Tag Archives: Faculty

professional development

Out with the old and in with the new! Part I

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CINDY: The professional development opportunities offered by MCCCD are one of the greatest benefits of our work. During my fifteen years with the district I have attended many workshops, learned all I know about technology, attended a major conference each year, taken a sabbatical, and received summer and MCLI grants. A highlight of my career was being an MIL Fellow and my indoctrination into the scholarship of teaching and learning. Classroom research and reflective practice are now a normal and constant part of my work.

This year I was asked to be a PAR mentor and my professional development took a new and unique turn. On some days it takes place “across the hallway” with my colleague Sherry. Our dining room tables, the patio, a restaurant or two, and GCC patio tables have been the sight of serious professional development sessions, too! Inherently, “brainstorming and talking out ideas” with colleagues is how I best learn and plan for my courses, but somehow I think this relationship was also borne out of the adage “everything old is new again.” I say that because we seem to have similar training and experiences but working with Sherry has helped contemporize and re-energize my classes. In fact, I am finally parting with my mimeographed handouts and omitting or revising lessons (AND even posting them on Canvas! Thanks Sherry!)

 

Sherry: As I sat in a training listening to Chris explain the essential element of reflecting with my PAR mentor, I was laughing to myself because I am ALWAYS reflecting with my mentor, especially now that we are hallway buddies:) Cindy and I started our venture with our Supercharging 081 grant, which has led to incredible things. I remember my first semester where we had our RDG 081 students read Dracula, and she laughed because I added all the current pop culture vampire themed movies, television shows, and other books. She holds me accountable with her questions, and makes my own reflections define what outcomes I desire for my students.

The last two semesters we have been co-planning our CRE 101 classes. We have even implemented several co-teaching sessions, taking it a step beyond simple observations. Cindy has been a mentor that I can bounce ideas off of, ask numerous questions, make mistakes, disagree with, but most importantly she makes me feel like a valued and respected colleague. It is a give and take relationship….and the true definition of professional development in the sense that our collaborating leads to amazing teaching!!!!

Stay tuned for some specific examples of lesson transformations!!!!

 

 

 

 
Write6x6

Week 3 Stats for Write6x6

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We have had continued success with Write6x6 at Glendale Community College. In our third week we were able to produce another set of meaningful, inspiring, enlightening pieces of writing – 18 total for week 3. We slipped a bit in number of posts, but the quality is still high. This week we wrote about professional development, fitness, student success and two administrators wrote about being a student then and now. Good stuff, and I expect a few more will come in over the weekend for Week 3.

ParticipantsWe now have a total of 65 posts in only three weeks from 25 participants. We represent administration (8), faculty (10), adjunct (4), student services (3), administrative/business services (3) and other (2). Thirty total signed up, but 5 have not posted yet or are part of a team. For instance, Dean of Strategy, Planning and Accountability (SPA), Alka Arora Singh, has not posted, but her team has contributed 3 awesome posts about our student demographics and internships for students in their department. I’m a big fan of the team approach. We also have a joint post this week from two faculty who team teach, so 1 post for 2 people. Again team work is awesome.

 

Twitter Shot

We are all unique in who we are and what we do on our campus, and sharing what we do, how we feel, how we make a difference and what we do for student success is the best professional development anyone can ask for. I look forward to each post each week and do my best to get others in the education community to read our blog. Just yesterday while at the Wired & Inspired conference in Vegas, I crashed Todd Conaway’s session on his 9x9x25 Challenge at the #eLearning2015 conference across the street. He was presenting to an audience of about 23 on his awesome idea to get faculty blogging at his college. This is the idea we stole borrowed for Write6x6. What’s really cool about this is other colleges across the country are also using Todd’s idea on their campuses. We have various renditions of it:

It was fun listening to Todd, Dr. Karly Way, a Yavapai instructor, and Skyped in guest Mark Dulong from NMC talk about their projects. Thanks for inviting me to tag along Todd. Be sure to check out their blogs and read posts from their faculty and staff. And for a little extra entertainment, check out NMC’s video about their 4x4x16 Challenge in Michigan. You’ll be glad you live in Arizona after watching the opening scene.

