MPC

Please explain a full time faculty's role in accreditation? Give an example of your experience in this area.

1. The primary goal of the Accrediting Commission for Community Colleges is to foster educational excellence. Because faculty are most directly responsible for the delivery of education and support services - faculty have a responsibility to the health of the institutions for which they serve. Faculty also have considerable influence in every aspect of the accreditation process. Faculty can help strengthen the process by serving on accreditation teams, writing the CLO's for their department and reporting their findings to the academic senate. 2. I have strengthened the accreditation process by creating and revising the CLO's for our department. I created new courses through the development of program planning and review. I regularly patriciate in academic senate meetings

What is the difference between a good teacher and a great teacher?

A mediocre teacher tells, a good teacher explains, a superior teacher demonstrates, A great teacher inspires their students. William Arthur Ward. A good teacher teaches. A great teacher nurtures and teaches. Good teacher explains things once. A great teacher explains things again and again and again until they are sure the purpose has been served.

During a class discussion, an issue regarding race, sexual preference, or cultural differences appears to make some students defensive or even angry. How would you respond and provide remedies?

A. An initial instinct would be to put out the fire. But it might be useful to dissect the moment a. First, I would address the issue head on. You might escalate the situation by sweeping it under the rug. When students feel unheard, frustrations build. The conversation might be uncomfortable but the conflict will not dissipate if you don't address it. b. Second, I would set a goal. As a role model, and the only adult in the room perhaps I want to create a safe space for conflict resolution to take place. c. Then I would encourage introspection. I would ask the students to identify what emotions are experiencing. I would motivate students to think about the root of the conflict because often times they come from misinterpretations. I would ask students to speak honestly about what they're thinking. d. Then I would seek common ground. I will try to frame the conversation around goals and ask students what they would like to see happen as a result of the conversation. How are the students alike? How can we compromise so respecting everyone's point of view? e. Then I would try to encourage everyone to keep an open mind. Keeping an open mind and truly listening to the other person allows barriers and egos to come down. When students are genuinely curious about other peoples perspectives, empathy and understanding and resolutions will begin to smother the fiery conflict.

What challenges unrelated to the curriculum have you observed with students in your classes? How do you address those issues to assist to overcome those challenges?

A. Equity 1. OER's 2. Donating resources; Wi-Fi range extenders, lighting, microphones 3. Creating or Donating to scholarships B. Homelessness 1. Donating resources; clothes, volunteering, C. Food insecurity 1. Volunteer at food drives, make goodie bags, encourage help for food drives

1. What have been some unexpected educational opportunities you have experienced related to the pandemic?

A. Professional Development 1. Online Education 2. Able to participate in departmental meetings 3. Participate on committees B. Expanded Online Presence C. Community Outreach

What do you want your students to gain from taking a Public Speaking class? Please describe the most important concepts, skills, and/or values you would like your students to understand and/or demonstrate at the end of your course.

A. Transferable skills B. Be more persuasive C. Makes them better citizens D. Recognize fallacies E. Be better debaters

What is the role of faculty in strategic enrolment management? Give two examples.

A. The reality is enrolment is our primary revenue source, so when enrolment is down so much else is impacted by our institution. There are so many ways that faculty can assist in meeting enrolment goals but the top three for me would be. 1. Providing quality instruction 2. Support marketing and student recruitment 3. Support student recruitment B. Provide Quality instruction 1. First, providing quality instruction by hiring competent and capable employees who can respond to the unique demands of SEM initiatives. Students themselves are great recruiters and when they have a positive experience in your class, they will take your other classes, refer other students to you, refer siblings that may have a positive experience in your course. C. Support Marketing and Student Recruitment 1. It is beneficial to keep students enrolled by giving them incentives in the form of scholarships, financial aid opportunities and employment. a. I donate $1000 out of my paycheck every year to student scholarships. b. I have created employment opportunities for students in my department by giving them secretarial jobs, coaching assistant jobs 2. Hosting high school tournaments and workshops is also a great way of getting prospective students to our campus. I know that some students probably wouldn't have considered our school if they hadn't had a high school tournament or workshop. 3. Sending out emails about our program, by mailing them to prospective students, with a letter listing scholarship opportunities. 4. Some of the best recruiters are my alums and their parents. a. Students fan out all over the country and when they leave they make great contacts. b. Parents are also excited by the way communication studies has contributed to their kids' lives. They will talk to their friends and send us good students even if they have no experience. D. Support Student Recruitment 1. Participating in Club Fairs helps students feel more connected to the college and build campus community. 2. Hosting showcases on campus has been an effective way to recruit students

How have you made your teaching more culturally responsive?

First I adapt to the culture of the classroom. If many of my students are from a certain ethnic, Socio economic, or age demographic then I use examples that I think they will relate to. Second, I learn about the students I teach through a cultural narrative assignment. Finally for the persuasive speech, I encourage students to make a social media campaign the champions their favorite cause.

1. You will have students in your classes with diverse abilities. What are some strategies you might use to enhance the learning opportunities for students of all abilities?

