Observation Process All adjunct faculty at College of DuPage take part in the observation process and newly hired adjunct faculty will be observed within their first year of teaching. Our office will contact you to set up a day/time to observe your course and will ask that you confirm the observation with us. The observation steps are outlined below and we have also included detailed observation instructions for your convenience. Pre-Observation Steps Once the observation has been confirmed, you can complete the Pre-Observation form. The Pre-Observation Form invites you to articulate your classroom objectives and methods of assessment and provides the observer with a sense of what your priorities and intentions are. The form is expected to be shared with the observer no later than 24 hours prior to the observation. Observation For face-to-face, hybrid, and courses with virtual class meetings (VCM), the observer will arrive to your class before the start time. The observation lasts approximately 50 minutes of class time, regardless of the length of the class. For asynchronous courses, (NET) the observer will indicate the time frame where they will be logging into your Blackboard course shell. The observer will complete a report assessing various teaching and learning strategies. Post-Observation Info After the observation report has been released by the observer, a post-observation conference will be scheduled at your convenience. The Adjunct Faculty Support (AFS) office will host the conference. The Dean and department chair/coordinator is invited to the conference. The purpose of the conference is to have a supportive, constructive conversation about teaching effectiveness. An additional intended outcome of the conference is for adjunct faculty to identify professional development goals with continued support from the division and AFS.

Accomplished Adjuncts Welcome to our new page, Accomplished Adjuncts! Each month, we will feature our awesome adjunct faculty members and the notable things they accomplish throughout the year school year. Please read on to view what your colleagues have been up to and join us in recognizing this month's Accomplished Adjuncts! Bonniejean Alford , Sociology, was recognized as 2022 NEA Higher Educator of the Year Sarah Magin , English, was the winner of the 2021-2022 College-Wide Outstanding Adjunct Faculty Award and her achievement will be recognized at this year's commencement ceremony. Jen Propp , English, was a finalist in the Boston Screenplay Awards for her short screenplay, Party of Four Aaron Bartolome , Philosophy, published his article, " Private evidence for atheism " in the journal, Religious Studies Kimberly Groves , English, was accepted into Michigan State's Doctoral Program for Rhetoric and Writing and was awarded a Fellowship opportunity as well Wendy Throup-Pavlick , Student Success Counselor, completed a Lifestyle Medicine for Coaches course, earning a Lifestyle Medicine Coach certificate through the American College of Lifestyle Medicine Elizabeth Moxley , Nursing, received a fellowship from the Preventive Cardiovascular Nurse's Association David Rokos , Motion Picture/Television, began a new job as Senior Video Editor at Argonne National Labs Christy Carter , Communication Arts, completed a year-long Social Justice and Leadership certificate Melissa Victor , Cosmetology, in addition to her other accomplishments , is graduating this spring with honors with a bachelor's in Business Applied Management from Northwood University Chris Baker , Philosophy and Religious Studies, published a book chapter and has a book coming out next month Elizabeth Kowal , Hospitality & Tourism, in addition to her other accomplishments , earned her 5 year service pin from COD Janet Nogowski , English, completed and received ACUE certification Elizabeth Shaffer-McCarthy , Biology, contributed a chapter to a book and has authored three virtual laboratories for Pearson: Protein Structure and Synthesis, Genetics, and now Cells Carol Nemecek-Kowalski , American Sign Language, received an award from Deaf Women United as Deaf Women United Herstory Honor March 2022 and become an honored member of the Hall of Fame as a Civic Leadership at Illinois School for the Deaf Association Alumni Jim Martincic , Music, among other accomplishments , received the Voice Over IP Telephony Specialist and Internetworking Technician certificates from COD