 
Administration

Still Looking for the Easy Button

I continue to look for ways to improve my instructional delivery of material to my students. One of the best places I have found for doing that, is to visit the lunch room. Not only do I enjoy eating, but talking with my fellow instructors helps me to bounce idea off of them and to gain ideas from them. Many times someone, or myself, will bring up a topic and talk about how the students really struggle to get such and such. Often someone else will chime in with, I’ve tried this or that and found that the students understood it a bit better with that approach. Also, in the Math department we have had different instructors, in our mid-semester meetings, share ways that they have approached teaching certain topics in their classes. I have been fortunate to have been a member of a large department so that there have been many different folks in the lunch room from which to learn and gain ideas. There is a lot of good local talent here at GCC, use it. It has worked for me.

P.S. Maybe someday I’ll get it perfect. It could happen.

 
GCC Students, Student Services, student success, Write6x6

Where’s the Medicine?

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I promise that I am not being motivated by ice cream and chocolate chip cookies but here I am again at the end of week three of Write 6×6 and it’s time to share the wonderful exercise opportunities we have right here on our campus. Where’s the medicine?

GCC is in the running to receive national recognition for Exercise is Medicine on Campus. As part of the EIM-OC initiative, we are tasked to ensure that qualified fitness professionals are available on our campus to serve the needs of our community, which includes employees, students, and the general public.

We meet that need in two ways:

  1. We Train the Fitness Professionals!
  2. We Have Outstanding Staff and Facilities!

We Train the Professionals

Since 1983 we have prepared students to become certified fitness professionals in our Exercise Science and Personal Training programs. Our students gain the knowledge, skills and abilities to design and implement exercise programs and can immediately enter the workforce as Personal Trainers.  Many choose to transfer to university and finish programs in Exercise and Wellness, Kinesiology, Physical Therapy, Athletic Training, and Dietetics, just to name a few.

In collaboration with the Food and Nutrition Department, we share the Exercise Science and Nutrition Club, where our students can combine their knowledge and skills to help promote fitness and health on campus and in the community. A recent scavenger hunt activity drew more than 100 excited participants, sending them running to all corners of the campus hunting for clues and enjoying the excitement of the competition.

We Have Outstanding Staff and Facilities:

We hire only the most qualified, certified fitness professionals who share their expertise with employees, students and the local community.

The Fitness Centers on the Main and North campus offer state of-the-art cardiovascular and strength training equipment and a myriad of free fitness classes including yoga, cycling, lap swimming, and boot camp style sessions.

The biggest difference that sets the GCC Fitness Center apart from its competition is its professional staff and exceptional customer service. A family-friendly location, we offer personal training, nutrition consulting, blood pressure and body composition checks, massage, incentive programs, great prizes, locker facilities and a towel service. There is always a degreed and certified instructor available to answer questions and assist with exercise programming.

Special discounts are available for veterans, high school students, nursing/EMT/firefighters, student athletes/dancers and students enrolled in the Exercise Science and Personal Training programs.

Our Sports Performance Lab, located in the LSA building, offers clinical fitness screenings and evaluations for faculty, staff, students and the community. Triathletes and sports professionals can take advantage of VO2max testing, blood lactate assessment, body composition, flexibility and strength analysis.

The Adapted Fitness Center designs fitness programs for individuals with disabilities and meets a very critical need in our community. Participants receive individualized attention and enjoy the benefits of exercise using specialized equipment with the help of highly trained staff.

Our Senior Fitness program draws a great deal of interest from the local community and accepts health insurance benefits such as SilverSneakers, Prime, Flex, Cigna Medicare and Silver & Fit. The classes are designed specifically for the senior population and cater to all levels of fitness.

The line-up of Physical Activity (PED) classes for college credit includes swimming, water exercise, line dancing, hiking, camping, Pilates, Tai Chi, Zumba, yoga…you name it, we have it. We also offer mind/body, wellness and recreation classes. Aromatherapy is one of our very popular wellness classes.

