• Chartered in 1963• Six campuses• 70,000 people• 18,910 FTE

CPCC as a Learning College

“Learners and learning are the driving principles of CPCC’s

strategic direction.”

Dr. Tony Zeiss, CPCC president

Strategic Planning at CPCC

2004-2009 Strategic Plan

“We are not what we know but what we are willing to learn.” M. C. Bateson

Goal 1: Student Success

Ensure student success by all employees assuming collective responsibility for placing the needs of learners first.

Learning

Student

Student Success

Employee

ProfessionalDevelopment

College

OrganizationalDevelopment

Goal 2: Organizational and Professional Development

Foster an organizational culture that makes learning the primary value in every action of the college.

Strategic Planning at CPCC

2009-2014 Strategic Plan

Goal 1: Student Learning and SuccessGoal 2: Organizational Learning and

Development

Goal 1: Student Learning and Success

Ensure student learning and success by promoting an innovative and supportive learning environment.

CPCC ValuesLearning at the Center!

Goal 2: Organizational Learning and Development

Foster an organizational culture that maximizes individual growth through expanded learning opportunities.

Part-time Faculty

Critical for a Learning College

Part-time Faculty

Benefits for the College?

Challenges to the College?

Assumptions about Part-Timers

• Won’t participate unless paid• Won’t come for training, schedule

conflicts• Aren’t motivated to work on teaching

skills• Can learn what they need on the job

Challenge: Lack of Information“Where is the copier?”

Orientation• Offer multiple times, multiple places• Introduce college administrators• Model good teaching practices• Offer online option• Provide “Welcome Goodie Bag”

Challenge: Basic Teaching Toolkit

PT Faculty Certification• Teaching for Significant Learning• Getting Results and Student Engagement

Techniques are primary curricula• 25 hour, hybrid program• 75 – 100 participants• $500 stipend paid upon completion

Challenge: Basic Teaching Toolkit

PT Faculty Certification• Creating a Community of Learners• Planning for Outcomes• Active Teaching and Learning• Assessing Teaching and Learning• Teaching with Technology• Student Engagement Techniques

Challenge: Continuing Development of Skills

PT Faculty Website• www.cpcc.edu/parttime • 24/7 support

Challenge: Feeling of Belonging

Continuous Outreach• Learning Commons• Evening and Saturday sessions• Semester community meetings

– Response to survey data– Builds community– Focused programming

Challenge: Recognition of Quality Teaching

• PT Faculty of the Semester• “Eyes on You” Learning College Award

Evaluating our Efforts

Results of Part-time Faculty Certification

Summer 2008 Group

Terms ABCS % ABCS DFIWU %DFIWU Total

Pre-Cert 2007-2008 3062 66.6% 1538 33.4% 4600

Post-Cert 2008-2008 6384 71.7% 2524 28.3% 8908

   Summer 2009 Group

Terms ABCS %ABC DFUIW %DFUIW Total

2008-2009 4087 70.2% 1734 29.8% 5821

Fall 2009 2849 71.9% 1111 28.1% 3960

Part-time Faculty Retention of Participants

Taught 2007/08

Taught Fall 2008

Not Retained

Taught Fall 2009

Not Retained

Participants in Summer 2008 43

43 (100%) 0

40 (93%)

3 (7%)

Participants in Summer 2009 60

56 (93%)

4 (7%)

93-100% retention versus 65% for entire part-time faculty group over same periods.

What initiatives has your college

undertaken to help your part-time

faculty ?

Questions?