Interviewing for a Community College Faculty Position

Bob Baylor Nov 18, 2013

Why did I create this slide presentation?

In just over 6 years at a community college, I’ve seen nearly 100 candidates interview for faculty positions.

Almost every single one made the same mistakes during their interviews and demonstrations

I hope this helps those thinking about applying to prepare for their interview

Based on the Community College

Remember this presentation is based on my experiences at a city community college

Our student enrollment averages 10,000 each year so some of this may not apply to smaller community colleges

I based my suggestions on my time both as a program chair and administrator

Your experience may vary

Basics

Know something about the college› Yes, this may seem obvious but many

applicants don’t take this step!› Find out about enrollment, demographics,

types of programs Know something about the department

› Are students degree seeking?› How many sections of first year versus second

year courses do they offer?› Do the students go into the field or transfer to

a four-year program after graduation?

Basics

What is the retention rate for the college (number of returning students from year 1 to 2)? › If it is low, you may be asked how you can

help increase it. How many students graduate each

year? What’s the graduation rate? › Be prepared to talk about how you will help

increase graduation rates.

Basics

Visit the campus and walk around› Get a feel for what the students and staff

Visit the satellite campuses if you can › Note the differences between students and

services compared to the main campus Notice the classrooms

› Are they modern or older?› Small or large capacity?

Do Your Research

Find out who is the president, dean and department chair

Read through the college’s strategic plan Find out how many different campuses there

are and if you will be teaching at any of them

Find out if there is a co-op program in your department and how you course relates to it

Check out their website› Often you can tell a lot just by the look and ease

of use

Do Your Research

Find out if there are any student organizations in your department (you may be required to interact with them)

Find out the course capacity (usually much smaller for community colleges)

Find out what articulation agreements your department has with local four-year institutions

How often is you course offered?

Know the Difference

Between co-op versus internship versus practicum versus clinical › Co-op is paid experience, internship is an unpaid

experience› Practicum and clinical are unpaid, supervised

experience dealing with patients or clients Traditional and non-traditional learner

› Traditional is a high school graduate, 18-25› Non-traditional is everything outside that group

including adults, single parents, returning workers, students who already have a degree, etc.

Know the Difference

Amongst the student population› Are students diverse? If so, what groups do they

represent?› How many international students? Where are they

from? Degree and non-degree seeking

› Degree is admitted to a program, non-degree maybe taking your course as a transfer to another college

Certificate versus degree› Certificates are usually one year or less, degrees

are usually two years

Know the Expectations

Tenured positions may not require research or publications but still require committee work

How many office hours are required? Is there an expectation for tutoring

outside normal office hours? If a program chair, what does that entail?

› Course development, course creation, course scheduling, student advising, textbook review and ordering?

Know the Expectations

Are classes offered on-line?› If so, find out what platform they use› Don’t worry if you haven’t taught on-line

but be ready to learn Technology

› What classroom technology can you use?› What technology can you use with

students?› What simulations can you use?

Know the Expectations

If hired, will be you be expected to teach primarily day or night classes?› Day students tend to be traditional; night

students tend to work. Each has unique requirements

If you are teaching at a satellite campus, what support can you expect?› Some satellites are bare-bones while

others a mini-versions of the main campus complete with the same support

Now That You’ve Done All of That

You need to start thinking about your teaching demonstration

Keep it simple!› This is harder than it sounds, especially for

those who have been teaching upper level courses

When in doubt, get it basic› Too much information, technology or

gadgets will keep you from being smooth

The Teaching Demonstration

I have seen seasoned faculty bomb while people who have never taught at the college level shine.

The main difference? Those who did well actually TAUGHT and did not read their presentation!

I’ve seen many excellent teaching demos that used nothing more than the whiteboard.

Getting Your Demo Ready

Are most of the students in the class you are applying to teach traditional (18-25) or non-traditional (adult learners)?

What are the pre-requisites for the classes you are applying to teach?

What textbook is used for the course? Is your course a first or second year

course?› Remember this especially if your experience has

mainly been upper level or graduate level students

Getting Your Demo Ready

Don’t use publisher’s content› We want to see your work

Beware of unintentional plagiarism› Don’t use others work without giving

credit! Be careful when using photos or graphs

› Someone in your audience may be the creator/owner of that material

PRACTICE!

You should have a time limit, make sure you can hit what you want in that time› Hint, if you have 10 minutes but have 30

slides, you aren’t going to make it! TEACH, don’t rehash!

› Assume your audience are students (sometimes real students are brought in)

› Move around, don’t stand behind the podium› One of the best demos I’ve seen used

PowerPoint, the white board and handouts…all in 10 minutes!

PRACTICE!

If you are going to use some kind of technology, plan for the worst› Make sure you have your presentation on a

flash drive› Email it to interviewer if you can› Make sure your technology is compatible

with the class room Just in case, bring hard copies and be

able to give your demo without technology!

PRACTICE!

If you have to demonstrate a lab, make it basic.› Make sure you know how to set-up the

simulation or equipment Make eye contact and be engaging How would you handle a class with both

high and low functioning students? How would you handle an international

student or one with disabilities?

A Few More Points

Think about how you would handle a student that you suspect is cheating

Think about how you would handle a student who is making a threat

Know about FERPA Read over the student code of conduct

In Conclusion

I hope this presentation helps! Let me know what you think! My email is bobbaylor@gmai.com Good luck to you!