Spring 2015 Events for the Health-Minded

This year, we have collaborated with the Nursing Department on the Community Health and Wellness Fair, which will take place outside the Life Sciences Building on March 25th, 9 a.m. – 1 p.m. and March 27th, 1 – 7 p.m. We plan to promote Exercise is Medicine and launch a 50-mile walking incentive program during the month of April using a fitness tracking app developed at GCC. Participants will receive pedometers and completers will be entered in a grand prize drawing.

May is Exercise is Medicine Month.  We plan to offer lunchtime fitness activities throughout the first week in May. Test your kickboxing skills, or try our yoga or Zumba! Stay tuned for more details on EIM Week!

 

 
Write6x6

A Sound Investment

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After teaching here for five semesters, I can say that one of the best parts of working for a college in the Maricopa District is the plethora professional development opportunities available.  Everything from the robust CTLE’s we find on each Maricopa campus to the MCLI Learn Shops and the individual funding for conferences makes for invaluable growth opportunities that can be found everywhere from right on campus, across the Valley, or across the country.

I am the kind of faculty person to take advantage of every development opportunity that I can–as much as my schedule, energy, and family allow.  I love to travel to new places, and am grateful that since I’ve joined GCC, I’ve been able to go to conferences as far away as New Orleans and Seattle.

The past few weeks, however, I’ve been making the long drive out to Scottdale Community College to attend an MCLI Learn Shop — Engaging Students through Active Learning (ESAL) taught by Rosie Magarelli.  This is, by far and away, the best professional development I’ve experienced in many years–and there’s some pretty stiff competition.  Still, attending this Learn Shop has reinvigorated my teaching in more direct ways than any other opportunity has.  Most importantly, it’s made me incredibly mindful of my connections with each student in class.  The ESAL Learn Shop has me asking some important questions that professors can begin to take for granted after teaching for so long (in my case, since 1992 at the college level): 1) Am I constructing a safe environment for each student in class to participate, speak up, and engage in?  2) Am I doing the most to get and retain the students’ attentions?  3) What can I do differently and more effectively to provide these important aspects of learning for my students?

I’ve also learned about neurons and the brain — *how* humans learn. I’ve learned about Brain Myths and brain plasticity.  I’ve learned the biology of learning.  That’s pretty cool.

Rosie teaches the Learn Shop to model the content: we faculty are actively engaged learners–the entire time.   And since sessions run for just over three hours each, that’s been important.  This past month, I’ve been able feel exactly how engaging active learning feels, and I’ve been learning simple techniques, which I can work into my courses right away or little by little over time.  But by being in Rosie’s Learn Shop, I’ve put back on the learners shoes, and they feel great to walk in!

Last night (Thursday), as I was making the long drive home through rush hour traffic  from Scottsdale to the Phoenix/Glendale border, I felt such gratitude for the ESAL Learn Shop.  But I also felt immense gratitude to be able to work for an organization that really provides professional development as a top priority. In investing time, energy and resources into me, MCCCD is investing time and energy into our students and our entire learning community.

 
Adjunct Faculty, Administration, Administrative Services, GCCAZ

Sincere Thanks from an Adjunct

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I have heard and read countless complaints about being an Adjunct Faculty member. I will admit, there are difficult aspects of being an adjunct – and let’s face it, we all know what those are.

Having served as an adjunct faculty member in a few different places, I must say that being at GCC is the best.

Here are some reasons why:

There are pleasant places to work while on campus. The work places I have used are open and set up to encourage collaboration and discussion among others. It helps me feel a sense of belonging.

The staff is very helpful, and will do whatever they can to help me accomplish what I want or need to do. This culture of going above the call of duty is the rule, not the exception here. It doesn’t matter to people whether I am adjunct or not – they just help where they can. I love how the staff has been so helpful in navigating the bureaucratic hoops one must jump through sometimes.

More seasoned members of the Residential faculty are generally available to advise and educate when asked. Emails are answered and phone calls are returned without delay – I’m often amazed at how quickly that happens. Questions one might expect to have a 1-2 day turnaround are often be addressed on the same day.

I feel like I’m an important contributor to the community here too. My advice is sought, my ideas are heard, and my opinions matter. My intellect is stimulated – and I learn new things at work all the time. This is a far cry from the second-class-citizen feeling that often accompanies being an adjunct.