Support at-risk students 1. I want to know as soon as possible if my students have a learning disability, and equity need, or anything that might be preventing them from doing well in the class. I'll take steps to make sure to address those needs as soon as possible. That may mean offering more support and more one on one time, using OER's, providing incentives in the form of scholarships. Encourage Active Learning 1. Learning is not a spectator sport. Students don't learn just by sitting there listening to instructors and spitting out answers. They must practice the skills that they are learning and apply it to their daily lives. C. Creating a secure and dependable structure 1. One of the challenges I faced when going to college was this this feeling that my time is being wasted. I don't like having my time wasted and I certainly don't want to waste the time of my students. Students respond well to the security of a structured routine. I give thought to the structure of my classroom in order to create a strong foundation for student learning D. Having compassion and empathy but also communicate high expectations 1. I am aware that every student enters into an uneven playing field. Students of color, low-income students and disabled students are disproportionately affected and it's important to have empathy for these students. I love working with students and it shows because it has a positive influence on their learning. Students who feel respected and appreciated are more willing to cooperate and then motivated to learn. 2. Expect more and you will get it. Expecting students to perform well becomes a self-fulfilling prophecy when instructors have high expectations E. Ramping up the positive feedback 1. I know that some students take my course because it feels a GE requirement. I understand how difficult it is just to stand up and speak up in class. I use motivational strategies and ramp up the positive. It's more effective in the long run. Giving compliments, a thumbs up and an overall positive classroom culture has been effective. My criticism is constructive but not critical. F. Building collaborative relationships with me and with their peers 1. I think it's important to create learning partnerships with students. I want them to have opportunities to build relationships which are so important in a college environment. Students are more likely to become active learners when I encourage student instructor contact. This is most effective in the long run because it can help them in their future careers as well. G. Be respectful full of diverse talents and ways of learning. 1. There are many ways to learn. People bring different talents and styles of learning to college. Students with lots of hands-on experience don't do so well with theory. Students need an opportunity to show their talents and learn in ways that work for them.

What is your teaching philosophy?

When discussing my teaching philosophy, I think it's important to cover three broad issues. First, my concept of teaching and learning. Second, how I teach. And finally, the rationale for why I teach the way that I do. So let's discuss the first part. A. What is your conceptualization of teaching and learning? 1. As a teacher, I want students to be personally transformed by their experience in my courses. Transformative learning is most likely to occur when students are personally engaged in the material and when they perceive the material to be relevant to their own lives. I was transformed by my experience with speech communication, I was a very different person after I learned more about communication studies and I want my students to be engaged in the same way. I want to give back to the community college system because it has given me so much. 2. The way by which I work to stimulate student engagement is unique to each individual and classroom. While students should take responsibility for their own learning, but I can often inspire their desire to learn. One of the reasons why Speech became my major is because my instructor was so enthusiastic, passionate and knowledgeable about it and that inspired me to learn more. Learning about the students I teach and listening to their experiences has helped me to think of ways to make the course material relevant. B. Describe how you teach 1. I believe it is important for teachers to cultivate learning partnerships with students. In my view, teaching is not about instructing or imparting information to students as if their minds were waiting to be filled with my knowledge. Rather, teaching is empowering students to take responsibility for their learning, inspiring courage to grow intellectually, cultivating curiosity, and providing opportunities for developing relationships. While my teaching objectives vary, depending upon the course level and content, my philosophy serves to inform my practice. When I'm designing the format for a course, I want to make sure that the student learning outcomes and the evaluation objectives are met. I strive to ensure that my students are empowered, inspired and engaged. 2. In any teaching context, I work to promote student responsibility for learning by asking each student what they will contribute to the class and how each person can participate in creating a classroom environment that is stimulating and respectful of diverse views and experiences. Providing access to my expertise is also a priority in my teaching. I actively encourage dialogue with students during office hours, by appointment and email. Additionally, I regularly strive to improve my teaching by seeking student feedback, talking with peers, attending teaching seminars, and reading and experimenting with new methods. Through these evaluative and informative processes, I am continually refining my teaching practices and growing as a teacher/scholar. C. Describe your rationale for why you teach the way you do. 1. I want to make sure that my students have an ignition moment in Communication Studies. My goal as a communication studies instructor is to make sure that students understand the value that communication studies brings to their lives no matter what their major or goal is. There is a reason why communication courses are required in all colleges for all majors. The reason is, no matter what industry you're in; computer science, nursing, technology or whatever-if you have the ability to communicate in written or oral form , you are more valuable as a commodity. My goal is to create a spark in my students to make them realize how valuable Communication studies is. Because if I can do that, I can create a lifelong learner.

Why did you choose to become an educator?

1. I come from a long line of educators. 2. I'm a product of a community college. I came from a CC and I realized the value of this institution. The instructors at the community college level have been some of the best that I've ever had because they cared and were inspirational. I want to give back to the institution that has given me so much. 3. I was transformed from my experience in school and want my students to be inspired in the same way.

Do you have any questions for us?

1. I'm curious how the department has responded to meet students' needs during distance learning. Does MPC plan on continuing distance education in the Fall or are there going to be hybrid or face to face options available? 2. Is the department open to the use of OER's for communication courses? 3. What other challenges unrelated to COVID and distance learning is your department experiencing? 4. Are you happy working at MPC?

