The Connection

Adjunct

Faculty

Association The Connection

Vision:

The Adjunct Faculty Association

is a professional organization of

and for the part-time temporary

instructional staff of Maricopa

Community Colleges.

We use integrative, innovative

decision-making processes that

support growth in quality

education.

Mission:

-Advocate for AF

-Serve as a stakeholder link

-Facilitate communication

-Use diversity and innovation to

lead

Values:

-Educate stakeholders of AF

-Support advancement of AF

-Provide a network

-Encourage best practices

-Advocate for AF

Philosophy:

-Embrace MCCCD vision and

mission

-Believe AF are critical partners

in making the MCCCD vision

and mission a reality

A Message from the AFA Executive Committee

What exactly is the AFA and why are we some-times called the Adjunct Faculty Employee Group? There are two components to the Adjunct Fac-ulty Association: work the AFA Board does on behalf of the Adjunct Faculty Employee Group and work the AFA Board does as the Adjunct Faculty Association, a nonprofit professional organization. As the Adjunct Faculty Employee Group of the Maricopa County Community College District (MCCCD) we attend district wide committee meetings and individual leadership meetings on behalf of the almost 7,000 adjunct faculty:

Meeting with MCCCD Executive Admin-istration, Executive Vice Chancellor and Prov-ost and the Vice Chancellor for Human Re-sources.

MCCCD Governing Board

Maricopa Center for Learning and Instruc-tion (MCLI) Director Faculty

Developers Committee (FDC)

Adjunct Faculty Professional Growth

Arizona Master Teacher

Financial Advisory Council (FAC)

College Representatives attend campus Ad-junct Faculty Employee Group “At The Table” Opportunities.

College Leadership Council or equivalent

College Adjunct Faculty Committee

Facilitate Communication with Adjunct Faculty

The Adjunct Faculty Association as a non-profit professional organization:

Maintains, updates and pays for hosting of http://www.myafa.org

Maintains and updates the https://www.facebook.com/my.adjunct.faculty.association

Attends monthly AFA Board Meeting

Facilitates the publication of the Adjunct Faculty Connectionhttp://www.myafa.org/publication.html

Facilitated Surveys: http://www.myafa.org/surveys.html

Recognition: http://www.myafa.org/recognition.html

What is the AFA Board doing on your behalf this past year?

AFPG is moving from a paper system to an online system, August 1, 2014 a link to apply will be found on the Adjunct Faculty Professional Growth website

Establishing connection and relationship with Faculty Executive Council

Maintaining myafa.org

this issue

Message from the Executive Committee p. 1

Opportunities p. 2

Great Ideas for Teaching (GIFTS) p.3

Success from Day One p. 5

Health & Wellness p. 9

Meet the Board p.11

Thank You to Our Donors p.11

ISSU E

F al l 2014

11

MEET THE AFA BOARD ON PAGE 11 OF

THIS NEWSLETTER.

Sylvia Harkinds, Ed.D.

ATTEND IT! Upcoming AFA Board Meetings

-September 13, PC

-October 11, PC

-November 8, PC

-December 13, PC

GET INVOLVED! AFA Committees

-Communication

-Membership

-Education

-Conferences

-Practices

-Recognitions

MCLI LEARNSHOP: ESAL II:

Neuroscience &

Active Engagement

http://mcli.maricopa.edu/

events/engaging-students-

active-9

Response to Intervention model began being imple-mented in most U.S.K-12 public school systems as a new way to respond to the instructional needs of their students. The RTI model is a promising new process of instruction, assessment, and intervention that allows schools to identify strug-gling students early, provide appropriate instructional interventions, and increase the likelihood that the stu-dents can be successful and maintain their class placement (Mellard & John-son, 2008). The challenges and needs of students in higher education are clearly different from those in the K-12 setting, yet the princi-ples of RTI can be adapted to assist at this more ad-vanced level of learning. The RTI process promotes an atmosphere of preven-tion and support through its tiered system, using data to improve courses, programs, and procedures and to sup-port candidates who are struggling to meet content and disposition standards and competencies. The RTI model has a three-tiered model. It is often explained by the use of a triangle-shaped graphic design. The base of a triangle repre-sents the first tier, the com-ponents of which are uni-versal screening, bench-mark assessments, and tier