The positive feelings and willingness to help I have experienced outside the classroom spills over into my classes as well. Students are the direct beneficiaries of this. I can be more available and am more willing to advocate for them when needed, because I am happy and comfortable in the environment.

Thank you GCC!

 
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Reflections on Literacy

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Shoebox

One of my students’ favorite projects is the Shoebox Literacy Autobiography Project.  They collect at least five artifacts related to their personal literacy story and describe the artifacts via a short oral presentation in a small group setting.  They follow up with a short written reflection on what they learned and how they felt.  For children’s lit, students include at least one children’s book.  For CRE101, they include at least one book.

I model the process by sharing my own story of literacy and explain how literacy in our family has been passed down through modeling from the older siblings to the younger ones.  This photo is of my father’s family.  He’s the one in the short pants.  The older ones helped the younger ones be successful and go to college.  It was a group effort to help the members of this farm family rise out of poverty and achieve success.

Collins family

By sharing a bit about ourselves early in the semester (usually by week 4 or 5), students tell me they feel closer to their classmates and have a deeper understanding of  literacy in their day-to-day lives.  Here are a few comments that came in this week:

By then end of my presentation I realized that reading has been a big thing in my family. My mom’s parents encouraged her to read, not just for fun but for her own good.
Something that I learned from this experience was that we are all different in many ways but at the same time we shared some of the same sentimental items. One thing was that we all shared a picture of a love one and how they impacted our lives as literate human beings.
The interesting thing in this book is that it is written in two languages, English and Spanish. They learned a few words in Spanish. I still remember their happy faces when reading.
Even though not everyone is a big reader we’re all connected with literature one way or another.
I have always known that I am privileged to be able to say I am as educated and literate as I am, but telling other people about the process of how I got to this point of literacy in my life made me realize a few things about myself.
 
Adjunct Faculty

Coming out of the closet

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I am a lesbian. That is certainly not a secret. When I arrived at GCC in 2002 I was president of the Gay and Lesbian employee organization for the district (now Equality Maricopa), and I immediately became co-advisor of the LGBT student group on campus. I was out to my fellow employees, but in class, I tended not to talk about my personal life.  Every once in a while, during the before class milling around, a student would ask me  something like “How does your husband feel about being married to a psychology professor?” I would respond with “I don’t have a husband, I have a wife, and she was a psychology major in college so I think she is OK with it.” Usually the student would apologize for asking, for reasons I don’t quite understand, and then we would move awkwardly forward with the class.

Then, a few years into my time at GCC, the psychology department lost a long time adjunct instructor who had been teaching our LGBT studies class. We searched for a replacement, but we were only able to find someone for one semester. Ultimately, I decided to teach the class. It was as a result of teaching that class that I learned how important being out of the closet could be to my students.

Many of the students who enroll in the LGBT studies class are looking for something. About half of them are straight allies looking to learn more about LGBT people. The other half are students who are themselves members of the LGBT community, and they want to know more about the environment at GCC for them, the laws that pertain to them, the social environment in Phoenix, and many other things.  I learned a lot about the importance of someone like me being out from these students. All of the students told me they had not had an LGBT instructor, and I knew that was probably not true, they just did not know that they had.

A couple of semesters ago, I was teaching an Introduction to Psychology class where a student asked me a question about my husband and I answered in the typical way, that I don’t have a husband, I have a wife, and then I shared the answer with them regarding my wife. During my office hour, one of the students in the class, who was presenting as male, came to my office and told me that he was transgender, but he was afraid to be out on campus or with his family. I listened, I told him what I knew about transitioning, but I mostly listened. I gave him contact information for a transgender activist I knew personally. I continued to check in with this student during the semester. As the semester ended, I was worried about him because I knew he was living his life in a way that was not consistent with who he was inside. I knew he was living in fear of his family finding out. I knew his being closeted was eating him up inside.

This past week, I ran into that transgender activist friend of mine. She told me that she had recently been in contact with one of my former students, and she told me the name. I was so happy to hear that now that student was presenting as female, the woman she really is, and was doing well. I would not have had the opportunity to get to know my student if I had not been out in my class.

