June 2013
THE SAN DIEGO/IMPERIAL COUNTY COMMUNITY COLLEGE ASSOCIATION (SDICCCA) REGIONAL FACULTY INTERNSHIP PROGRAM:
A partnership between San Diego State University
and the San Diego/Imperial County Community College Association
PROGRAM HANDBOOK
Final June 2013
TABLE OF CONTENTS
PROGRAM OVERVIEW:
Summary
SDSU Coordinator Welcome
Frequently Asked Questions (FAQ)
PROGRAM GOALS AND STRUCTURE:
Program Goals
Program Intern Learning Outcomes
Value to the Mentor and the Community College
PROGRAM ELEMENTS:
A specific intern learning plan
Sample Plan
Three Continuing Education Courses
Summer Institute and Friday-Afternoon Workshops
SELECTION PROCESS:
Intern Eligibility
Selection of Interns
Selection of Mentors
RESPONSIBILITIES:
Interns
Mentors
Campus Coordinators
Community College Support
SDSU Program Coordinator
PROGRAM HISTORY
Program Authorization
PROGRAM FORMS
Confidential Conviction Form
Confidential Data form
Intern Program Agreement Form
Mentor Program Agreement Form
Internship Learning Agreement
Learning Log
Friday Workshop Evaluation Form
Intern Program Evaluation Form
Mentor Program Evaluation Form
PROGRAM OVERVIEW
SUMMARY:
The regional faculty internship program is a major cooperative initiative between the San Diego/Imperial County Community College Association (SDICCCA) and San Diego State University (SDSU). The purpose of the program is to identify, recruit, train, and support prospective community college counseling and classroom faculty in their pursuit of part-time and full-time faculty positions within community colleges in the region. The partnership includes the ten community colleges in San Diego and Imperial County and Mt. San Jacinto College in Riverside County.
The San Diego/Imperial County Community College Association (SDICCCA) was formed in 1963 as a model of cooperation among public institutions of higher education. The aim of this organization is to identify issues of concern and implement mutually beneficial programs and projects in the region. The support of the SDICCCA Presidents has been invaluable in contributing to the success of this internship program.
This program is managed by a Steering Committee comprised of a campus coordinator from each of the participating colleges. A San Diego State University Program Coordinator leads the Steering Committee, oversees group training sessions for interns, and works with both the mentors and interns to confirm a positive learning experience takes place for each intern. The Steering Committee provides input to the Program Coordinator on the content of each of learning experiences and the processes for selecting interns.
SDSU COORDINATOR WELCOME!
Thank you for your interest in the SDICCCA Faculty Internship Program! This program began in 1994 and has dramatically increased the number of well-trained new community college counseling and classroom faculty.
Each participating community college designates a campus coordinator who recruits mentors and participates in the match of intern\ applicants to mentor volunteers. Each campus coordinator works with campus leaders to organize a 4-hour Friday afternoon workshop on their campus focusing on a topic consistent with the curriculum of the program.
Each intern, mentor, and coordinator has the privilege to shape the future of community college higher education through participation in this program. Interns will expand their knowledge of teaching/counseling techniques to enhance students’ abilities to succeed personally and academically.
Mentors and interns work together to develop a learning agreement for the year that provides the intern with rich learning experiences about counseling and classroom teaching and the mentor with a supportive prospective colleague. Sometimes interns play an observational role; other times, interns assist in the development of assessment tools, interactive activities, mini-lectures, and on-line assignments. Interns are expected to constantly look, listen, reflect, and enjoy the experience of being immersed in the community college setting. Because only about one-third of the applicant pool each year is selected for the internship program, interns have a responsibility to do their very best.
My special thanks to the past participants of the program including the Steering Committee, Campus Coordinators, mentors, and interns—I greatly appreciate your willingness to invest your time and talents into this important program. We are fortunate to have the opportunity to be part of a nationally recognized program that has served as a model for other community colleges across the country. I look forward to working with you this year and in the future.
Sincerely,
Bridget
Bridget Herrin, EdD
Regional Director, SDICCCA Faculty Internship Program
FREQUENTLY ASKED QUESTIONS (FAQs):
What is the SDICCCA Faculty Internship Program? A one-year internship program for prospective part-time and full-time community college counseling and classroom faculty members
Why was it developed? To enhance the knowledge, skills, and abilities of prospective community college counselors and classroom faculty members and to identify and recruit prospective faculty who have diverse backgrounds, perspectives, and abilities to contribute to the community college.
