Thursday, October 04, 2007
Dr. Jeff Andelora on Adjuncting at a Community College
This is the second in a series of interviews with community college WPAs. Its primary goal is simple: let adjuncts know what our future bosses expect from us. The second goal is to offer advice on how adjuncts can make the most of their time while teaching part-time.
Dr. Jeff Andelora is the current English department chair at Mesa Community College in the Phoenix, Arizona area. As the largest of the ten colleges in the Maricopa Community College District, MCC enrolled over 25,000 students this fall. This is Dr. Andelora’s twelfth year at the college. In addition to teaching full-time at MCC, he taught English at the high school level for ten years and as an adjunct at MCC for three.
You spend a great deal of time hiring and working with adjuncts. What is the greatest benefit you see adjuncts bringing to their students in the classroom? What do they bring to your department?
The benefits adjuncts bring are as varied as the people themselves. Recent graduates often bring their youthful enthusiasm and idealism to the classroom; I can look to more seasoned adjunct faculty for their rich pedagogical experience and wisdom. Our more veteran adjunct faculty also bring with them their diverse life experience. They can often speak of life in industry or writing in various professions—perspectives that life-time academics often don’t have. To our department they bring similar gifts. It’s the joint passion for their discipline and for teaching that is not only a gift to students, but to all of us.
How do you think an adjunct can make the most beneficial use of their part-time stint towards advancing their career?
One of the best things adjunct faculty can do is take advantage of any professional growth opportunities that may be available. I know these opportunities vary from school to school, but getting involved in one way or another not only keeps faculty fresh and growing, it also signals their desire to be an engaged professional, something very important to a prospective employer. Similarly, taking part in a mentoring program or observing classes taught by other teachers would demonstrate an interest in growing as a professional. Many adjunct faculty on our campus also work as tutors in the writing center and academic skills center. This, too, demonstrates their commitment to working with students, a quality that would play well to a prospective employer.
What key traits have you seen in adjuncts who are able to shift from the part-time to the full-time market?
Adjuncts who have successfully made the shift to full-time work are generally experienced teachers who demonstrate a great deal of enthusiasm and commitment to working with students. They also work at developing themselves as professionals. It may not be possible for an adjunct faculty member to travel to CCCC or a local TYCA conference, but they can belong to professional organizations, take the journal(s), and stay current in the field. Many schools do offer professional growth funding to help defray the costs of traveling to conferences. The strongest candidates demonstrate the dual traits of being a committed teacher and an engaged scholar. I love interviewing and hiring adjunct faculty who are experts in their discipline and clearly love to teach.
When you hire adjuncts, what significant illusions or misunderstandings do you encounter?
While most adjunct faculty know better, I think there’s still a general impression among some that anyone with an English (or related) degree can teach composition, that it requires no special training.
From your perspective, how can an adjunct make a great first impression?
I don’t know that I have anything surprising to offer here, but aside from a sense of professionalism, adjunct faculty can make a great first impression by their willingness to be flexible. For example, I’m always grateful to an adjunct faculty member who lets me know that I can call them at the last minute if a class opens up. Of course, I’m well aware that many can’t do that because of other commitments, and that in no way reflects negatively on them. I’m also impressed by adjunct faculty members who can articulate their approach to teaching composition. Do they have an understanding of the field? of composition theory? of why they do what they do?
When you review a vita or application, what do you look for first?
First I look for a relevant degree and coursework. Without that, we’ll never make it past the personnel department. Then I’ll look at teaching experience and relevant coursework. For example, if someone has an MA in British Literature, I’ll want to see some coursework and experience with teaching composition.
Are there any things adjuncts should not put in their letters or vitas?
I haven’t yet read anything in application materials that made me cringe. I would suggest that they stick with a clean presentation of relevant experience. I’ve seen a few vitas that duplicate information in different categories. It made for a lengthier vita, but it was confusing and raised questions. I’m much more willing to hire someone who doesn’t try to pad a lean vita if they possess the professionalism and enthusiasm our students would value.
If you have any further questions or would like to follow up with Dr. Andelora, please contact him at: jandelora at mail.mc.maricopa.edu