How do you appeal to novice or advanced learners?

1. Novice a. Novice learners need more time to figure things out. So patience is key for these learners. b. They need more explanation and direct instruction so more one on one time is necessary c. Need help in organizing their work and their priorities. I have found that providing them with a checklist is useful. 2. Advanced learners a. Its important to recognize the characteristics of gifted students. Sometimes the most talented students don't always appear to be gifted. Gifted students come from all different backgrounds. Sometimes they have learning disabilities, chaotic lives, and need help. b. They need to be challenged.

Describe an innovative teaching strategy that you develop in your classes.

1. Too much theory and concepts without backing it up with any examples or analogies or exercises gets really dry and goes over the students heads so I use three domains of learning when constructing my lesson plans. These domains are cognitive, affective and kinesthetic. 2. For example, I might talk broadly about narratives and how stories are really important when connecting to an audience but then I'll use lots of narratives throughout my lesson plans so they understand its impact. Then I'll reinforce these concepts kinesthetically by doing an improv activity so it really sinks in. For example, I'll do this museum exercise that helps them understand how to paint a picture for your audience and how details are really important when telling stories. 3. Most students enjoy this improv element that I incorporate into my class.

There are several statewide initiatives that are being mandated by the Chancellors office - Guided Pathways, Vision for Success and Equity. Explain the role of faculty in integrating these initiatives in the classroom. Provide three examples.

1. Vision for Success a. The primary goals of Vision for Success is to increase degree and certification completion, increase transfer rates to the CSU and UC system and to decrease equity gaps b. One of the challenges of the vision for success initiative is finding counselors to implement these initiatives. When these counselors are unavailable or students are unsure who to speak with, it's important for a faculty member to step up and provide that pathway for that student. I have supported my students by providing them with a pathway that meets the requirements for transfer readiness in a timely manner. c. I have strengthened support for a vision for success by using OER's in my courses, providing scholarship opportunities, resources, employment opportunities and have provided equal access to my courses by strengthening support for remote courses. 2. Guided Pathways a. I know that MPC has embraced the AB-705 bill which focuses on helping students complete their educational goals in a timely manner. b. In order to make sure that students are completing their goals, it's important for faculty to create a clear curricular pathway, to help students choose their pathway and to stay on the path. c. As a faculty member, I want to make sure that my students are staying on track and the way I do that is by asking them through progress reports. If a student continues to keep their grades up and stay in rolled, it's important to reward their success and if their grades are falling below, we come up with a strategy to help them increase their scores

How do you motivate students who are taking your course because it fulfills a GE requirement?

1. intrinsic versus extrinsic motivation. I first need to understand what motivates students. I need to understand if they are intrinsically or extrinsically motivated. Some students do speech because it's fun, or they want to talk about a social justice issue or they want to learn how to get better. I want those intrinsically motivated students to be able to have that platform. Maybe they're a feminist and they want to talk about feminist issues, or they are gay and they want to talk about LGBTQ rights or maybe they are a DACA student and want to raise awareness. Giving students that platform is important. Whereas, other students are extrinsically motivated. Sometimes they just want to sandwich, or to put it on the college application or they just want a a trophy. There's nothing wrong with this either so I try to identify their motivations and appeal to that. 2.Make a great first impression. a. It's much easier to win students over when they feel like you are dedicated to their success. It's important to convey and warm tone and when students ask for help, commend them for doing so. 2. Monitor student progress a. Show my students that I am paying attention to their progress. Sending emails of concern for students who are below certain averages show them that I care that they are not meeting expectations and I want to help them improve their performance. 3. Clear feedback a. When students see that I'm taking the time to provide clear, specific and meaningful feedback to help them get better, they are more engaged in the learning process. I don't only tell students what they need to improve on but also offer suggestions, tips, and resources that they can use for future assignments. 4. Inspire students a. All of us need reminders or a little inspiration. I have got into the habit of posting random announcements, emails or inspirational quotes to remind them of their abilities. Students like to hear that I believe in them and I am always here to help. This creates a trusting and pleasant classroom environment where students feel valued and motivated to do their very best. 5. Address "at risk" students a. It's important to address at risk students at the beginning of the semester. I try to identify at risk students earlier on and have an intervention strategy available to them. A. Least successful 1. Some instructors connect with students on social media platforms. I understand that putting a face to a name can help humanize you as an instructor, but I think that is risky. The only students I add on social media are former students.

How do you balance the challenge of covering all the course content stipulated in the course outline while ensuring that all your students understand the material?

A. Being prepared 1. I think it's important to be prepared. Having courses ready to go is a big way that I help alleviate the challenge of covering all the course content. Often times, a class gets canceled. When that happens I need to be able to step in and teach any course that's thrown at me even if I don't have a whole lot of experience with that course. 2. When organizing a new course, I look at the course outline of record and seek to meet that objective. 3. I connect with other colleagues who have successfully taught that course in the past and ask them what worked and what didn't.

How do you plan to stay current in the field of communication studies, and in the field of competitive forensics?

