Investing in Learning Excellence

FACULTY ARE AT THE HEART OF STUDENT SUCCESS

At CLC, the mission is clear. Every student deserves an equitable, high-quality education. Behind that mission is a committed group of faculty who bring not only academic knowledge but also mentorship and care to students. To help them thrive, CLC is making significant, thoughtful investments in faculty success, giving them the time and tools to nurture their role as exceptional educators.

“It all comes back to teaching and learning excellence,” said Vice President of Education Dr. Kristen Jones. “CLC wants faculty who are culturally responsive, implement active learning strategies, and are pedagogically skilled. We are committed to providing opportunities for professional learning and encourage continuous improvement. All these things lead to the success of our students. We believe as a college that an investment in faculty is an investment in student success.”

EMPOWERING TEACHING AND LEARNING

CLC is committed to its teaching and learning excellence strategy, which is central to the Faculty Success Framework. By examining their teaching through data, participating in meaningful professional development and connecting academic support with classroom learning, faculty strengthen the learning experience for every student. CLC supports more than 220 full-time and more than 940 adjunct faculty members.

A STRONG START FOR NEW FACULTY

New full-time faculty begin their journey with an orientation designed to introduce them to CLC’s culture and values. This week-long orientation provides an overview of college systems and resources while offering time for reflection on teaching strategies. It’s more than a welcome session. It’s the beginning of an experience that helps faculty build community and navigate the path to tenure.

Support continues through the New Faculty Institute (NFI), a multi-year professional development program now in its third year of implementation. New faculty join a weekly seminar-style course focusing on teaching pedagogy, mentoring and support. In the second year, they complete the Association of College and University Educators course on Effective Teaching Practices and in their final semester, attend the Great Teachers Seminar and engage in a learning community with peers across disciplines. Faculty are provided three hours of release time from teaching during all semesters of NFI to allow them time to focus on reflection and learning.

Academic Director of Faculty Professional Learning

Dr. Page Wolf said, “It’s not just about compliance or checking a box. It’s about making space for deep reflection learning and growth as educators.”

This year’s cohort of more than 20 new faculty members includes instructors of nursing, early childhood education, English as a Second Language, library science and engineering. Although they teach different subjects, they quickly built a sense of camaraderie and collaboration. Many shared inventive ideas and effective teaching practices. The experience created an open, supportive environment in which faculty felt safe to ask questions and share strategies.

Michael Chapa became an HVAC instructor, after gaining experience working in the industry. He described how participating in the NFI was pivotal to his early success as an instructor, allowing space for questions, knowledge, instruction and camaraderie.

“We were a group of strangers turned friends, and I soon looked forward to our weekly meeting, knowing it would be an opportunity to get answers to the challenges I was facing that week,” Chapa said. “As with anything in life, you get out of it what you put into it, and I was lucky enough to be blessed to belong with an amazing group of peers and talented faculty.”

Business Administration instructor Marcus Morgan had a similar experience, “The genuine bonds developed during the institute led to an information transfer that was invaluable to all of us. Whether you were a long-time CLC adjunct, or someone who recently obtained an academic credential, the bonding that took place was paramount to our future as Lancers.”

“I am extremely grateful for an institution that invests so much in its faculty, who are on the front lines of impacting our greatest stakeholders – students.”

- Marcus Morgan

SUPPORTING ADJUNCT FACULTY WITH INTENTION

CLC is fortunate to have outstanding adjunct faculty who play an essential role in student success. The college makes a point to welcome and support these part-time instructors before the start of each semester. The orientation offers guidance on available resources and reinforces CLC’s student-centered values.

Adjunct Faculty Development Coordinator Selena Woods brings her experience as a former adjunct to the role of helping these instructors feel a sense of belonging and professional respect.

“We want every adjunct instructor to feel welcomed, connected and supported from day one,” Woods said.

“Whether you’re coming from a career in higher education or bringing valuable industry expertise, you’re not alone here. We walk alongside you, offering meaningful professional development, encouraging continuous growth and ensuring you have the tools to succeed. When our faculty feel valued and empowered, our students thrive too.”

Many adjuncts teach at multiple colleges in the region and consistently say that CLC goes above and beyond in welcoming them and supporting their work. This intentional inclusion is part of a broader strategy that benefits not only the faculty but also the students.

CREATING A CULTURE OF COLLABORATION

Faculty development is supported at the Teaching, Learning and Educational Technology Center, a gathering space for collaboration and support. It also serves as a hub for professional development, helping faculty reflect on pedagogy and stay updated on instructional practices.

By creating opportunities for faculty to connect with each other, CLC helps reduce isolation and foster a sense of community. These connections often spark innovation in the classroom as faculty apply strategies and ideas shared by their peers.

In addition to teaching responsibilities, faculty are active in committees and initiatives that serve the broader student community. Their contributions stretch far beyond the classroom and are grounded in a shared commitment to student success.

LOOKING AHEAD WITH PURPOSE

As part of a forward-thinking approach, CLC is developing dashboards to measure faculty engagement in activities directly connected to student success. Built on the Faculty Success Framework, this tracking method will measure multiple data points that serve as indicators of teaching and learning excellence. The purpose of the dashboard is to leverage data to optimize the connection between faculty success and student success.