New Faculty Academy. Contact Information Please direct all questions, comments and/or concerns to Lauren Halsted at

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1 New Faculty Academy Purpose The purpose of the New Faculty Academy (NFA) at Cuyamaca College is to provide support and guidance for new faculty in the tenure review process, by helping to integrate them into the campus community. Participation in the NFA is completely voluntary and is not an official component of the tenure review process, as explained in the collective bargaining agreement. Goals and Objectives The goals of the NFA are for new faculty to understand the expectations of faculty members at Cuyamaca College, and to help new faculty members develop relationships on campus outside their departments. In order to reach these goals, participants will: 1. Attend workshops that introduce new faculty to the college and its governance structure. 2. Work with a mentor who will give guidance and answer questions. 3. Complete professional growth activities related to campus priorities. Structure The NFA has three components: 1. Workshops scheduled throughout the semester. 2. A mentor relationship, pairing new faculty members with tenured faculty members from outside disciplines. 3. Professional growth activities, such as the CORA certificate in teaching community college men of color, Cuyamaca s professional development class, and/or periodic Achieving the Dream brown bag discussions. NOTE: All participants (mentors and mentees) in the mentorship component of this program are eligible for 10 hours of FLEX credit for the semester in which they participate. Contact Information Please direct all questions, comments and/or concerns to Lauren Halsted at lauren.halsted@gcccd.edu If any components of the New Faculty Academy are not working for participants, including the mentorship relationship, please contact Lauren Halsted at lauren.halsted@gcccd.edu

2 New Faculty Onboarding Checklist Keys / Access Card Parking Permit Computer Network Login: Phone Number Voice Mail Instructions: List of Important Names and Phone Numbers Emergency Phone Number x7654 or 911 Office Supplies Business Cards Nameplate Outside Door Office Hours Faculty Handbook (under Policies and Procedures: Faculty Contract: Introduction to Campus Introduction to Division Face to Face and HR Information (Benefits, etc.) Time Reporting Vacations / Sick Days Process for calling in sick/late Area Tour emergency exits, lunch room, restrooms, etc. Campus Tour, including mailroom, duplication, library, tutoring Meet VPI and President Meet Union Representatives College and District Website Highlights: Find People, Faculty/Staff section, Emergency Info, Forms Depot (district site), Intranet, Division Info, Board Policies, etc. Blackboard and Cascade Training with Rhonda Bauerlein Photo with Phu Nguyen Tenure Process

3 Spring 2016 Workshop Schedule Topic New Faculty Orientation Mentoring Kick- Off Campus/Faculty Leadership Mentoring Wrap-Up; Graduation Date, time, location Tuesday, 1/ pm in B-365 February 19, 9-11 am April 15, 9-11 am May 20, 9-11 am Description The orientation will cover important topics such as technology, campus resources, policies and procedures that faculty will need as a new instructor at Cuyamaca College. Mentors and Mentees will meet to discuss their roles and responsibilities and devise mentoring plans. Campus/Faculty Leadership: Presentations from faculty leaders with information about their roles as well as what they d like to see from new/future leaders. Mentors and Mentees will evaluate their plans; New Faculty Academy graduation Attendees New Faculty Cohort (NFC) NFC, Mentors NFC, Campus leaders (TBD) NFC, Mentors

4 Suggestions for Mentees The purpose of the mentorship component of the New Faculty Academy is to provide an opportunity for the new faculty member to develop a relationship with a tenured faculty member from a different discipline. This relationship should be supportive, constructive, and mutually beneficial, as well as an opportunity for new faculty members to expand their networks beyond their departments. The following list includes characteristics of effective mentorships relationships. New Faculty Mentees are encouraged to: 1. Meet with the mentor at regularly scheduled times. 2. Call upon the mentor as needed with respect to his/her schedule. 3. Share ideas with the mentor. 4. Receive and offer appropriate suggestions about programs or policies. 5. Discuss their needs and ideas with the mentor so that he/she can help the new faculty member succeed as a teacher or counselor. 6. Seek outside assistance from other Cuyamaca College employees, as needed. 7. Participate in activities, workshops, orientations, and training programs that have been developed for the new faculty member. 8. Develop appropriate course/counseling materials and methods that include a focus on student equity. 9. Participate in the evaluation of the mentorship program.

