Are Your Adjunct Faculty Struggling, Disconnected, and Unsupported?

If so, there is now a practical solution. It's the new Teaching For Success Adjunct e-Mentor Program.

1. What is Teaching For Success (TFS)    
    Now, in it’s 23rd year, TFS is a faculty instructional improvement and support program created and managed by a former career-tech faculty member with two and four-year teaching and department chair experience.

    TFS offers faculty, through their colleges and universities, a grass-roots program of support and assistance.

    The Adjunct e-Mentor Program is designed for adjunct and inexperienced. full-time faculty who desire to improve their teaching and boost student success through the maturation of instructional clarity, competence, and confidence.

     The TFS Faculty e-Mentor Program helps colleges and universities support their adjunct faculty with a two-element connectivity and support program:
    • Element 1. A weekly, self-managed, email-delivered Teaching for Success Tip
    • Element 2. Solutions galore: 24-7 faculty open-access to a 1000-page plus e-libray of helpful success tips, strategies, solutions, and recommendations.

4. How many Critical Success Factors are there?
    • Leadership
    • Management
    • Instructional Development
    • Communication  
    • Content and Context Analysis
    • Evaluation and Testing

5. What is the TFS Faculty e-Mentor Program
    The TFS e-Mentor Faculty Support Program helps institutions of higher education engage their faculty with a set of e-Resources especially designed to assist faculty, especially adjunct and part-time faculty in improving clarity, confidence, and competency.

6. Would you describe the details of the TFS program? 
    The e-Mentor program has two components that may be used together or separately:
    1. Weekly Teaching Tip: Sign up, top right-hand corner of this page.
    2. Challenge and Solution e-Library. Faculty Solve everyday teaching challenges using the TFS e-Resource Overview and Access.

7. What are the key benefits to the institution and faculty?
    Faculty benefit from increased teaching clarity, confidence and competence. Their students benefit from higher skill teaching. The institution benefits from better student and faculty retention.

1. Do your adjunct faculty know and use the one simple teaching strategy that can lead to an 1,800 percent increase in knowledge retention over lecturing?
2. Can they employ knowledge of the Six Critical Success Factors of effective teaching to boost student success?
   
3. Are thy able to use a 4P or PIE-R3 Lesson Plan to organize and enhance and deliver instruction?
4. Do your faculty know how to manage their classes using a Positive Discipline Plan to maintain a cordial and respectful learning environment?
5. Does your institution have a readily accessible 24-7 source of self-study resources designed to provide practical solutions to faculty experiencing difficulties with their teaching approach or their students?
6. Does your institution engage, encourage, and mentor adjunct faculty to improve their teaching on a weekly basis?

Three (3) easy steps to supporting your Adjunct and inexperienced full-time faculty:

1. Subscribe

• Download and fill out the TFS e-Mentor™ Institutional Subscription Order form.
• Make payment: check, or credit card.
• Receive Subscriber User ID and Password. Note: The Same User ID and Password is used by all faculty at your institution for as long as you subscribe. Simple? Yes!

2. Invite and announce

• Announce availability of the Faculty e-Mentor Program to your faculty.
• Provide them with "TFS Access and Overview"a customized document that we provide each subscribing institution.
• Invite your faculty to sign up for the Teaching Success Tip of the Week; see upper right-hand corner of this page

3. Build participation

• Raise awareness of your TFS program at meetings and orientations.
• Add a TFS link or specific TFS Resources page to your website.
• Recommend your TFS program in your Faculty Handbook and orientation handouts.

Faculty Comments:
    Jack, The information provided is so on target. I can relate to each comment. It seems that I have misplaced my focus and have, perhaps forgotten why I wanted to teach. It became a chore because I was more concerned about errors, instead of my purpose and how it may impact students.

    Upon reading this information, I realized that I have a lot to learn about my delivery, and my students. They have become disruptive and defiant. I wondered about how to get them back on track, but I had no resolution.

    Your [TFS] teaching tools are a life saver. I don't know if you remember, I was worried about losing my job and my students were threatening to go to the Dean. Look at me, now. I have found what my students need from me. They are benefiting from your Program and from what I've learned through you. I love my students and they are just AWESOME. Thank you!"

Thank you so much for your guidance and information,
                                                                                           
~A. S., Community College Adjunct Instructor

      Wanted to let you know that I am once again resorting to your helpful website to encourage myself a little bit! I have been hired to create an online course for a local University that I am currently teaching at face to face. I am a bit concerned that somehow I am not qualified, but I know I am because I am the subject expert! By reading over the different [TFS] Faculty Rapid Help Guides, I am feeling better already! Thanks so much again.

~ Kim T., Plymouth State University

     I appreciate the insights you have given me and the helpful suggestions for improved class response. [Tip #51] Simple but effective. Saves a lot of time and helps focus attention and support where needed. [Tip #50]

     Great suggestions. I truly appreciate the good advice. I think you are applying some of the teaching techniques in the ways you present information to readers like me. In some way I am both the teacher and the student when I read and think about the information you post.

The fall MBA capstone course has started and I have employed many of your suggestions with success.

~John MacDonald, Ashland University

    I just wanted to say how much I appreciate your e-Mentor Program. I am in my 3rd year of teaching, and I just moved from a Community College to a 4-year college.

    I am thrilled to have this position; however, your various resources have helped me along the way. I am just doing my syllabi now and will look at your recent Success Tips on outstanding syllabi.
    Thanks again from a very grateful educator!

~Melanie Fleming

     I love all of the Success Tips so far, but the tip: GRANDMA'S RULE was the kicker I needed! These tips are priceless. It is great to have such reminders coming out weekly. I so appreciate your emails. They remind me of my goal: REAL learning. NOT just teaching!

    They also give me ideas to shake up my curriculum that can seem boring to me after teaching it 3 times, and if it is boring to me, then it will come across as boring to the students. I really am passionate about my subjects, so I need to let these tips infuse my teaching and wake it up so that my students stay on the edge for the 5 hours I have them each week. So far NO ONE has fallen asleep in my class.

    The students all state how fast the time flies in my classroom. "We are always so busy, there isn't time to look at the clock and see how much time is left!" That tells me they are engaged fully. Which is one of my teaching goals. BUT if they can't perform on quizzes or tasks, then I have to look at my teaching.... and change tactics. Thanks for the reminders; keep them coming!

~Sheryl, AMSL 101 Instructor

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