51成人动漫

Faculty Diversification Fellowship

Faculty Diversification Fellowship Program

Overview

The Faculty Diversification Fellowship Program provides graduate students interested in teaching at a 2-year college with an opportunity to participate in a mentorship collaboration with a 51成人动漫 faculty. In addition, candidates will gain exposure to the community college culture, including best practices for teaching and supporting the diverse group of students enrolled at a rural California Community College.

Background

In the fall of 2020, 51成人动漫 launched The Faculty Diversification Fellowship Program to streamline the recruitment, onboarding, and mentorship of future faculty from historically underrepresented minority groups. This program, at inception, focused on candidates in the Science, Technology, Engineering, and Mathematics (STEM) and Social and Behavioral Sciences disciplines. At this time, the college is expanding the program to additional disciplines to broaden participation. 

The program has received funding from two sources. At the inception of the program, the provided program planning and implementation funds to support the launch of the program. In 2022, the program received additional funding through the .  The funding is provided through the . The additional funding allowed candidates outside of STEM disciplines to participate in the fellowship.

As a Hispanic Serving Institution (HSI), 51成人动漫 served 70% of students identified as Hispanic in the 2022-2023 Academic Year. Yet, data from Fall of 2023 also show that faculty at 51成人动漫 are not representative of the student demographic. Data comparing student demographics compared to faculty racial makeup (both adjunct and full time) show that white faculty are overrepresented while Underrepresented Minorities (URM) groups are underrepresented, as shown in the chart below.

Faculty/Student Demographics by Race: Fall 2023
Ethnicity Tenured/Tenure Track Adjunct/Part-Time Students
African-American 5% 7% 4%
Asian 6% 5% 2%
Hispanic 25% 29% 70%
Multi-Ethnicity 4% 3% 3%
White Non-Hispanic 59% 54% 17%

Institutions that serve a large demographic of URM students, like BC, have a responsibility to hire faculty and staff that mirror their student population because institutions with faculty of color typically serve students of color with a deeper sense of belonging, which leads to higher test scores, and higher persistence rates.

Program Objective

To meet workforce demands and the needs of the student population, 51成人动漫 requires a qualified diverse faculty group. The college has a growing number of students of color and it is imperative for the college to implement practices that will aid in the recruiting and retention of those students, and faculty of color is vital to the success of underrepresented minorities.

Therefore, the Faculty Diversification Fellowship provides post-baccalaureate STEM students interested in teaching at a 2-year college with an opportunity to participate in a mentorship collaboration with a 51成人动漫 faculty. In addition, candidates will gain exposure to the community college culture, including best practices for teaching and supporting the diverse group of students enrolled at a rural California Community College.

The Faculty Fellowship Program allows the college to recruit and train qualified candidates in an effective and fiscally responsible manner. More importantly though, it is a contribution to the community to hire candidates from the San Joaquin Valley, and the surrounding areas, to teach for 51成人动漫.

Program Model

The mentorship and development of faculty of color is equally important as the development of our students of color. It is not enough to diversify the hiring process; it is vital to also foster and cultivate newly hired URM faculty. Therefore, the Faculty Diversification Program provides candidates with both exposure to the classroom, as well as mentorship from an established faculty member. Additionally, once candidates are recruited and trained through this program, exemplary candidates can be recruited to assist with campus-wide efforts such as rural initiatives, the rising scholars program, early college, dual enrollment, and others.

This is a 1-year intensive program that provides fellows with a mentor to gain in-classroom teaching experience. Selected fellows move on to teach their own course load in the second half of the program.

This program is built on four fundamental pillars:

  • Onboarding Professional Development
  • Mentorship and Shadowing
  • Pedagogy/Andragogy Enhancement (EDUC B15NC Course)
  • Fieldwork/Course Load

At the core of our program are three Equity Driven Practices:

  • Diversification of Thought
  • Inclusive Teaching Practices
  • Faculty Mentorship

This program is a cohort-based, highly contextualized learning experience that will provide valuable, guided learning experiences and subject area mentoring over a one-year period. Each year a new cohort is formed.

A single cohort includes:

  • The Cohort Lead 鈥� An Education Department faculty member who guides the process, coordinates activities, and teaches the cohort class.
  • The Faculty Mentor 鈥� A faculty member chosen from the subject area of the cohort, who mentors students in the course development, teaching techniques, etc.
  • The Cohort Students 鈥� Postgraduate Students chosen from a broad subject area (STEM, Humanities, etc.)

The following table describes the typical program path by semester.