one interventions and sup-ports that faculty use when students are informally identified as having some difficulty in class. The mid-dle of the triangle repre-sents the point in RTI where students whose needs are not met by Tier 1 strategies are given more intense instruction and more appro-priate interventions. Tier 3 is at the top of the triangle, where the most intense in-terventions are adminis-tered by resource services provided by the education facility (Wright, 2007). As faculty or educa-tors, in higher education, we should be aware; or fa-miliar with services that a college or university has available; or provides for students who are in need of academic services. The faculty or educator would be the one to ensure the process of the RTI model is started and ended as well as providing documenta-

tions as to the purpose of the services needed for the student. The data generat-ed by the RTI process for higher education is seen as a valuable tool for program and course review and aca-demic advisors can use this

data as one of their tools as well as they seek to find the “best fit” for students

from among the many choic-es that there are for their aca-demic success.

Reference:

Mellard, D. F. & Johnson, E.

(2008). RTI: A practitioner’s

guide to implementing Response to Intervention. Thousand Oaks,

CA: Corwin Press.

Wright, J. (2007). RTI Toolkit: A practical guide for schools. Port

Chester, NY: Due Publishing.

Setting Students up for Success

District Vehicles for YOU to drive!

Do you ever

feel frustrated

when you

have to drive to another campus for a

meeting knowing that you are using

your gas and putting miles on your car?

Well, you don’t have to! You can re-

serve and ‘check-out’ one of the vehi-

cles from your campus fleet and use

vehicle instead! There are two simple

steps you must complete. First, com-

plete the MCCCD online defensive

driving training. Second, allow Public

Safety to check your driving history. To

learn more, visit

MCCCD’s Motor Vehicle

Usage web site.

Polly Ann Blake Laubach, Glendale

http://mcli.maricopa.edu/events/engaging-students-active-9

ESAL II: Neuroscience, Cognition, &

Active Engagement Learnshop

Maricopa County Teaching & Learning (MCLI) Learnshop

At Gateway Community College

Thursday, September 25, 2014-2:00 pm to

Thursday, October 30, 2014 –5:00 pm

Additional Dates: October 2, 9, 16, 23 & 30.

http://mcli.maricopa.edu/events/engaging-students-active-9

Building Community For Academic Success From Day One

Rosie Magarelli, MS: Mesa CC & Johns Hopkins University

techniques-strategies/check-student-

learning/

Establish consistent routines that allow stu-

dents to know what is expected of them:

how to complete assignments appropriately,

how to study for exams, best practices and

resources for academic success.

Develop a personal connection with each

student: provide positive feedback that fo-

cuses on the task (what the student

achieved on the assignment) that is very

descriptive and meaningful.

Model a Growth Mindset that empowers

students to challenge themselves in a posi-

tive, affirming manner.

Promote self-expression: Let students

know that it is safe to express ideas.

Promote risk-taking: Show students we

learn from our mistakes.

Treat students with respect, even when

they don’t always show respect to others.

Explicitly teach peer acceptance.

Make connections to their lives by sharing

the academic relevance of the content.

Foster a light-hearted environment by shar-

ing a (tasteful) cartoon or joke related to

your content area occasionally.

Play soft background music to focus atten-

tion and influence the growth of connections

between brain cells in the cortex (Sousa, 2001)

Help students grow more brain connections

through a multi-sensory approach: offering

information visually will set up a connection

with the occipital lobes and simultaneously

hearing the information will hook up a den-

dritic circuit in the temporal lobes. Results in

The 2014 League of Innovation Community

College Summit identified some key questions

students ponder especially during the first

three weeks of school:

1) Do I belong here?

2) What is the purpose of this course as it re-

lates to my career/life?

3) Can I do this?

So how can we ensure that our students

feel like they are part of a community, foster

a growth mindset while devising a plan to

succeed, and instilling a sense of self-

efficacy so they embrace learning?

Helpful Tips Based on Neuroscience:

Build confidence by building community and

connectedness

Take the time to get to know your students by

incorporating “Getting To Know You” activities

the first week: http://ctl.mesacc.edu/wp-

content/uploads/2011/01/FunGames.pdf

Take the time to listen to students and

acknowledge the value of their opinions and

ideas.

Structure academic content in twenty minute

“chunks” and provide a study guide or organiz-

er for students to document their learning and

as a tool to check for understanding (CATs).

