Interviewing for community college
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Transcript of Interviewing for community college
Interviewing for a Community College Faculty Position
Bob Baylor Nov 18, 2013
Why did I create this slide presentation?
In just over 6 years at a community college, I’ve seen nearly 100 candidates interview for faculty positions.
Almost every single one made the same mistakes during their interviews and demonstrations
I hope this helps those thinking about applying to prepare for their interview
Based on the Community College
Remember this presentation is based on my experiences at a city community college
Our student enrollment averages 10,000 each year so some of this may not apply to smaller community colleges
I based my suggestions on my time both as a program chair and administrator
Your experience may vary
Basics
Know something about the college› Yes, this may seem obvious but many
applicants don’t take this step!› Find out about enrollment, demographics,
types of programs Know something about the department
› Are students degree seeking?› How many sections of first year versus second
year courses do they offer?› Do the students go into the field or transfer to
a four-year program after graduation?
Basics
What is the retention rate for the college (number of returning students from year 1 to 2)? › If it is low, you may be asked how you can
help increase it. How many students graduate each
year? What’s the graduation rate? › Be prepared to talk about how you will help
increase graduation rates.
Basics
Visit the campus and walk around› Get a feel for what the students and staff
Visit the satellite campuses if you can › Note the differences between students and
services compared to the main campus Notice the classrooms
› Are they modern or older?› Small or large capacity?
Do Your Research
Find out who is the president, dean and department chair
Read through the college’s strategic plan Find out how many different campuses there
are and if you will be teaching at any of them
Find out if there is a co-op program in your department and how you course relates to it
Check out their website› Often you can tell a lot just by the look and ease
of use
Do Your Research
Find out if there are any student organizations in your department (you may be required to interact with them)
Find out the course capacity (usually much smaller for community colleges)
Find out what articulation agreements your department has with local four-year institutions
How often is you course offered?
Know the Difference
Between co-op versus internship versus practicum versus clinical › Co-op is paid experience, internship is an unpaid
experience› Practicum and clinical are unpaid, supervised
experience dealing with patients or clients Traditional and non-traditional learner
› Traditional is a high school graduate, 18-25› Non-traditional is everything outside that group
including adults, single parents, returning workers, students who already have a degree, etc.
Know the Difference
Amongst the student population› Are students diverse? If so, what groups do they
represent?› How many international students? Where are they
from? Degree and non-degree seeking
› Degree is admitted to a program, non-degree maybe taking your course as a transfer to another college
Certificate versus degree› Certificates are usually one year or less, degrees
are usually two years
Know the Expectations
Tenured positions may not require research or publications but still require committee work
How many office hours are required? Is there an expectation for tutoring
outside normal office hours? If a program chair, what does that entail?
› Course development, course creation, course scheduling, student advising, textbook review and ordering?
Know the Expectations
Are classes offered on-line?› If so, find out what platform they use› Don’t worry if you haven’t taught on-line
but be ready to learn Technology
› What classroom technology can you use?› What technology can you use with
students?› What simulations can you use?
Know the Expectations
If hired, will be you be expected to teach primarily day or night classes?› Day students tend to be traditional; night
students tend to work. Each has unique requirements
If you are teaching at a satellite campus, what support can you expect?› Some satellites are bare-bones while
others a mini-versions of the main campus complete with the same support
Now That You’ve Done All of That
You need to start thinking about your teaching demonstration
Keep it simple!› This is harder than it sounds, especially for
those who have been teaching upper level courses
When in doubt, get it basic› Too much information, technology or
gadgets will keep you from being smooth
The Teaching Demonstration
I have seen seasoned faculty bomb while people who have never taught at the college level shine.
The main difference? Those who did well actually TAUGHT and did not read their presentation!
I’ve seen many excellent teaching demos that used nothing more than the whiteboard.
Getting Your Demo Ready
Are most of the students in the class you are applying to teach traditional (18-25) or non-traditional (adult learners)?
What are the pre-requisites for the classes you are applying to teach?
What textbook is used for the course? Is your course a first or second year
course?› Remember this especially if your experience has
mainly been upper level or graduate level students
Getting Your Demo Ready
Don’t use publisher’s content› We want to see your work
Beware of unintentional plagiarism› Don’t use others work without giving
credit! Be careful when using photos or graphs
› Someone in your audience may be the creator/owner of that material
PRACTICE!
You should have a time limit, make sure you can hit what you want in that time› Hint, if you have 10 minutes but have 30
slides, you aren’t going to make it! TEACH, don’t rehash!
› Assume your audience are students (sometimes real students are brought in)
› Move around, don’t stand behind the podium› One of the best demos I’ve seen used
PowerPoint, the white board and handouts…all in 10 minutes!
PRACTICE!
If you are going to use some kind of technology, plan for the worst› Make sure you have your presentation on a
flash drive› Email it to interviewer if you can› Make sure your technology is compatible
with the class room Just in case, bring hard copies and be
able to give your demo without technology!
PRACTICE!
If you have to demonstrate a lab, make it basic.› Make sure you know how to set-up the
simulation or equipment Make eye contact and be engaging How would you handle a class with both
high and low functioning students? How would you handle an international
student or one with disabilities?
A Few More Points
Think about how you would handle a student that you suspect is cheating
Think about how you would handle a student who is making a threat
Know about FERPA Read over the student code of conduct
In Conclusion
I hope this presentation helps! Let me know what you think! My email is [email protected] Good luck to you!