5 Suggestions for Mentors The purpose of the mentorship component of the New Faculty Academy is to provide an opportunity for the new faculty member to develop a relationship with a tenured faculty member from a different discipline. This relationship should be supportive, constructive, and mutually beneficial, as well as an opportunity for new faculty members to expand their networks beyond their departments. The following list includes characteristics of effective mentorships relationships. New Faculty Mentors are encouraged to: 1. Meet with the new faculty member prior to the beginning of, or early in, the semester to do the following: set up regular meeting times review course syllabi and outlines assist in completing necessary paperwork discuss campus safety review faculty handbook answer any general questions regarding onboarding (see sample checklist) 2. Provide the new faculty member with a campus tour, identifying key work related areas such as: the location of support personnel where mail may be retrieved where duplication may be done location of equipment and supplies student support services, such as tutoring and library instruction 3. Meet with the new faculty member regularly. 4. Respond promptly to the new faculty member s questions. 5. Introduce the new faculty member to other faculty and staff. 6. Help the new faculty member to understand faculty responsibilities beyond the classroom by discussing issues such as: shared governance evaluations tenure campus initiatives hybrid and online teaching/counseling 7. Assist the new faculty member in identifying and engaging in appropriate professional growth opportunities and goals. 8. Provide and receive appropriate criticism. 9. Discuss the rights and responsibilities of the teacher, in the classroom and beyond. 10. Learn from as well as teach the new faculty member. 11. Interact socially with the new faculty member (lunches on campus, etc). 12. Assist, as appropriate, the new faculty member in developing curriculum and approaches in teaching/counseling that include a focus on equity.

6 Professional Growth Activities Campus-based professional growth activities are intended to supplement, not supplant, a new faculty member s classroom teaching responsibilities. The following list includes suggested activities for growth, as the new faculty member s schedule permits. CORA Certificate in Teaching Community College Men of Color. Cuyamaca College has engaged with CORA (Center for Organizational Responsibility and Advancement) to offer institutional access to their certificate in teaching men of color at community colleges. All faculty, staff, administrators, tutors and students are encouraged to participate in this exciting opportunity. Join Frank Harris III and Luke Wood professors at SDSU and experts on this topic as you learn proven ways to facilitate the teaching and learning of college men of color. This certification program lasts one week, with learners engaging in activities over the course of five days. Each day requires a 2-3 hour commitment (including lectures, live virtual sessions, discussion boards, readings). Participants will earn 15 hours of professional development credit for completing this certification. Access to this program will continue through June 30, 2016 and CORA plans to have two offerings each month until then, giving plenty of opportunities throughout the year. For more information, please see the Professional Development Website at: Cuyamaca College Professional Development Class This Spring, Cuyamaca College and SDSU Extended Studies is offering ED 0997: Teaching Diverse Learners: Critical Pedagogy and Learner-Centered Teaching. The class may be taken for 2 Graduate Units or Flex Credit. Auditors are also welcome if you do not want to commit to the entire course. The class meets every other Friday from 9:00am-12:30pm starting 2/12/16 through 5/27/16 at Cuyamaca College, Room B-172. Participants will examine the union between theory and practice across disciplines to design, implement and evaluate learning strategies. Discussions and assignments will focus on practitioners and their ability to create learning environments that validate our diverse students experiences as part of our ongoing institutional success and equity efforts. Questions? Please contact Lauren Halsted at lauren.halsted@gcccd.edu Achieving The Dream Brown Bag Discussion The Grossmont-Cuyamaca Community College District has recently become a member of the Achieving the Dream Network, a national leader in championing evidence-based institutional improvement. Periodically, the college brings campus stakeholders together to discuss change efforts. These brown bag discussions are announced to the community by . With questions, please contact Alicia Munoz at Alicia.munoz@gcccd.edu