Organizers:

http://www.bucks.edu/academics/tutoring/ha

ndouts/writing/graphicorganizersoutlining/

CATs:

http://www.celt.iastate.edu/teaching-

resources/classroom-practice/teaching-

Social & Emotional Intelligence

Setting the emotional climate

for learning may be the most

important task a faculty

member embarks on each

day (Hardiman, 2012).

Social and Emotional Intelli-

gence (SEI) pertains to self-

awareness of one’s own feel-

ings and needs, the ability to

label them accurately, and to

merge them with personal long

-term goals as well as the

needs and feelings of others in

the current social situation.

Helping students feel emo-

tionally safe and socially

accepted is as important as

helping them achieve their

intellectual goals.

Neuro-researchers have sub-

stantiated through brain imag-

ing that cognition and emotions

are intricately connected in

terms of brain structure and

function not distinctly separate

systems.

A positive climate can ener-

gize students’ learning

I’ve learned that people will forget what you said, peo-ple will forget what you

did, but people will never forget how you made them

feel.

For more information on the Neuroscience of Active Engagement attend the ESAL II MCLI Learnshop:

http://mcli.maricopa.edu/events/engaging-students-active-9 (Sign up as soon as possible online)

Successful Tips for the First Week Rosie Magarelli, MS

Preview classroom organization before the first meeting Locate and figure out how to work the lights, the blinds, and the ventilation.

Check any audiovisual equipment (microphone, computer set up, remote control devices or overhead projector) you will be using.

Find out how to obtain help if a bulb burns out or a piece of equipment malfunctions. Get comfortable speaking in the room and see how well your voice carries. Make sure your handwriting on the whiteboard is large enough and legible from the back

row. Set the tone for the rest of the semester Greet students when they enter the classroom. Start and finish class on time. Encourage questions, and give students the opportunity to talk. Stay after class to answer questions, or invite students to talk with you after class or during

office hours. Provide contact information such as: email, phone number at the college that you can be

reached out, and mailbox location. Take care of Administrative Tasks

Write the course name and number on the board. This message will alert any students who are in the wrong classroom to leave before you

begin. Take attendance. Provide a roster excel document with dates and a column for students to sign in. Have a contingency plan if more students than you can accommodate want to enroll.

Overrides: check with your department to get the forms needed with department chairper-son’s signatures. (override and drop/add forms)

If your course is an elective, plan on admitting a few more students than you can comforta-bly accommodate; a small number will end up dropping your course.

Build a sense of community in the classroom Plan an activity that provides opportunities for students to speak to one another or solve

problems on the first day (team building activity, ice breaker). Make an effort to get to know your students and express your interest in working with them

during the semester (personal information form). Address students' concerns Use the first day to help your students understand how the class will serve their needs, and

demonstrate your commitment to help them learn. Ensure that you are competent by providing a brief summary of your background and expe-

riences. Make the time worthwhile. Review any prerequisites for the course. Let students know what skills or knowledge they are expected to have and whether alter-

nate experience or course work will be accepted.

Make the time worthwhile Complete administrative tasks. Complete the personal information form (if you choose to create one) Review the course syllabus and provide a form so the students can sign an affidavit that

they agree and understand it.

Reviewed lab safety and equipment guidelines (if applicable) and provide a form so the students can sign an affidavit that they agree and understand it.

Plunge into substantive material

This detail demonstrates that each class period is important and signals to students that you are serious about making their time worthwhile and that you expect progress to be made toward meeting the class competencies at each class session.

Expect some awkwardness All teachers, especially beginning instructors, feel a twinge of apprehension before the first

class. Arriving early on the first day of class and talking informally to students may help you relax. Do your best to assume a confident attitude. Keep in mind that to your students your nervousness is likely to be perceived as energy

and enthusiasm. Review any prerequisites for the course

Let students know what skills or knowledge they are expected to have and whether alter-

nate experience or course work will be accepted. Is help available for those who do not have all the prerequisite skills? If computer work is part of the course, will training be provided? Define your expectations for student participation Besides turning in all written assignments and taking exams, what do you expect of stu-

dents during class? Tell students about campus policies on academic honesty. State your expectations, and let students know what you regard as cheating and impermis-

sible collaboration.

Hand out and discuss the course syllabus Project the Course Syllabus on the screen and provide a checklist for the students to re-

view and sign to signify that they are aware of the requirements and procedures of the class.