A. Conferences 1. Attending conferences is a great way to network with people in my field, hear about latest research and meet people that I admire. B. Technology 1. Many teachers want a return to normalcy which means face to face instruction. I don't think things will ever get back to our old sense of normal. 2. Therefore, it's important to embrace technology and the migration to digital course offerings. It's important for faculty to learn Distance Leaning Systems in order to meet those needs. 3. It's important to familiarize yourself with the social media platforms that students are using to communicate with one another. I don't know anything about TicTok for example but I think I should learn about it so I can keep my students engaged. This is how people are communicating with one another and it's important to understand it even if I don't directly use it. C. Read/research 1. I research pedagogical theories, instructional techniques and strategies for in person, hybrid and online course formats.

Educators have seen an increase in the numbers of students with learning and behavioral disabilities in the classroom. How specifically will you help your students, in and out of the classroom to do their best?

A. How do you help students with learning disabilities? How will you help your students in and out of the classroom? 1. First, I will let them know of the disability resource center so they are aware of what services are available to them. 2. Students with learning disabilities require more direct instruction. I let students know if they need individualized help, that I am available for them 3. I find that breaking assignments down into smaller steps is helpful for some students. B. How will you help your students with behavioral disabilities? 1. I find that establishing a code of conduct early on is a great way to prevent behavioral disruptions in class. 2. Reward positive behaviors. While I may have to discipline students for improper behavior, it's also important to reward positive behavior because it's ultimately more effective in the long run. They may see discipline as a personal attack so they may learn very little from it. It's important to celebrate the successes of students more than reprimand or punish them for their mistakes. 3. I try to use motivational strategies. Students with behavioral disorders tend to have a lot of negative experiences in school therefore they often lack the desire or motivation to succeed. By offering students incentives for academic success large or small and celebrate their work and their good efforts. This can go a long way in giving students the motivation to succeed.

Share how your education and background address social injustice and equity in a community college setting?

A. I have used my background in Speech Communication and Acting to discuss issues of equity and social injustice by discussing issues of equity in the classroom, creating speech programs that address issues of the marginalized and utilizing OER's to close education gaps. 1. Social justice issues encompass a wide variety of topics that we discussed on the speech team and in my communication courses. For example, the topics I've created this year are about voting rights, climate justice, healthcare, the refugee crisis, racial justice, the income gap, gun violence and food insecurity. The students and I collaborate on these topics in order to increase advocacy, raise awareness and advise audiences to take action. A. Equity 1. My students of color are enduring a pandemic that disproportionately affects their health, financial well-being, and mental health. This includes disabled students, low income students and homeless students. These are some of the issues which have been compounded by COVID-19.

1. Tell us about a recent committee or group work experience; what did you learn about your small group and/or leadership skills from your experience with the committee or group? What strengths and skills do you look for in others as you work together?

A. I read an article in the Chronicle of Higher Education. They were interviewing someone for a full-time faculty position. After the guy left the room, one colleague turns to another colleague and says "I don't care of the guy won a Nobel prize, I just don't want to work with any jerks". Although she used much stronger language than that. That article highlights some of the nastiness and negativity that can go on in academia. The bottom line is, you are working with many brilliant people in a college setting, but no one wants to work with anyone that's difficult. My committee work has taught me that I am someone who is collegial, flexible in my responsibilities, organized and prepared, I have ambitious ideas, but I'm willing to stay in my lane. B. Committee and group work experience. 1. I participated on a distance education panel, policies and procedures committee. The PPC ensures the board policies are organized in a legal and ethical manner. So we might organize presenters for Brown Act training. I learned that I am dependable, organized and flexible. C. What did you learn about your leadership skills? 1. Organized and Prepared a. When working with DEC, I hadn't had much committee experience and I wanted to make a really good first impression so I created a mockup of a course website that was accessible, user friendly and easy to navigate and many of my colleagues appreciated the work that I put into giving them something they can look at and give feedback on. 2. Flexible in my responsibilities 3. Confident but know that I have a lot to learn D. What strengths and skills do you look for in others? 1. Respectful/supportive 2. Shows appreciation 3. Open to consulting / debate

Tell us about a recent committee or group work experience; what did you learn about your small group and/or leadership skills from your experience with the committee or group? What strengths and skills do you look for in others as you work together?

A. I read an article in the Chronicle of Higher Education. They were interviewing someone for a full-time faculty position. After the guy left the room, one colleague turns to another colleague and says "I don't care of the guy won a Nobel prize, I just don't want to work with any jerks". Although she used much stronger language than that. That article highlights some of the nastiness and negativity that can go on in academia. The bottom line is, you are working with many brilliant people in a college setting, but no one wants to work with anyone that's difficult. My committee work has taught me that I am someone who is collegial, flexible in my responsibilities, organized and prepared, I have ambitious ideas, but I'm willing to stay in my lane. B. Committee and group work experience. 1. I participated on a distance education panel, policies and procedures committee. The PPC ensures the board policies are organized in a legal and ethical manner. So we might organize presenters for Brown Act training. I learned that I am dependable, organized and flexible. C. What did you learn about your leadership skills? 1. Organized and Prepared a. When working with DEC, I hadn't had much committee experience and I wanted to make a really good first impression so I created a mockup of a course website that was accessible, user friendly and easy to navigate and many of my colleagues appreciated the work that I put into giving them something they can look at and give feedback on. 2. Flexible in my responsibilities 3. Confident but know that I have a lot to learn D. What strengths and skills do you look for in others? 1. Respectful/supportive 2. Shows appreciation 3. Open to consulting / debate

Share factors that contribute to student success. What retention strategies have you implemented in your discipline? What was the most successful and least successful?