Program Path by Semester

FLEX week and Program Orientation

 Fall Semester Spring Semester
2 days 16 weeks 16 weeks
Experience Path
Launchpad Course Development Supervised Teaching
Over a two-day period, the cohort will participate in active learning experiences and team building activities designed to prepare them for the rest of the program In the fall term, students will attend a minimum number of faculty development workshops alongside BC Faculty, and also work through a teaching curriculum as they develop their course for the spring In the spring, students will take on a single class as an adjunct faculty, coached by their faculty mentor, and participating in peer observations
Primary Objectives

Build Community

Set the foundation

Prepare for the journey

Develop the Course

Enter the Profession

Learn the tools

Experience the Classroom

Hone the skills

Understand the institution

Regional Collaborative

51成人动漫 is part of the Aspire Network Regional Collaborative (RC), which focuses on preparing STEM graduate students to transition into teaching positions in community colleges. The Regional Collaborative (RC) will be composed of 4-year partners, which includes both public research-based and comprehensive institutions. In addition, an Advisory Board, which will be composed of key industry stakeholders in the Greater Bakersfield Area, will also be invited to participate in some capacity. Further, the RC follows a Collective Impact (CI) model between two and four-year institutions in the Central Valley region as described below.

Institutional Partners

  1. Funding Partners
    1. (active)
    2. (grant period expired)
  2. Graduate Institutions
  3. Collaborative Learning Community Partners
    3.  

Collective Impact Model

Co-Leads

  • Outline the goals of the Regional Collaborative (Common Agenda)
  • Collect data on faculty diversity in STEM areas (Shared Measurements)
  • Establish and plan RC meetings and oversee the work in alignment with established goals (Mutually Reinforcing Activities)
  • Develop and adopt a communication plan at the first Regional Collaborative Meeting (Continuous Communication)
  • Utilize funding source鈥檚 timeline for support and accountability (Backbone Support)
  • Rely on Project BEST鈥檚 model for the planning and development of the mentorship program (Backbone Support)
  • Utilize the Achieve the Dream (ATD) platform to provide professional development opportunities for Faculty Fellowship Program candidates (Backbone Support)

Institutional Administrators

  • Establish and document needs for the Faculty Fellowship Program (Common Agenda)
  • Utilize disaggregated data collected to establish goals for recruitment and placement of Fellows (Shared Measurements)
  • Ensure resources are available to successfully maintain the RC goals (Mutually Reinforcing Activities)
  • Develop and adopt a communication plan at the first Regional Collaborative Meeting (Continuous Communication)
  • Utilize funding source鈥檚 timeline for support and accountability (Backbone Support)
  • Rely on Project BEST鈥檚 model for the planning and development of the mentorship program (Backbone Support)
  • Utilize the Achieve the Dream (ATD) platform to provide professional development opportunities for Faculty Fellowship Program candidates (Backbone Support)

STEM Faculty

  • Identify gaps in STEM faculty recruitment (Common Agenda)
  • Establish goals for the 51成人动漫 faculty mentorship portion (Shared Measurements)
  • Ensure resources are available to successfully maintain the RC goals (Mutually Reinforcing Activities)
  • Utilize RC partnerships to address areas of need (e.g. Math faculty recruitment; Recruit faculty (2-year) to participate as mentors in the program (Continuous Communication)
  • Utilize funding source鈥檚 timeline for support and accountability (Backbone Support)
  • Rely on Project BEST鈥檚 model for the planning and development of the mentorship program (Backbone Support)
  • Utilize the Achieve the Dream (ATD) platform to provide professional development opportunities for Faculty Fellowship Program candidates (Backbone Support)

Education Faculty

  • Focus on joint curriculum for the program (Common Agenda)
  • Create curricular goals for the program (Shared Measurements)
  • Ensure resources are available to successfully maintain the RC goals (Mutually Reinforcing Activities)
  • Push curricular plan through governance boards for approval (Continuous Communication)
  • Utilize funding source鈥檚 timeline for support and accountability (Backbone Support)
  • Rely on Project BEST鈥檚 model for the planning and development of the mentorship program (Backbone Support)
  • Utilize the Achieve the Dream (ATD) platform to provide professional development opportunities for Faculty Fellowship Program candidates (Backbone Support)

Rural Initiatives Team (BC)

  • Identify placement of Fellows in high-need areas (Common Agenda)
  • Set goals for addressing placement gaps in rural sites (Shared Measurements)
  • Work with STEM faculty in identifying mentoring faculty that can help candidates transition to their assigned site (Mutually Reinforcing Activities)
  • Push curricular plan through governance boards for approval (Continuous Communication)
  • Utilize funding source鈥檚 timeline for support and accountability (Backbone Support)
  • Rely on Project BEST鈥檚 model for the planning and development of the mentorship program (Backbone Support)
  • Utilize the Achieve the Dream (ATD) platform to provide professional development opportunities for Faculty Fellowship Program candidates (Backbone Support)