Make sure you inform the students as to how to contact you to answer questions or ask for assistance. (E-mail, office, college phone number)

Explain the availability of Accommodations for Special Needs Students. Invite the student (s) to visit with you to inquire if they may need academic accommoda-

tions for a physical or learning disability so that appropriate arrangements can be made. Usually you will receive a form the first week if the student needs any special accommoda-

tions. Review safety precautions. If your course requires lab work or fieldwork, review safe practices for using equipment and

supplies and discuss emergency procedures.

Review emergency procedures. Let students know what to do in case of fire, tornado, earthquake, evacuation, or other

emergency. Bring copies of the required texts to the first class meeting. Know which stores besides the campus bookstore stock the texts. Are used copies availa-

ble? Is the textbook on reserve in the library?

Create a Positive Classroom Environment Introductions Credentials Background Importance of Course Convey enthusiasm Ask students to fill out a Personal Information Form Reason for taking the class Professional goals Study Habits Interest in course Learn Student Names Ice Breaker Provide fun activities for students to get to know each other Create a peer to peer contact number in case students will need to miss a class, need

homework clarification, and to form study groups Use 3 x 5 index cards

Setting Course Expectations and Standards Discuss the objectives of the course. Inform the students of schedule, exam dates, deadlines, consequences of late work, ab-

sence, participation, etc. Ask students what they are interested in learning Ask students to list the goals they hope to achieve by taking the course. List 3-5 goals in the form of statements about knowledge, skills, appreciations, interests,

attitudes Describe how you propose to spend class time. How will sessions be structured? How will discussions be organized? Will a specific tie be set aside for questions, or may students ask questions as they arise

Should questions that are lengthy be saved for office hours? Give your students ideas about how to study and prepare for class. Study strategies Inform the students of how much time is needed to study for the course Inform them of the academic support on campus If appropriate, give a brief diagnostic pretest. Just a brief assessment of their level of understanding of the course and areas that might

need brushing up to be successful Ask students to do a group exercise. Ask students to develop a list of characteristics of a quality teacher List expectations of the instructor to assist in success for all students

Begin to teach the students how to participate in the class. Stress importance of acceptance and respect. Give an assignment for the next class session. Move immediately to the first topic to indicate that their time is worthwhile and that you are

well organized. Make sure the assignment is ungraded.

Ask students to write their reactions to the first day. Ask questions that might not have been addressed the first day. List any concerns or clarification that need to be made to ensure that they are successful.

Course Syllabus Checklist

http://ctl.mesacc.edu/resources/faculty-resources/

Tai Chi /

Body Balance

Why balance is

important

and how it works

Balance is not just standing upright,

and then not falling over. It is much

more. Tai Chi and Qigong as a form

of exercise, emphasizes body bal-

ance through movement. So why is

balance important, and why should

people practice balancing exercises?

Most people will fall several times

throughout their lives. Usually, when

people fall, they pick themselves up

and keeping going. Children may

shed a few tears; young adults

(slightly embarrassed) grit their teeth

and move on. However, for some

adults broken bones are a possibility.

And for older adults (65 years or old-

er) falls may even lead to death.

(Harvard Health Publications, 2012)

So as people grow older, balance is

important for good health. Working to

improve your balance is more than

just good posture. Therefore, under-

standing how your body works to bal-

ance itself is important, and why exer-

cise will help improve body balance.

Briefly, the brain and spinal cord, along

with other body systems which work to-

gether, help to improve balance. There

are four main body systems working to

help keep you balanced. The cerebellum

manages the signals coming from the

body’s nerves, via the spinal cord, and

relays information back to the nerves in

the muscles.

These return signals help balance the

body and also help with body movement.

The vestibular systems in the middle ear

help the brain understand the position of

the head by sending signals via the acous-

tic nerve. These signals tell when the

head is leaning forward, backward, or side

to side. The visual system, via the optic

nerve, also helps the brain understand

where the body is in relation to its sur-

roundings.

These signals will tell the brain if the body

is leaning, one way or another, from an

upright position.

Nerves in muscles and tendons, called

proprioceptors, sense where your body

is in relation to the space around you,

and via the nervous system, sends

information to the cerebellum for pro-

cessing. These muscle signals

travel quickly back and forth, and help

your body balance itself. (Harvard

Health Publications, 2012)

That’s why as people age, if they stop

being active, these systems can grow

stagnant. Reaction times can become

slower, and muscles weaker. Exercis-

ing will help keep all these systems

operating well. If you don’t use it, you

lose it. Practicing Tai Chi and Qigong

exercises will help all these body sys-

tems stay sharp, and improve body

balance. Raymond Sol, MS.Ed Adjunct Faculty, PVCC/BMC ATCQA Certified Level III

Salamon, S., M.D., et al. (2012). Harvard Medical

School Special Health Report, Better Balance.