Student-to-Student Engagement in the Classroom Creating opportunities for students to connect with one another in the classroom fosters a sense of community and also lays groundwork for developing communication skills that are essential for future coursework and the professional world. Below are ideas from fellow adjunct faculty members that you may already be doing or enjoy trying out. Since my course was a hybrid format due to COVID restrictions, I found a great online tool, called Padlet , which I used throughout the course as a weekly assignment for self-reflection. Each student posted their thoughts on how they felt their clinical week was going, and had the chance to read and respond to their peers posts. The sharing of self-reflection and self-assessment of one's own progress, I believe truly helped the students to feel connected as a cohort, and provided a group activity space to unify individual learning experiences "as a whole" and celebrate their growth of knowledge and skills. -Susan Alliss, PTA, BA, CSCS, Clinical Education Coordinator/Instructor, Physical Therapist Assistant Program At the beginning of the term each student shares 1 book, 1 song, 1 TV show, podcast et al they think each other should know - then by midterms they share with the student their post-thoughts. They quickly find 'shared' connections they didn't think they had initially, even with the group share list.... -Sue Lafferty, PhD, Adjunct Faculty, Humanities I enjoy promoting student-student engagement at the beginning of the semester by having students interview one another and then presenting their partner to the class. This works well in both virtual and face-to-face environments. I also try to model Kagan Strategies in class, such as Think-Pair-Share. This allows students to learn different cooperative working strategies while practicing them with a partner. -Megan Wilson, Ph.D., Adjunct Faculty, Education I do many large group and small group activities, but perhaps my favorite activity is an exercise that teaches them the mindset for analytical writing. I split students up into groups where they analyze all the elements of four famous artworks to analyze meaning, the focal point, relationship to color, the lack thereof, placement, historical context, the message it provides, and if this image provides closure to the audience. This enables students to see how all of the pieces come together to form the whole. This helps to break down the process of analyzing their writing topics. Are they going to analyze a film, social issue, historical event, a poem, short stories, video game, television series, a sports team, etc.? What prevents all the parts coming together to make meaning of the topic? What works well to make all the parts come together that create success in the topic they are analyzing? This activity is fun and highly engaging! -Fonda Ginsburg, Adjunct Faculty, English Competitions. I use simulations where the students compete against one another. Some students really thrive. -Jason Reid, Adjunct Faculty, Business I’m a big believer in games as a teaching tool precisely because they force students to interact with each other, so I use them whenever possible. -Neal Heatherly, Adjunct Faculty, Speech Communication Having a little time left over during a VCM class to talk about interests or current events was a way to get students engaged. Break out rooms also worked. For online, I like to post a discussion board as a get-to-know-you board. -Dr. Katherine Cable, Adjunct Faculty, Anatomy and Physiology What I just discovered recently is to show past student success with a variety of students both male and female and different ethnic groups so students can identify. I give recommendations to students and they keep in touch and share their success stories. -Bob Burrows, Adjunct Faculty, Computer and Information Science I like to use media sources to engage students. For example, in Spanish class we may watch a fun music video and discuss not only the lyrics, but topics related to that particular artist's culture, etc. -Jessica L. Rangel, M.S., M.S.Ed, M.A., Adjunct Faculty, Spanish Thanks to everyone who shared ideas during Teacher Appreciation Week. We’d love to hear from others about how you create community and encourage students to collaborate with one another. Email us at oafs@cod.edu

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We appreciate the many contributions you offer your students and the institution. This space is devoted to your well-being and inspiration to practice self-care. The best gift you can give yourself is a calm, centered mind and a strong, flexible body. Explore simple ways to take care. Resources Meditation Group Courses & Events Meditation Art of the Brief Time Out Describe your image

The Superpower of Kindness by Kate Szetela, Manager, Adjunct Faculty Support I recently attended a World Happiness Summit where thought leaders from around the world offered evidence-based perspectives about well-being including Dr. Kelly Harding, author of The Rabbit Effect: Live Longer, Happier and Healthier with the Groundbreaking Science of Kindness. Dr. Harding’s research is inspired by patients she encountered who defied their diagnoses of serious illness –who are living life to their fullest- even thriving in many respects. So what do rabbits have to do with it? A groundbreaking study occurred accidentally the in 1970s when Dr. Nerem performed an experiment on genetically identical rabbits designed to learn how a high-fat diet impacts heart health. There was one group of bunnies that was significantly healthier than the others. They found that the researcher in charge of those rabbits was picking them up, petting them, and giving them love and kindness. A repeat study showed the same effect. Since then, scientific evidence is now proving what many would say is common sense – kindness and connection not only makes you happier but healthier. Educators play a significant role in boosting health. Dr. Harding found that for every one life saved by biomedicine, it seems as though education saves eight. One statistic suggested that not finishing a high school education was the equivalent of a lifetime of smoking. As teaching is often linked to a purpose or calling, there is increasing evidence that having a life of purpose and feeling optimistic can prolong telomeres that help us live longer and live better when illnesses come. Reference: Harding, K. The rabbit effect: Live longer, happier and healthier with the groundbreaking science of kindness. Atria Press.

All new adjunct faculty members must attend a three-hour orientation session as part of the onboarding process. These meetings offer a holistic look at what it means to work as an adjunct at COD, and allows attendees to explore tools they can implement in their classroom to engage their students. Specifically, each orientation meeting covers the following information: Responsibilities involved as an adjunct faculty member at COD Resources to support teaching practices and course administration Classroom management strategies in collaboration with peers Introduction to Blackboard basics Professional development opportunities Fun and learner centered learning activities For more information on the orientation process contact our office at oafs@cod.edu

Latest MAC Events At the MAC, a performing arts experience is so much more than just sitting down to watch a show. Since opening our doors in October 1986, the McAninch Arts Center has been focused on enriching our community with world-class entertainment opportunities that go beyond the stage. Along with offering the most diverse range of programming in the area, we pride ourselves on providing unique outreach & engagement programs before or after performances to enlighten and educate our audiences. These exclusive MAC Chats and Common Ground Conversations are unlike anything you’ll find anywhere else. Intimate experiences that take you inside the world of cultural and performing arts, and allow you to truly immerse yourself in the performance. Through lectures, Q&A sessions, demonstrations or interactive events, only the MAC allows you to connect with an artist and gain introspective into the event’s history, theme, story, or background. And they are just one more thing that sets the MAC a world apart yet still so close to home Take A Virtual Tour of the MAC