Connecting and Communicating the Innovation Plan

Because Odessa College is known as an exemplary force of change… a Leader College… among community colleges in the United States, we have the responsibility of implementing innovative changes to ensure the continued success of our learners. (Achieving the Dream, 2018). We have implemented numerous programs to provide wrap-around support to our learners, including the Drop Rate Improvement Plan, which requires that our faculty really know their learners. Additionally, we have standards of excellence and professional development requirements that are imposed on our full-time faculty.

At Odessa College, the expectation of faculty includes a drop rate of less than 4% each term, and success rates (students completing with a grade of C or better) greater than 80%. We hold this level of expectation for all faculty, regardless of the modality of the course delivery, or the employment status of the faculty member. Full-time faculty members participate in annual training over FERPA (Family Educational Rights and Privacy Act), and also participate in training over the learning management system, educational technology tools available to them, pedagogy, AVID (Advancement Via Individual Determination) strategies, and much more. Ongoing training activities throughout the year cover observation of courses, developing effective learning outcomes, course and program mapping, developing effective assessments, project based learning, etc.

Currently part-time faculty, though held to the same expectation for success and retention of students, are not required to participate in any professional development.

So this begs the question: How can we ensure that our students have a positive experience at Odessa College, when more than half of the teaching force is not required to participate in any training?

With the economic climate of Odessa, Texas, we will likely see an increase in the number of part-time remote faculty that are contracted to teach Odessa College classes. To ensure that our students and our faculty (especially the growing number of part-time faculty) have a positive and successful experience at Odessa College, we must implement a plan of development and support for our part-time faculty.

I have developed an Innovation Plan for providing a structured network of support for part-time faculty at Odessa College. To make this feasible and lucrative for the part-time faculty, a pay increase will be required. The pay increase will create a competitive base pay for part-time faculty, with opportunity for increases based on training and participation departmental activities, such as Professional Learning Communities.

To read the entire plan, the implementation outline, and the research supporting the plan, please follow the links below.

The plan: Developing a Network of Support for Part-Time Faculty

Implementation Outline: What steps can we take to ensure that our faculty and our learners have a positive experience at Odessa College?

Research: Why Must We Provide a Network of Support for our Part-Time Faculty?

List of Resources to Support Developing a Network of Support for Part-Time Faculty



About the video:

Video inlcudes images licensed as CC-BY-SA 2.0 through freepik.com, and photos taken by the video creator. Video was created using Camtasia; music included is part of the Camtasia Stock Library.


References

Achieving the Dream, (2018). Retrieved from https://www.achievingthedream.org/college_profile/619/odessa-college.


Developing a Network of Support for Part-Time Faculty at the Community College Level: Literature Review

Developing a Network of Support for Part-Time Faculty at the Community College Level

Julie M. Lyon

Lamar University

 

Abstract/Introduction

As the face of higher education changes to meet the demands of learners, the workforce of educators is shifting to one that is largely comprised of part-time faculty members. These part-time faculty members bring a wealth of experience to the classrooms, but may not have any training or experience in education, and many lack the pedagogical/andragogical background to ensure the success of their learners. They also may lack a solid understanding of the technologies that are available to them. And often they lack opportunities for acculturation into the community college environment.

To ensure the success of learners, institutions of higher education need to make an investment in their educators, including those who work part-time and those who work remotely from a distance. These valuable contributors toward the goals of the learners and the institution must be given an opportunity to participate in and to contribute to the processes of their departments, and must be provided with opportunities for support and for growth. Through research and collaboration, a comprehensive plan of support and development will be created and implemented, with a focus on the support and development of part-time faculty. Continue reading

Tentative Outline for Implementing a Support Network of Growth and Development for Adjunct Faculty: A Plan for Innovation at Odessa College

Developing a Support Network of Growth and Development for Adjunct Faculty: A Plan for Innovation at Odessa College

Overview: The Need to Implement a Support Network of Growth and Development for Adjunct Faculty

As the face of higher education changes to meet the demands of learners, the workforce of educators is shifting to one that is largely comprised of part-time faculty members. These part-time faculty members bring a wealth of experience to the classrooms, but may not have any training or experience in education, and many lack the pedagogical/andragogical background to ensure the success of their learners. Continue reading

Research on Developing a Network of Support for Part-Time Faculty at the Community College Level: A Draft

Abstract/Introduction

As the face of higher education changes to meet the demands of learners, the workforce of educators is shifting to one that is largely comprised of part-time faculty members. These part-time faculty members bring a wealth of experience to the classrooms, but may not have any training or experience in education, and many lack the pedagogical/andragogical background to ensure the success of their learners. They also may lack a solid understanding of the technologies that are available to them. And often they lack opportunities for acculturation into the community college environment. Continue reading

Bring On the Learning Revolution!

We can succeed only by concert. It is not “can any of us imagine better?” but, “can we all do better?” The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must risewith the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country. (Lincoln, 1862).

Continue reading