A. Most successful 1. Make a great first impression. a. It's much easier to win students over when they feel like you are dedicated to their success. It's important to convey and warm tone and when students ask for help, commend them for doing so. 2. Monitor student progress a. Show my students that I am paying attention to their progress. Sending emails of concern for students who are below certain averages show them that I care that they are not meeting expectations and I want to help them improve their performance. 3. Clear feedback a. When students see that I'm taking the time to provide clear, specific and meaningful feedback to help them get better, they are more engaged in the learning process. I don't only tell students what they need to improve on but also offer suggestions, tips, and resources that they can use for future assignments. 4. Inspire students a. All of us need reminders or a little inspiration. I have got into the habit of posting random announcements, emails or inspirational quotes to remind them of their abilities. Students like to hear that I believe in them and I am always here to help. This creates a trusting and pleasant classroom environment where students feel valued and motivated to do their very best. 5. Address "at risk" students a. It's important to address at risk students at the beginning of the semester. I try to identify at risk students earlier on and have an intervention strategy available to them. B. Least successful 1. Some instructors connect with students on social media platforms. I understand that putting a face to a name can help humanize you as an instructor, but I think that is risky. The only students I add on social media are former students.

What is your favorite book and how does it inform your practice as a faculty member in a diverse student environment.

A. My favorite piece of literature is a play call jails hospitals and hip-hop by Danny Hoch. I saw this student do a monologue and her character was so unique and specific to people in my community I immediately connected with piece because it was funny, relatable, and diverse. I started reading all of his literature and I connected with it because it wasn't Shakespeare, it was new. And that's what inspired me to join the speech and debate team. The team was such a diverse group of brilliant who were all fighting for social justice issues. The play is part of a unique genre of theater called hip-hop theater, which is now very popular with shows like Hamilton. B. Hip-hop theatre is a form of theatre that presents contemporary stories through he use of hip-hop culture. The reason this is significant is because music is a huge part of African American identity. Hip-hop music is a way to represent the inner city neighborhoods.

What are your long-term goals as a teacher and or educator?

A. My immediate goals are to contribute to the excellent reputation that MPC has already achieved as one of the top community colleges. My long-term goals are to enhance that reputation. B. I would like an opportunity to teach other courses that are outside of the courses that I have experience with. The only way that I'm going to grow as a communication professor is if I'm able to meet the challenges of teaching new courses. I would love an opportunity to teach intercultural communication or mass communication. C. I would like to establish a strong presence on campus. I would love to be able to create on campus activities that will hopefully generate interest in our department and enrolment on our college campus. I would like an opportunity to create a speech team. I am a speech and a B coach and I think this would be a great way to increase activities on campus and generate interest in our department D. I would like to participate in meeting the needs of my community. I know that MPC students are facing equity issues, food in security, homelessness. E. I want to make sure that my department needs are met and in any way I can with Student Learning Outcomes, curriculum choices for online courses and meeting the needs of adult learners. F. I want to help to alleviate the burden or responsibilities that any of my colleagues are experiencing by taking on those roles. G. I'm also interested in being a part of the academic community and to participate in workshops, conferences and committees. H. My long-term goals are to continue my education. 1. If that means obtaining a second masters degree or PhD I'm willing to do it. I would love an opportunity to participate in more professional development opportunities. I love being in the classroom, there is no where in the world I'd rather be and I prefer to be sitting down listening and learning.

What strengths do you bring to this classroom and to this college?

A. Organization and preparedness 1. Often times, I am offered a course in a short amount of time. For example, at East Los Angeles College there was a professor who needed to drop out of a course because he got a job at a different college. This was a public speaking for ESL students class. The chair of my department contacted me and offered me this course and even though I had no experience teaching this course I was happy that he believed I was able to capably teach this course effectively but I also jumped at the opportunity because I want to understand the needs of my ESL students. B. I'm able to adapt to a very diverse student demographic. 1. I've taught at many different districts and schools over the past 20 years and I'm very proud of the fact that I'm able to incorporate diversity that is appropriate to the class and use the first examples. C. I go above and beyond in order to make sure that my student equity needs are met. 1. For example, this semester many of my students were dealing with equity issues. They needed equipment like Wi-Fi range extenders, microphones, camera equipment. I ordered that equipment on Amazon and had it delivered to those students and those students have been doing very well all year long. D. I am an excellent instructor in communication studies but I know that I have room to grow. 1. My student a valuations in class observations all reflect the fact that I'm an excellent professor but I know that I can get better at what I do. I love being in the classroom environment. There is no other place in the world I would rather be than in the classroom. I want to be able to participate in as many professional development opportunities that are offered to me and get a secondary degree sometime in the future. E. I know that I can enhance the reputation of the school. 1. I'm a national champion in competitive speech and intercollegiate acting. The reason for this is because I have a discipline and a work ethic that may be missing from other candidates.

