Faculty In Progress Program

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Faculty In Progress Program

• Maricopa Community Colleges
• Anna Solley, Ed.D.
• Maria Harper-Marinick, Ph.D.
• February 3, 2003

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• Background
• Changing Maricopa Demographics
• Maricopa faculty facing retirement
• Governing Board goal on diversity
• Faculty Recruitment Commission
• Grow Our Own Program

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Model

• Open to all Maricopa employees
• At Least 11 Faculty Interns every year
• Residential Faculty as Mentors
• 9-month internship
• Teaching opportunity and professional development
  events
• On-going program evaluation

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Professional Development Events

• Teaching minimum of 3 load hours
• Observing master teachers
• Attending Faculty Convocation and forums
• Attending department/division meetings
• Participating in workshops
• Resume building
• Interview skills
• Instructional skills/strategies
• Assessment
• Teaching portfolios
• Engaging students in Active Learning

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Process

• Program advertised to the Maricopa community
• Each college establishes selection committee to
  develop selection criteria and process
• Interested individuals select a mentor who is a
  residential faculty in the same teaching
  discipline
• Interested individuals submit an application to
  one of the colleges
• Each college selects at least 1 Faculty Intern

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• Timeline
• Early spring
• Promotion and advertising
• Recruitment
• Application
• Late spring
• Selection
• Orientation
• August to May
• Internship
• Ongoing Evaluation

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Resources

• Funds
• Interns salaries and benefits
• Mentors reassigned time (3 hours)
• Design and delivery of development events
• Books
• Office space and equipment

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Evaluation / Results

• Pilot 2001-2002
• Comprehensive program evaluation (surveys,
  questionnaires, interviews)
• Tracking how many Interns get FT teaching
  positions
• Modifications to model

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Modifications to Model

• Established clearer goals, expectations, and
  roles for Interns and Mentors
• Strengthened criteria for selection -- required
  Interns to meet minimum qualifications in
  teaching discipline
• Developed FIPP Orientation for Interns and
  Mentors
• Required Interns to teach at least 3 load hours
  both semesters
• Required Intern participation in professional
  development events
• Developed evaluation plan

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Lessons Learned

• Match Intern's teaching discipline to projected
  job openings
• Ensure there is faculty involvement in all phases
  of design and development of the program
• Ensure there is faculty involvement in the
  selection of the Interns
• Establish evaluation plan during the design phase

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This program has changed me completely, from
knowledge base to attitude. It has allowed me to
become a better instructor by way of becoming a
better student. 2002 FIPP Faculty Intern
For more information, contact http//www.mcli.dis
t.maricopa.edu/fipp