Harvard Medical School. Boston, MA. pp. 2-4.

Must You Exercise?

In a word, yes. If you want to be healthy, you really must exercise. You may manage to be disease free, but you cannot be truly healthy--experiencing physical, mental and emotional soundness, vitality, and proper functioning--without it. While there are many reasons why exercise is es-sential, let’s consider just this one: between age 25 and 65, a typical person gains an average one pound of weight per year. But they also lose 0.5 pounds of lean tissue (muscle) each year. This means they have actually gained 1.5 pounds of fat annually. Over a 40-year period, this accumulates to 60 pounds more fat and 20 pounds less lean mass! The good news is that this is preventable. One and a half pounds equals 5250 calories, so eating about 100 fewer calories per week would stop the fat from accumulating. Weighing yourself once a week will help you stay on track. To circumvent the loss of muscle, exercise is the solution, and it doesn’t take hours in the gym. Hand-held weights, exercise bands or tubes, or your own body weight can provide all the re-sistance needed to maintain muscle mass. Two 30-minute or three 20-minute workouts per week on alternating days will do it. It’s essential to find exercise you enjoy and will stick with. I know many people have the notion that

exercise is drudgery, something to be shunned be-cause it’s hard, boring, and/or painful. Other peo-ple dread it because, like me, they have childhood memories of being humiliated on the playing field or in P.E. class. The truth is that being active doesn’t have to be an unpleasant experience--and if it is, don’t do it! Forcing yourself to exercise when you dislike it defeats the purpose; any benefit you’d gain physically is counteracted by the damage

done to your spirit. Instead, find an activity that you will enjoy and stick with. Your choices are almost endless, even if you don’t consider yourself to be athletic. For instance, how many different types of dancing can you think of? And that is just ONE form of activity! The trick is to stop telling yourself that you hate to exercise. Instead, remind yourself that with over 600 major muscle groups you are designed to move. Make a list of ways to be active that you’ve enjoyed in the past or would be willing to try. Choose one, and get moving! Joanne Deck MBA, CWC

Adjunct Instructor, Rio Salado College

Certified Wellness Consultant

What’s Happening at Glendale Community College

For the third year in a row, GCC is a finalist for the American College and Presidents’ Climate Commitment, and the campus placed 7th out of 149 competing colleges in the National competition, Recyclemania. In addition, GCC has decreased their carbon footprint by 5.9%. Also, this past semester, GCC has two new Vice-Presidents. Dr. Janet Langley is the new VPAA and Dr. Teresa Leyba Ruiz is the new VPSA.

Meet the AFA Board!

Executive board:

Lysia Hand, AFA President

Stan Albert, Vice President and Treasurer

Roxanne Beckstrom-Stern, Vice President and

Secretary

College Representatives: Gail Haase, Chandler-Gilbert Representative Lindsey Dippold, Gateway Representative

Safiya O'Brien, Glendale Representative Rosie Magarelli, Mesa Representative Steve Kipuros, Paradise Valley Representative Roberto Hernández, Phoenix Representative

Jeanne Wudell, Scottsdale Representative Leo Valverde, South Mountain Representative

The AFA exists for your benefit, please contact us with any feedback. For more membership information: iwanttojoin@myafa.org To volunteer: iwanttohelp@myafa.org For additional information: iwanttoknow@myafa.org You may contact the Officers or your College Representative listed above or the office at: Adjunct Faculty Association 530 E McDowell RD Suite 107-282 Phoenix, AZ 85004

Contribute to the AFA!

Thank you to all of our AFA contributors, some of which are listed below:

Lin Adams Stan Albert Evelyn Archer Ellen Brown Frederick Cabanillas Francis Caglio Jayme Cook Richard De Mark Joseph A DePinto, LCSW Jon Douglas Michele Eckert Jane Fletcher Marina Giovannini Kate Griggs Richard Gross Lysia Hand Brenda Hitesman Georgette Knoebel Douglas Lyons Jennifer Mraz Monica Nenad Dale Ratheal Karen Tipsword

Vicki Tolman All of the AFA operating funds come directly from donations, so your support is greatly appreciated!