Please describe your philosophy on collegiality in a diverse work environment. Give examples of how you handled differing viewpoints/direction with colleagues, administrators, staff and students. Describe examples of situations that resulted in positive outcomes and those that were less positive. What did you learn and what would you do differently?

A. Philosophy 1. Some steps can be taken to create collegial relationships. For example, being respectful, expressing appreciation, having lunch, informally consulting with others and supporting each other. In other words, creating a open relationship for decision making and debate. It's hard to demonize someone you have lunch with or you see hanging out with their children. At most colleges I work for, there is a code of conduct. In those codes of conduct the spirit of collegiality should be there. After a code of conduct is established, there should be a responsibility to use it. In my experience, most people treat others with respect, consideration and care, conduct code or no conduct code. 2. How do you handle differing viewpoints? 1. I handle differing viewpoints in the same way I would expect my students to handle differing viewpoints. It's okay to disagree, but you're not allowed to be rude or condescending language. 2. I try to treat differing viewpoints like a debate. The benefit of hearing ideas you don't agree with is that it helps to strengthen your arguments and make them better. 3. Examples of outcomes 1. Positive a. There was a student that I wanted to work with who was very talented but had some behavioral issues.Some colleagues in my department did not like her and didn't want her around. When working with a student, I realize she was dealing with some behavioral disorders which made it difficult for her to manage her emotions. I said, let's give her a chance and see how she does. She ended up being one of our star players on the Speech team. 2. Less positive a. A less positive example was a student on the team wanted to talk about a controversial topic and one member of the department felt it was too controversial to talk about. I felt like this was a violation of the students academic freedom but at the same time, I wanted to keep him around in order to fit in with the culture and values of the team. 4. What did you learn and what would you do differently? 1. The department came up with a policy with suggestions for speech topics. This has helped to avoid rubbing certain members of the department the wrong way.

What do you consider to be your top two professional and/or personal accomplishments? How did you apply what you learned from those accomplishments to become a better teacher?

A. Professional 1. One student from Mexico was about to flunk out of college because he was terrified of speaking in public. He was able to fade into the woodwork for a number of courses, but when he rose to his junior year, his psychology major required more and more discussion-based presentations. Finally, the powers that be allowed him to return to campus if he took my public speaking class and work with me on the Speech Team. This was one of the hardest working students I ever had and he came to understand that his reticence was not incompetence but culturally based. He thought that he just wasn't smart enough but the fact that he spoke three languages counter that. He said he was reluctant to speak in classes because it took him longer to come up with ideas of what to say and that his classmates had already said what he was thinking, so I worked with his faculty to allow him to speak first. By the time he graduated, both his professors and his classmates were impressed with how articulate and self-confident he became. For my part, I was grateful to have an opportunity to pull from my talents and allow him to be a better public speaker. B. Personal 1. I was is doing out reach work for a high school and they didn't have a budget for textbooks. I wrote the literature that my students needed for my public speaking course. That laid the foundation for a textbook which I published in 2019. This textbook meets the course outline of record at previous districts that I've worked for in the past and I distribute this to my students for free. Many of my students appreciate the fact that I give them free literature in order to help meet their equity needs.

What are emerging trends in your discipline related to social justice? Equity? Innovation? How have you implemented these trends?

A. Social Justice 1. Social justice issues encompass a wide variety of topics that we discussed on the speech team and in my communication courses. For example, the topics I've created this year are about voting rights, climate justice, healthcare, the refugee crisis, racial justice, the income gap, gun violence and food insecurity. The students and I collaborate on these topics in order to increase advocacy, raise awareness and advise audiences to take action. B. Equity 1. My students of color are enduring a pandemic that disproportionately affects their health, financial well-being, and mental health. This includes disabled students, low income students and homeless students. These are some of the issues which have been compounded by COVID-19. C. Innovation 1. I strongly recommend we discuss these topics in my courses. Hopefully this inspires people to take action. 2. I strive to help the food insecure by participating in food drives. I donate some of my salary for student scholarships every year. I donate resources needed for homeless students during public comment in the board meetings.

You will have students in your classes with diverse abilities. What are some strategies you might use to enhance the learning opportunities for students of all abilities?

A. Support at risk students 1. I want to know as soon as possible if my students have a learning disability, and equity need, or anything that might be preventing them from doing well in the class. I'll take steps to make sure to address those needs as soon as possible. That may mean offering more support and more one on one time, using OER's, providing incentives in the form of scholarships. B. Creating a secure and dependable structure 1. One of the challenges I faced when going to college was this this feeling that my time is being wasted. I don't like having my time wasted and I certainly don't want to waste the time of my students. Students respond well to the security of a structured routine. I give thought to the structure of my classroom in order to create a strong foundation for student learning C. Having compassion and empathy 1. I am aware that every student enters into an uneven playing field. Students of color, low income students and disabled students are disproportionately affected and it's important to have empathy for these students. I love working with students and it shows because it has a positive influence on their learning. Students who feel respected and appreciated are more willing to cooperate and then motivated to learn. D. Ramping up the positive 1. I know that some students take my course because it feels a GE requirement. I understand how difficult it is just to stand up and speak up in class. I use motivational strategies and ramp up the positive. It's more effective in the long run. Giving compliments, a thumbs up and an overall positive classroom culture has been effective. My criticism is constructive but not critical. E. Building collaborative relationships 1. I think it's important to create learning partnerships with students. I want them to have opportunities to build relationships which are so important in a college environment. Students are more likely to become active learners when I build these partnerships. This is most effective in the long run because it can help them in their future careers as well.