Why should I participate? Interns have the opportunity to work with a mentor to negotiate a year-long learning experience to enhance their understanding of and ability to serve as a skilled counseling or classroom community college faculty member. Mentors have the privilege to nurture a new prospective colleague and to receive assistance in implementing teaching and/or counseling strategies.
What is the cost for each intern? Interns are required to pay the tuition for enrolling in three 1-unit courses (summer, fall, and spring) through Continuing Education (CES) at SDSU. The cost is expected to be $555 for the year internship experience.
When are mentors and interns selected and matched? Each spring semester, Steering Committee members review the applications of potential interns. Mentors select the individuals they feel best match their needs including teaching, research, or shared governance interests.
Why should I participate? Mentors have the privilege to nurture a new colleague and to have assistance in teaching, counseling, and participation in campus shared governance activities. Interns have the opportunity to learn about the community college system, culture, and students. Often, they have the chance to assist in the development of activities and assignments to engage adult learners.
How can I participate? As a potential mentor, contact your Campus Coordinator (listed on the website). You can also view ore information on the program website http://interwork.sdsu.edu/main/sdiccca/
As a potential intern, review the application process. In the meantime, I suggest you try to learn as much about the community college system and current issues.
PROGRAM GOALS AND STRUCTURE
PROGRAM GOALS
§ Introduce graduate students and students recently completing a Master’s degree, to the community college environment and student population.
§ Arrange successful mentoring relationships that support the development of interns and mentors as master counseling or classroom faculty members.
§ Provide training for interns emphasizing assessment of student learning outcomes, strategies for providing students with basic skills, and strategies to engage a diverse population of adult learners.
§ Describe to intern job search techniques as well as address other issues important as interns prepare for careers as community college teachers or counselors.
§ Nurture the highest levels of integrity and ethics in every aspect of the professional life of each intern.
§ Introduce industry practitioners to the community college environment as they complete degrees that would qualify them to teach at a community college.
§ Evaluate the program and disseminate information about the program to interested parties.
PROGRAM INTERN LEARNING OUTCOMES
Each SDSU course includes specific student learning outcomes to be achieved. In addition, at the end of this program, interns will be able to:
§ Describe their strengths and areas needing development in order to be successful as a part-time or full-time faculty member.
§ Explain how networking during the internship program has resulted in colleague relationships that are mutually beneficial.
§ Articulate a five-year professional plan for counseling or classroom teaching.
VALUE TO THE MENTOR AND THE COMMUNITY COLLEGE:
The intern can serve as comparable to a “teaching assistant” for the mentor, developing learning activities, quizzes, or exams, screening and suggesting “You-tube” clips, or reviewing recent professional journal articles. If the intern has completed at least half of his/her Master’s program, according to Title 5, the intern can legally serve as a substitute teacher, following the procedures of that specific community college. The intern also could assume a more observational role, learning from the faculty member by “shadowing” the mentor and receiving permission to observe other colleagues.
Mentors volunteer to work with a specific intern to develop the intern’s counseling and classroom teaching skills. Past interns have attended shared governance meetings and assisted in campus projects. For example, in the past, interns assisted in the planning and implementation of Women’s History Month and Basic Skills Initiative activities. Interns have provided input on college processes and procedures. At a time when community colleges need to do more with fewer resources, interns can serve as highly trained and effective volunteer colleagues.
PROGRAM ELEMENTS
A SPECIFIC INTERN LEARNING PLAN:
§ Interns develop a detailed plan with their mentor describing the learning outcomes for both the intern and the mentor and the activities that will contribute to those outcomes. This plan is signed off by the mentor, the intern, and the campus program coordinator.
§ In addition to attending the Friday workshops throughout the year with cohort members, interns meet regularly with their mentor as defined in each individual internship plan.
§ Interns document their time and the quality of their experiences preparing classroom materials, guest lecturing, attending shared governance meetings, researching the community college system, and doing whatever their mentor (and the intern) deems to be appropriate.
SAMPLE PLAN:
SDICCCA FACULTY INTERNSHIP LEARNING AGREEMENT
Through collaboration between Mentor and Intern the following learning outcomes and strategies for achieving these outcomes have been identified:
1. The intern will be able to describe the organizational structure of this community college in terms of programs under each division and department. Strategies: The intern will review the college organizational chart and meet with at least three department chairs to learn more about the programs in those departments.
