University Business - May 2011 - (Page 29)

Allowing faculty to guide the creation of professional development programs helps ensure high participation at Delaware County Community College. Barnett suggests creating a robust mentoring program to supplement an existing professional development program. “I’d like to see more centralized support for those efforts.” faculty to build a support network. At DCCC, “we offer the same programs to them, but we know they have time constraints,” says Picciani. Programs are also offered to help them with time management and learning about the college. An adjunct advisory committee ensures administration receives feedback. Waiwaiole points to Sinclair Community College (Ohio) and Tallahassee Community College (Fla.) as having solid programs to help adjunct faculty get up and running. In addition to time constraints, adjuncts might come from positions in industry. Many colleges have turned to the online “Getting Results” course from the League to provide skills to these new educators. Funded by the National Science Foundation, the program offers 10-minute segments they can review and then apply in class, explains Wilson. To help new faculty of any stripe settle in, DCCC orientation programs continue throughout the year, covering issues that may come up after a few months. Community college leaders are also putting programs in place to train their successors. The American Association of Community Colleges has a new report that shows 83 percent of presidents are at or near retirement age, notes Roueche, who helps colleges with succession planning. “That is going to produce tremendous turnover.” The Leadership Development Academy at El Paso Community College (Texas) is a good example, says Waiwaiole. Track I is a one-year program open to any EPCC employee. Track II is open to employees in leadership positions. The six-year-old program has 347 graduates. “That is a way to grow your own,” she says. “Where do you find a chair or dean? Probably from your own shining faculty.” Program DEvEloPmEnT When creating a professional development program, keep the audience in mind. “You have to make the topics relevant so they can quickly implement them,” cautions Waiwaiole. “We’ve already put a lot on their plate.” She also suggests holding programs at staggered times and through multiple delivery methods. Focus groups are key, as well. “Our philosophy is that it is faculty driven,” says Picciani at DCCC. Consider that faculty may be unprepared for the large role of advising, mentoring, and coaching, says Waiwaiole. FunDing ProgramS Of course, programs require financial support, which is certainly not always easy to attain, or maintain. Professional development, Roueche notes, is often “a very small percentage of the budget. You won’t solve problems by eliminating it.” “I know some colleagues have had their budgets cut,” says Picciani. “We’re fortunate that our college and president really support professional development.” When the Center to Promote Excellence in Teaching and Learning was created, she developed a five-year plan and was able to bring together professional development funds from disparate departments on campus as well as receive mini-grants from the college’s education foundation board. “The idea of looking for extra funding and using our existing funding has kept us above water.” Roueche says monthly webinars offered by the CCLP are always well attended and a good turnout is expected for the NISOD conference this month. “A lot of presidents told us they were going to save professional development money they had to reinforce their faculty and reward their best performers.” When money is tight, homegrown solutions can help bridge the gap. Roueche has heard of colleges having star faculty give presentations and webinars to benefit colleagues. Others have reading groups where a faculty member reports on a relevant book each meeting. “The bottom line is, eliminating travel and staff development is bad, because you’ll have nothing left to reward your best and brightest,” he says. “We have to keep money in the till to recognize the staff.” May 2011 | 29 Resources American Association of Community Colleges, www.aacc.nche.edu The AT&T Professional Development Academy for Community College Faculty, www.cord.org/att-professional -development-academy-for-community -college-faculty Center to Promote Excellence in Teaching and Learning, http://webarchive.dccc.edu/teachlearn The Community College Leadership Program, http://utcclp.org Leadership Development Academy at El Paso Community College, http://www.epcc.edu/leadership developmentacademy “Getting Results” course for instructors, www.league.org/gettingresults/web National Institute for Staff & Organizational Development, www.nisod.org universitybusiness.com http://www.aacc.nche.edu http://www.cord.org/att-professional-development-academy-for-community-college-faculty http://www.cord.org/att-professional-development-academy-for-community-college-faculty http://www.cord.org/att-professional-development-academy-for-community-college-faculty http://webarchive.dccc.edu/teachlearn http://www.utcclp.org http://www.epcc.edu/leadershipdevelopmentacademy http://www.league.org/gettingresults/web http://www.nisod.org http://www.universitybusiness.com

Table of Contents for the Digital Edition of University Business - May 2011

University Business - May 2011
Contents
Editor's Note
College Index
Ad Index
Behind the News
Viewpoint
Money Matters
Human Resources
Community Colleges
Networks Freshen Up
Collaboration Station
Someone to Watch Over You
What's New
End Note

University Business - May 2011

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