NFE Reflections Sims 2007-8
From CTLpedia
MCC New Faculty Experience Reflections, Melinda Sims, English Department, Mesa Community College, mssims@mail.mc.maricopa.edu, 480-461-7637
My Teaching Philosophy
The start of each semester brings me true excitement over the opportunity to share knowledge and learn from the incoming college students. As I watch the class personalities take shape, I often marvel at how the input of mature adult learners, back row dwellers, or even “course survivors” shape the entire learning environment. While I subscribe to English Composition/ESL as my home base, I recognize the unique personas of each class and the general competencies they need to grasp academically and socially at Mesa Community College.
Upon asking the students their hopes, dreams, and aspirations on the first day of class, I am often amazed at the extensive array of plans they lay before me. Their future plans are enormous, but my present dreams for them are even grander. I try to help them to regain focus by embracing the here and now experiences which will affect their dreams of tomorrow. The development of a writer or English speaker occurs over a period of time. Likewise, the development of a quality college student experience needs to be nurtured and treated as a process. They see themselves as future nurses, entrepreneurs and computer engineers. I see them as future leaders in their field learning the fundamentals of personal expression, critical thinking, and decision-making.
My role in their learning process is three-fold. I encourage them to learn from their immediate campus, classmates, and their own individual voices. I believe they need to embrace their current personas before moving onto the next step in their master plans. As a result, the students are asked to look at their time at MCC as measured by their faithful use of gifts and talents. They are seen as full functioning college students with all the rights bestowed upon them. Their years here are not meant to be seen only as “pre-university time.” MCC is made up of the talents and efforts of all of us, but the heart of the campus will always rest upon the passions of the students.
As members of the classroom, they are encouraged to communicate with one another outside of class. Class time takes on various forms depending on the need for them to function as listeners, questioners, or discussion leaders for the day. As they learn the names of one another or search for familiar faces in the seats—-they truly begin to join a learning community. As they work cooperatively with one another or inquire about that missing group member—-they learn to move beyond their own personal agenda and appreciate others roles in their lives.
As their personal guide, I try to offer a caring spirit in the midst of academic flurry. It’s not a burden to find out why they were sick or how sad they felt at the death of a beloved pet. Entering their lives, even briefly, means accepting the responsibility of understanding the whole person. They freely choose research topics which previously made the taboo list at prior learning institutions. Their explorations reveal heartwarming and sometimes tragic experiences. When the curious ones ask me about my expectations on that first day of the semester, I simply ask all of them to do their very best in everything they do. In turn, I say a little “thanks” up to heaven for those students who oblige me and make the learning experience their own. Perhaps my message didn’t fall on deaf ears after all.
Reflection on Scholarly Teaching and the Scholarship of Teaching and Learning
Prior to working at a community college, it had never occurred to me that there was a field of scholarly teaching and learning. My limited knowledge of community colleges only considered the distinction between community colleges and universities based on research. Research was something which was conducted primarily at universities and teaching remained the focus at community colleges. Now I recognize the valuable ways in which community colleges contribute to this relatively new field. Laurie Richlin’s book Scholarly Teaching and The Scholarship of Teaching & Learning should be bedside reading for all of us in higher education.
Understanding of MCC Culture Gained through NFE
MCC’s culture is a difficult thing to pinpoint exactly. At a district level, I have specifically observed that those who enter the district never leave. The minority faculty members have especially glowing comments for the Maricopa Community College District. I don’t want to sound too biased, but I really believe that there is something special about Mesa. It probably doesn’t hurt that President Bush visited our campus in 2004. It also doesn’t hurt that our college has such a major impact in the community due to its size and extensive program offerings. At best, I can describe Mesa in contrast to other local institutions. Overall, MCC has a laid back air about it. The pace on campus is moderate and comfortable. Students soak up the sun and willingly partake in the flow of activities and events offered under the bell tower. MCC is not overly commercialized. You get the sense that you are entering a different world the moment that you step onto campus. Especially appealing to me is the room for academic freedom and the professionalism of the staff. MCC makes the assumption that their faculty members are professionals and they follow that notion up by treating them like adults. As adults, we freely make decisions on behalf of the campus, students, and our own professional development. Working with other faculty members and staff on campus continues to be a delight. Despite recent negative press, Mesa has withstood the test of time in the valley. When I run into members of the community and I mention that I work for Mesa, I often hear many favorable comments about their prior educational experiences. Overall, I appreciate Mesa for its comfort, openness to personal expression, and the relaxed pace it offers in a frantic world.
Impact of NFE on my Approach to Teaching
NFE provides excellent resources for the new faculty members. I can’t say that I have had a chance to fully integrate the best of the ideas into my classroom yet. Often summers mark the opportune time for me to filter through my notes and consider how I want to retool myself. This coming school year I will focus on enhancing my technology skills inside and outside the classroom. NFE steered my colleagues and I in the right direction in terms of knowing where to go for help and in recognizing the importance of a professional presentation of oneself. NFE’s materials and college resources have set me in the right direction for personal and professional growth.
Reflection on my Experience in the NFE Community
NFE created a great non-threatening environment for our group. I especially enjoyed the opportunity to reflect on the words of Parker J. Palmer. The presentations done by my colleagues opened up internal dialogues which traditionally don’t reach the surface in a group setting. After our monthly meetings, I often went home and honestly considered how to create learning environments for personal expression. In the same manner, NFE gave me permission to allow my full personality to come forward. Comfortable environments encourage unrestrained dialogues and development.
Reflection on My Future as a Member of the MCC Community
Don’t cry because it’s over, smile because it happened. –Dr. Seuss
I believe the words of Dr. Seuss appropriately fit my particular situation at MCC. I am proud to say that I have come to the end of my OYO position within the English Department at MCC. Now, as the end approaches, I can look back with satisfaction in a number of areas. Having a full-time presence on campus meant that I also had an entirely different relationship with students. My office to the entrance of the English Department proved to be non-threatening enough for many of my students to pay me a visit on more than one occasion. I continue to enjoy working with the students in a variety of settings.
As I resume my role as an adjunct faculty member, I feel I have gained a better appreciation of the role of faculty members on campus and a better understanding of how a Ph.D. fits into the everyday life at MCC. While attending committee meetings, I observed the valuable dialogue and decisions made by groups of concerned faculty and administrative staff. Up until now, I wrestled with the true necessity of a Ph.D. within a community college setting. Now, I can clearly see how appropriately the added degree enhances not only the individual but also the college at large.