2. The intern will be able to use knowledge about this specific community college to describe how decisions are made and work gets done. Strategies: The intern will attend at least two planning councils and one Dean’s Council meeting.
3. The intern will be able to demonstrate effective practices in counseling or classroom teaching. Strategies: The intern will interview his/her mentor and at least two other Counseling or classroom faculty to identify “good practices” and will practice these approaches at least twice during each semester.
4. The intern will be able to explain how “shared governance” really “works” at that particular community college. Strategies: The intern will attend two Academic Senate meetings, and a Board meeting.
Attach additional pages if necessary.
We the undersigned agree to the information represented on this sheet and will support and facilitate the learning stated within. We agree to facilitate the learning in the135 contact hours over the time specified within this document.
Signature of Student: __________________________________ Date: ____________
Signature of Mentor: ___________________________________ Date: ____________
Signature of Campus Coordinator: ________________________ Date: ____________
Signature of SDSU Program Coordinator: __________________ Date: ____________
THREE CONTINUING EDUCATION COURSES
Interns must enroll in three ED 997 SDSU courses through the school of “Extended Studies”. Course completions will appear on the intern’s transcript and provide a prospective employer with documentation of the completion of the internship. The ED 997 courses are specifically designed for faculty development and are the most inexpensive way for interns to be enrolled at SDSU. The tuition (expected to be about $600 per year) returns to the University; the tuition does not support interns, program coordinators or program mentors.
§ Summer Institute (18 hours) –ED997-Introduction to the Community College
§ Fall Institute (20 hours) –ED997-Engaging Community College Adult Learners
§ Spring Institute (20 hours) – ED997-Understanding the Context of the Community College Experience
The hours included in the fall and spring courses encompasses the Friday workshops all interns attend. Interns are expected to attend at least 90% of the five Friday, 4-hour workshops per session (and 70% of the summer sessions); in addition, interns are expected to invest 10 hours per week into this program to complete the learning outcomes in their plan. Interns can receive credit for ARP 760 based on the SDICCCA hours as a part of the four-course Community College Teaching Certificate if selected for this program.
SUMMER INSTITUTE AND FRIDAY-AFTERNOON WORKSHOPS:
The program is composed of the following elements:
§ Enrollment in summer, fall, and spring sessions of ED 997 at SDSU and completion of the requirements of each of these courses;
§ Attendance of 10 Friday afternoon sessions throughout the year.
§ Completion of approximately 10 hrs/week with mentor as scheduled
Throughout the year, interns and mentors meet on their respective campuses and attend five meetings per session with their cohort members. These meetings are held at one of the community college campuses in the area. Interns learn the dynamics of becoming community college faculty members through both campus experiences and information from other cohort members on intern experiences on other campuses. Mentors and Steering Committee/Campus Coordinators attend designated sessions and share their professional experiences with the interns.
At the end of the academic year, each intern is expected to attend the May meeting of the SDICCCA Presidents where interns are honored and receive a certificate of program completion. Interns commit to attending a summer or fall social event to share their experiences with interns selected for the subsequent year.
SELECTION PROCESS
INTERN ELIGIBILITY:
A potential intern must meet the following minimum qualifications:
1. Currently enrolled in or has completed at least one semester of a one year master’s; or one year of a two years master’s degree program; or, completed a master’s/doctoral degree course of study at a regionally accredited college or university in the discipline in which they plan to teach, counsel, or serve as librarian; or
2. Currently enrolled in, or has completed a bachelor’s degree course of study at a regionally accredited college or university and has two years’ professional experience in the discipline in which they plan to teach, if a master’s degree in that discipline in not expected or available (generally technical, trade, or industrial fields); or,
3. Has met the college-established equivalency standards;
and
Demonstrates sensitivity to and an understanding of the diverse academic, socioeconomic, cultural, disability and ethnic backgrounds of the community college population.
Note: Foreign degrees must be validated by local accreditation services and determined to be equivalent to standards established by regionally accredited institutions.
Applications are reviewed, individually, by members of the Steering Committee and are evaluated based on the quality of the writing demonstrated in the essay, the depth and breadth of professional experience, and the clarity of the teaching/counseling goals. This program is designed for people committed to community college teaching. Both part-time and full-time teaching and counseling positions are difficult to acquire; this program is not designed for individuals simply looking for a job.