Workshop Information

When applying to the Adjunct Academy, an adjunct is registering to join a cohort—a community of learners—under the guidance of a trained facilitator. Cohorts are created according to the two location preferences indicated by applicants when they register. For example, it might be more convenient for an adjunct to meet at Eastside on Fridays. If enough applicants also want to meet at Eastside on Fridays, a cohort is formed. If there are not enough applicants, the adjunct might be assigned to his or her second choice, perhaps Central. Then, that applicant would be assigned to a cohort that meets at Central on Fridays.

These cohorts are not discipline specific—they are composed of adjunct instructors from every sector of the HCC community. The 2016 – 2017 six cohorts combine instructors from 33 different programs in workforce, academics, and continuing education.

Why cohorts? The cohort model creates networks and relationships. It cultivates a stronger sense of community and trust than when one meets with a different set of participants every week. Also, given the rich diversity of the HCC community and faculty, a cohort allows participants to hear deeply and interact, reflect and consider the divergent interests and backgrounds of fellow instructors. It enriches connection to the college and to colleagues. Given the itinerant life of an adjunct, it means a lot to see friends in the corridors and at the copy machines, to know who to go to if one has a problem or if one wants to share what he or she has tried in the classroom.

And, the Adjunct Academy wants to be as flexible as possible to ensure that participants graduate. Although adjuncts are assigned to specific cohorts, if a scheduling conflict or emergency arises, one can attend the same workshop with another cohort on a different date. For example, if one cannot attend Workshop 3 at Central on Friday, one can attend Workshop 3 with another cohort that meets on Saturdays at West Loop. 

The cohorts are led by faculty who have been trained at facilitating, not lecturing. They elicit “the lesson” through reflective and/or active exercises and group work that bring out the groups’ collective knowledge. They direct and show, not tell. Consequently, the workshops are dynamic face-to-face encounters that create a strong sense of community and connection among fellow adjunct faculty from a variety of disciplines.

Also, being taught by faculty, not administrators, creates a safe and relatable environment critical to achieving genuine reflection and revelation. No authoritative or judgmental entity monitors or evaluates. Adjuncts can speak and explore freely.

Equally important, the facilitator is “one of them,” an instructor. She or he currently teaches multiple sections and understands the dynamics of the classroom on a daily basis. Further, although the facilitator may be a full-time employee, she or he has experienced the “adjunct life.” Facilitators are chosen for their skill sets in teaching and learning as well as their ability to relate to and empathize with adjuncts.

From day one, Adjunct Academy facilitators mirror what they teach—they employ the techniques of engagement, reflection, discussion, and presentation that mark facilitated learning when delivering content to adjuncts. To instill these student-centered pedagogical practices, cohort facilitators effectively demonstrate—without saying so—how to do so in every “lesson.” Facilitators embrace the adage: to teach someone to fish, one should not hand over a fish, but show how to fish.

And, there are many ways to fish. Consequently, participants experience a student-centered course during workshops, providing them with many concrete, demonstrated methods to elicit engagement and deeper learning from their students. Steeped in the pedagogy of facilitating, rather than lecturing, Adjunct Academy facilitators personify the ideas they teach—walking the walk—making workshop sessions dynamic, interactive, participatory, and fun. Group work, discussions, and presentations, interspersed with videos and digital presentations, create lively and engaging sessions.

From Michael Ronan, 2016-18 Program Director: “Quite literally, through mirrored pedagogy, adjuncts experience the teaching methods and styles and classroom environment we hope they will later duplicate in their courses, ultimately and greatly benefiting student success.”