We all have closets that we can come out of with our students when appropriate. Maybe we ourselves attended community college, or maybe we were first generation college students who had to learn to navigate academia and we made it through. Maybe we went to an elite university and we can dispel myths about what they are like. Maybe we worked two jobs putting ourselves through college and we can relate to their experience. Maybe we can just listen to them sometimes, and try to connect them with resources. Sometimes for students, just seeing that someone like them can be a college professor, or administrator, or professional, can help them see themselves achieving their goals.

I want to encourage my colleagues to consider coming out of their closets.

 
GCC Students

Announcements on CANVAS

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I have found utilizing the Announcement option on CANVAS has been an effective way to reach my students. After every class meeting, I create an announcement based off the date. I include what we covered in class (linking any power points and videos), along with posting the next class period’s homework.  If students are absent, I also link any recording sheets or articles they will need.

I have had many students provide feedback on the fact that I use this feature in a face-to face class. It helps them stay on track, especially since most of them all have smart phones. They do have a paper schedule, which we always go over in class, but this provides another type of support.

Another benefit is students do not have an excuse on not having their homework completed if being absent.  It is still due, absent or not.

It is also a great way of holding them accountable…..I refer them back to CANAVS and the date in question.

 

 

 
Adjunct Faculty, Administration, GCC Students, Student Engagement, Student Services, student success, Write6x6

Exercise is Medicine for Stress

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The people have spoken! According to the survey results from last week’s blog, the number one reason that GCC employees exercise is for…wait for it…relief from stress.

The stress relief gained from just one exercise session can last for 60-90 minutes! This is due to the release of endorphins – chemicals that act like pain killers!  According to WebMD, “…that feeling, known as a “runner’s high,” can be accompanied by a positive and energizing outlook on life.”

Just from reading some of the awesome Write 6×6 blogs, you get a sense of the anxiety and tension experienced by employees and students alike. You don’t have to read the blogs to know the amount of pressure we are all dealing with.

test-anxiety

One of the most common stress responses felt by students is test-taking anxiety.  You know…that feeling when you have stayed up all night to cram for a big exam, and realize the next morning that absolutely nothing was committed to memory. The exam paper staring up at you. Panic sets in. Eyes dilate. Heart races. Breathing increases. Sweat beads begin to emerge, but nothing coming from the brain.

As employees we may feel similar tension related to deadlines, presentations, forging through “red tape,” miscommunications, personality conflicts, cultural differences, personal beliefs…the list is endless.

So grab your work buddy and take them for a brisk walk around our beautiful campus! Encourage your students to move more every chance you get! Be the role model and show people in a positively active way how you handle your stress!

Don’t think you have time to exercise? Watch this video, “23 and 1/2 Hours,” and I promise it will make an impact on your decision.

Next week I will tell you about all of the wonderful on-campus opportunities to move more and have fun doing it. If you can’t wait ’til then, come find an exercise professional on the west side of campus! We are here to serve you!

Results from the survey “My Benefits of Physical Activity.”

More energy (have enough energy to play with the kids after work, stay productive after lunch, take care of the house on the weekend) 75%
Less chance of colds and flu 75%
Relief from stress 100%
Increased productivity (feel confident that I can accomplish all I want to do and invigorated when I get things done) 75%
Clean thinking (able to concentrate, sort things out clearly, and solve problems) 75%
Healthy and strong bones, joints, and muscles (lower my risk of injury, tackle heavier household chores, and try new activities) 75%
Increased vitality (feel alive and full of energy, like I can take on the world) 50%
Better quality of life (stay active in retirement, keep up with family and friends on vacation or around town, do things for myself) 50%
Stronger, healthier heart and lungs (climb stairs without huffing and puffing; become more active and less fatigued around town or on vacation) 75%
Better sleep 75%
Decreased feelings of depression or anxiety 75%
Improved physical fitness 75%
More effective weight control (be able to reduce or maintain weight) 50%
Reduced risk of heart disease, high blood pressure, and diabetes 50%
Brighter mental outlook (feel good about life, ready to take on the day, and confident that things will work out) 75%
Reduced risk of colon cancer 0%
Healthier and longer independent life (reduce my risk of disease and maintain my independence as I grow older) 75%
Improved self-esteem and self-image 75%