If you had a conflict with a colleague in your discipline or department. What steps would you take to resolve the issue? Please refer to an actual example in your past if one is relevant.

A. What steps would you take to resolve the issue? 1. First I would want to get clarity on what the disagreement is. I want to get as much information as possible so I understand what the issue is 2. Then I would want to work on establishing a certain goal 3. Third I would want to find ways to meet the common goal. B. Refer to an actual example or one that is relevant. 1. One disagreement that came up was with a coach on a speech and debate team. I was working for one school that had a lot of coaches. Some students were not sure who to pay attention to because at times coach advice would contradict one another. In order to fix this we decided on a coach in charge for specific events. All other coaches ideas or suggestions but ultimately, there is one captain to the ship and one person you should be listening to.

Describe and give examples of how you and your students use technology in the classroom.

Absolutely! Let's talk about how technology plays a role in my classroom and how both my students and I utilize it. 1. The silver lining from teaching remotely is that my online courses have vastly improved. I have online only courses in Public Speaking, Interpersonal Communication, Argumentation and Oral Interpretation.a. I have designed courses for all learners by creating an environment that usable, easy to navigate and accessible for everyone.b. I believe it's important to employ equity minded practices. Because textbooks may be more difficult to come by for some students I think it's important to provide them with e-books so they can easily download the literature that they need.c. I think it's also important to familiarize yourself with digital conferencing software, strategies for enhancing digital content through PD and trying to replicate in person instruction as much as possible.d. I have a course website designed specifically for my communication courses in the event Canvas goes down. Sometimes Canvas is just not working and students still need to be able to access the course content. Interactive Presentations: I leverage technology to create dynamic and engaging presentations. Instead of relying solely on traditional slides, I incorporate multimedia elements such as videos, interactive quizzes, and online simulations. These tools help capture students' attention and facilitate a deeper understanding of the subject matter. Online Resources and Learning Platforms: I make use of various online resources and learning platforms to supplement classroom instruction. These resources include educational websites, digital textbooks, and interactive modules. By providing access to these materials, students can reinforce their learning outside of class and explore additional content related to the subject. Collaboration and Communication: Technology enables seamless collaboration and communication among my students. I encourage the use of online discussion forums, collaborative document editing platforms, and communication tools like instant messaging or video conferencing. This fosters active participation, allows students to share ideas, and promotes a sense of community within the classroom. Digital Assess

What type of volunteer work have you done?

I have volunteered with organizations like campfire USA, hearts for youth and have also participated in food drives.

Apart from classroom instruction, what are the professional obligations of a faculty member to the department and the college? How do you see yourself for filling these obligations if selected for the position? PICS MF CAECA

I'm really thankful for the opportunity to work full-time because it has given me a deep understanding of the expectations and responsibilities that come with being a full-time faculty member. As a full-time faculty member, there are several key aspects to consider: Collaborating on Curriculum: This means actively participating in assessing and developing curriculum choices, as well as evaluating student learning outcomes and the associated assessments. Instruction Enhancement: It's important to work closely with colleagues to find ways to enhance instruction across all courses, constantly striving to improve the learning experience for students. Course Material Selection: Taking part in the selection of course materials for both in-person and distance education classes is another vital aspect of the role. Professional Development: Engaging in continuous professional development activities is crucial for staying up-to-date with the latest teaching methodologies and ensuring a high level of expertise. Student Support: Providing students with access to your expertise through office hours is essential for their success and development. Committee Service: Being an active participant on various committees within the college helps contribute to decision-making and shaping the academic environment. Flexibility in Teaching: Being adaptable and willing to teach a variety of courses, whether during the day, evening, or online, is a valuable trait of a full-time faculty member. When it comes to fulfilling these obligations, here's how I see myself meeting them: I have prior experience in student assessment, having worked with pre-assessments, mid-semester assessments, and post-assessments. Additionally, I have collaborated with colleagues in my department to develop curriculum choices and set goals for our department. Collegiality is important to me, and I have received positive feedback from my committee and colleagues in this regard. I strive to be a supportive and cooperative team member. I go beyond the required professional development hours to ensure I stay current and continually enhance my teaching skills. I strongly believe in making myself accessible to students, and I do my best to be available to th

Please tell the committee about your background in speech communication and why you are applying at this college in particular?

