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Reaching Over the Fence: Building Partnerships with New Teaching Neighbors

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Presented at LOEX 2016 on collaborating with contingent faculty

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Reaching Over the Fence: Building Partnerships with New Teaching Neighbors

  1. 1. Reaching Over The Fence Building Partnerships with New Teaching Neighbors Julia Feerrar, Virginia Tech LOEX 2016 Rebecca K. Miller, Penn State Pittsburgh, PA
  2. 2. tinyurl.com/teachingneighbors
  3. 3. scenario
  4. 4. Using this scenario, we will work to: ▪ Identify common characteristics and needs of contingent faculty involved in the learning enterprise ▪ Develop effective strategies for collaborating with contingent faculty ▪ Reflect on the landscape of new instructional partners at your home institutions
  5. 5. ACRL Standards for Proficiencies for Instruction Librarians and Coordinators: http://www.ala.org/acrl/standards/profstandards
  6. 6. ACRL Guidelines for Instruction Programs in Academic Libraries: http://www.ala.org/acrl/standards/guidelinesinstruction
  7. 7. Who are our faculty?
  8. 8. Types of faculty can include: ▪ Teaching and research faculty ▪ Research faculty ▪ Contingent faculty ▪ Administrative and professional faculty
  9. 9. Contingent faculty can be called: ▪ Adjuncts ▪ Postdocs ▪ TAs (graduate students) ▪ Non-tenure-track faculty ▪ Clinical faculty ▪ Part-timers ▪ Lecturers ▪ Instructors ▪ Nonsenate faculty AAUP on Contingent Faculty Positions: http://www.aaup.org/issues/contingency
  10. 10. Some relevant facts ▪ More than 50% of all faculty appointments are part- time ▪ Over 20% of these part-time appointments are held by graduate students ▪ Non-tenure-track positions account for over 70% of all instructional staff appointments in American higher education ▪ Most contingent faculty teach basic core courses, rather than narrow specialty courses AAUP’s Background Facts on Contingent Faculty: http://www.aaup.org/issues/contingency/background-facts
  11. 11. Contingent faculty may: ▪ Simultaneously be teaching at multiple institutions ▪ Actually be teaching the equivalent of a full-time teaching loading, despite being part-time ▪ Lack access to retirement or health insurance options ▪ Lack access to basics, such as office space or technology support ▪ Experience lack of professional support, including training or evaluation ▪ Have no voice in shared governance ▪ Not feel protected by intellectual freedom AAUP’s Background Facts on Contingent Faculty: http://www.aaup.org/issues/contingency/background-facts
  12. 12. Snapshot: Penn State ENG 15: Writing & Rhetoric Basic goal: Help students become “critical citizens” inside and outside the university Fall 2015: 110 sections offered by 74 total faculty, including: ▪ 38 lecturers ▪ 36 GAs ▪ 0 tenure-line faculty
  13. 13. Snapshot: Virginia Tech ENGL 1106: First-Year Writing Focus: Writing from research Spring 2016: 125 sections offered by 72 total faculty, including: ▪ 43 GAs ▪ 22 instructors ▪ 7 adjunct instructors ▪ 0 tenure-line faculty
  14. 14. 1. Your Turn! Identify common characteristics and needs
  15. 15. Time for a paradigm shift?
  16. 16. EMPATHYHow can we develop new collaboration strategies with the characteristics and needs of our learning partners in mind?
  17. 17. Meeting Your Neighbors Where They Are ▪ Be sensitive to pressures and limited resources ▪ Recognize unique experience and skills ▪ Articulate shared goals and challenges
  18. 18. Meeting Your Neighbors Where They Are ▪ Integrate with existing training or development ▪ Integrate with existing communication ▪ Seek opportunities to consult and mentor
  19. 19. 2. Your Turn! Develop effective strategies
  20. 20. Bringing it Home How can these ideas and strategies apply to our own institutions?
  21. 21. Virginia Tech First Year Writing ▪ Starting conversations and seeking opportunities to listen ▪ Integrating with departmental training ▪ Providing teaching resources
  22. 22. Toolkit: guides.lib.vt.edu/1106toolkit
  23. 23. Penn State ENG 15 ▪ Gaining a sense of collaborators and asking for data ▪ Emphasizing librarians’ role and expertise ▪ Showing our relevance to course goals
  24. 24. 3. Your Turn! Reflect on your own institution
  25. 25. Credits Images ▪ “It’s Not Me” Grumpy Cat ▪ “Mr. Smith” http://matrix.wikia.com/wiki/Burly_Brawl Presentation template by SlidesCarnival
  26. 26. Julia Feerrar Learning Services Librarian Virginia Tech University Libraries @JuliaFeerrar Thanks!Rebecca K. Miller Head, Library Learning Services Penn State University Libraries @rebeccakmiller tinyurl.com/teachingneighbors

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