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Adjunct Faculty :Thinking Strategically about this
Valuable Resource
Debbie Bouton and Susan Oleson-BriggsCentral Piedmont Community College
Charlotte, North Carolina
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Central Piedmont Community College
• Charlotte, North Carolina• Chartered in 1963• Six campuses• 70,000 people• 18,910 FTE
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CPCC as a Learning College
“Learners and learning are the driving principles of CPCC’s
strategic direction.”
Dr. Tony Zeiss, CPCC president
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Strategic Planning at CPCC
2004-2009 Strategic Plan
“We are not what we know but what we are willing to learn.” M. C. Bateson
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Goal 1: Student Success
Ensure student success by all employees assuming collective responsibility for placing the needs of learners first.
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Learning
Student
Student Success
Employee
ProfessionalDevelopment
College
OrganizationalDevelopment
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Goal 2: Organizational and Professional Development
Foster an organizational culture that makes learning the primary value in every action of the college.
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Strategic Planning at CPCC
2009-2014 Strategic Plan
Goal 1: Student Learning and SuccessGoal 2: Organizational Learning and
Development
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Goal 1: Student Learning and Success
Ensure student learning and success by promoting an innovative and supportive learning environment.
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CPCC ValuesLearning at the Center!
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Goal 2: Organizational Learning and Development
Foster an organizational culture that maximizes individual growth through expanded learning opportunities.
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Part-time Faculty
Critical for a Learning College
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Part-time Faculty
Benefits for the College?
Challenges to the College?
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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
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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”
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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
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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
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Challenge: Continuing Development of Skills
PT Faculty Website• www.cpcc.edu/parttime • 24/7 support
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Challenge: Feeling of Belonging
Continuous Outreach• Learning Commons• Evening and Saturday sessions• Semester community meetings
– Response to survey data– Builds community– Focused programming
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Challenge: Recognition of Quality Teaching
• PT Faculty of the Semester• “Eyes on You” Learning College Award
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Evaluating our Efforts
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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
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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.
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What initiatives has your college
undertaken to help your part-time
faculty ?
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Questions?