I. Intro A. First off, I just wanted to say a big thank you for taking the time to meet with me today. I've been really looking forward to this interview, and I'm genuinely excited to chat with you about why I believe this position would be a perfect fit for me. B. You see, I have a ton of experience as a colleague and educator, and my passion for teaching communication studies is something that truly sets me apart. I can't wait to dive into all the reasons why I know I'd excel in this role. II. Background A. Let me give you a little background about my journey so far. I've been working as an educator for almost two decades now, and it's been an incredible experience. Throughout this time, I've had the privilege of working with a diverse group of students, which has helped me become a better leader and a more culturally responsive instructor. B. Over the past ten years, I've primarily taught at the community college level, with a mix of full-time and part-time positions. I take great pride in the reputation I've built as a flexible, adaptable, and highly passionate communications instructor. I've taught a wide range of courses, covering topics like oral communication, interpersonal communication, public speaking, argumentation, voice, and articulation. Additionally, I'm actively involved in professional development activities and constantly strive to create a culturally responsive learning environment. III. Why Here? A. Now, let's talk about why I'm particularly drawn to this college. It's important to me that our values align, and fortunately, I see that they do. 1. Firstly, I deeply appreciate that this college recognizes equity as a matter of social justice. Closing the equity gaps and making college more accessible and fair for all students is a top priority for me too. I actively employ practices like Zero Cost Textbooks (ZCT), contribute to scholarships, and provide employment opportunities for my students. 2. Secondly, I genuinely want to work with a college that truly understands and values the benefits diversity brings to education. Many places I've worked for in the past have claimed to prioritize diversity, but it's through their actions that I can tell if they genuine

How do you incorporate diversity into your classroom assignments and lectures?

I. That's a fantastic question! Incorporating diversity into my classroom assignments and lectures is something I'm truly passionate about. It's important to create an inclusive and engaging learning environment that celebrates the diverse backgrounds and experiences of our students. Here's how I make it happen: A. Growing up in a diverse community has taught me the value of adaptability, and I'm proud to say that I've successfully adapted to the needs of a diverse student demographic over the past eight years as a community college instructor. Students have consistently expressed agreement with my approach. B. One method I use to incorporate diversity into assignments is through a cultural narrative project. I ask students to share personal stories of when they were stereotyped based on their culture. This assignment opens up discussions about race, ethnicity, and the impact of stereotypes on individuals. It allows students to reflect on their own experiences and fosters empathy and understanding among classmates. C. In my lectures, I make it a point to highlight diverse voices and role models. For instance, I often discuss influential figures like Malala Yousafzai, Greta Thunberg, and Oprah Winfrey. In the past, I realized that my examples tended to be predominantly male, such as Abraham Lincoln, Gandhi, and Martin Luther King Jr. To address this, I've actively made a commitment to diversify my content, including more ethnic and gender diversity in the examples and stories I share. D. Recognizing that students have diverse learning styles, I understand the importance of taking varied approaches to support their needs. As someone who experienced learning challenges, including being dyslexic, I empathize with students who face similar obstacles. My personal journey has instilled in me a strong work ethic and the ability to connect with students who may require different instructional methods. I strive to provide accommodations, create a supportive learning environment, and offer alternative approaches to help students with diverse learning styles thrive. II. By incorporating diversity into my classroom assignments, discussions, and instructional approaches, I aim to foster an inclusive space where students fe

1. Discuss your approach to helping nontraditional or underprepared students including the use of support services.

Nontraditional students are increasing in colleges and universities. I have noticed that a more diverse population of students is entering into college. Some students are adult learners, parents, even senior citizens, and part-time students. These students should be allowed credit for non-academic activities, flexibility in policies and procedures, and resources specific to their needs. These students need more online learning opportunities. 1. Understand What Nontraditional Means Being. They may have a GED instead of a high school diploma. They may have financial difficulties or restraints. For example, they may have to work full-time or take care of a child at home. 2. Offer Hands-On Education in the Real-World. Many nontraditional students attend college to boost their careers, or change their careers. Providing hands-on education opportunities might increase enrollment for nontraditional student engagement. 3 Consider Time Accommodations. Nontraditional students are faced with circumstances that are out of their control. They might have a child that becomes sick right before they come to class.. You can extend due dates. 6. Allow for Flexible Learning. Online learning.

Choose a speech communication course such as argumentation, public speaking, intercultural, or interpersonal communication. When you teach that course, what is your favorite concept, and what is the most challenging to teach?

Sure thing! Let's dive into it. A. Favorite concept When it comes to teaching, my favorite concept to cover is the informative speech assignment. This is where students start to grasp the importance of structure, proper source citation, and the development of their delivery skills. It's a crucial stage where they learn to put everything together, and it's incredibly rewarding for me to witness their growth during this process. B. Most challenging Now, let's talk about the most challenging concept. For me, it's certain aspects of the Toulmin model. Teaching and explaining the broader concepts like claim, grounds, and warrant come naturally, and my students grasp them quite well. However, when we delve into the additional considerations such as backing, qualifiers, and rebuttals, I find it more difficult to articulate and convey the nuances effectively. While these aspects aren't absolutely necessary for a basic understanding, I do my best to introduce them. Ultimately, if my students grasp the broader concepts, I feel like I've done my job. As an educator, I thrive on the challenge of teaching new courses and concepts because it allows me to continually learn and grow alongside my students. So, there you have it! The informative speech assignment is my favorite, and although certain aspects of the Toulmin model can be challenging, I embrace the opportunity to expand my knowledge and share it with my students.