Faculty Collaboration in Health Sciences

Welcome to Faculty Collaboration in Health Sciences Please be respectful of your colleagues by silencing your phone. If you need to answer a call, please go to the hallway.

Conference Inclusion Statement We ask you to join us in creating a culture that reflects Access and Inclusion & Civility and Respect this week and in all aspects of our organization.

Presenters Brandy Lerman, MEd, LPC Amy Robertson-Gann, MS Houston Community College, Coleman College for Health Sciences Northwest Arkansas Community College

Helpful Abbreviations Houston Community College (HCC) Northwest Arkansas Community College (NWACC) Community College (CC) Health Sciences (HS) Clinical Instructors (CIs)

Perspectives Brandy Lerman, MEd, LPC Amy Robertson-Gann, MS HCC Coleman is a flagship CC in Greater Houston Area NWACC is the state s largest CC 20 miles from flagship R1 state institution Located in the heart of Texas Medical Center (TMC) 90+ percentile pass rate on credentialing exams Rivals 4-year programs for clinical placements

Presentation Goals Understand an operational definition of buy-in, and use it to cultivate trust and interdependence with faculty Improve intentional communication by using specific behaviors and dialogue that build rapport and bolster buy-in

Inside Campus Culture Take the Temperature Before Diving In

Faculty Demographics Tenure vs. Non-Tenure Unionized vs. Non-Unionized vs. Faculty Senate Full-time vs. Adjunct vs. Preceptors / CIs

Use Buy-In to Master Common Obstacles Adherence to program policy Dismissals from clinical & practicum sites Clarify understanding of accommodations Intentional precedent-setting Consistent documentation of program decisions Maintain educator role vs. clinical role Complaints and grievances Minimize liability Denial of accommodations Streamline communication

What Is Buy-In? Seek First to Understand Seek Second to Be Understood

Seek First to Understand Practice active listening Facilitate safe space Validate concerns (RE: essential functions) Identify expectations & desired outcome(s)

Seek Second to Be Understood Offer brief summary of similar obstacle(s) in the past Use we when describing legal obligations Provide educational bits about DS Provider responsibilities in ways that directly address concerns / misconceptions Meet faculty at the table and ask for help reaching resolution

Cultural Shift Toward Buy-In Faculty are not necessarily at fault for lacking ADA training in on- boarding & orientation They don t know what they don t know When we remind faculty that students are human, remember that faculty are, too Accept interdependence with fellow content area experts

Wrangle Complex Tasks As A Team How To Effectively Wrangle As A Team

How To Effectively Wrangle As A Team Establish buy-in Action items Pose questions to faculty Conduct differential diagnosis Dictating = bad Student conduct Determine completion timeline Curriculum design Classroom management Let faculty own timeline Program administration Be congruent with policies

Essential Functions: Getting Started Research Provide examples of model institutions used as references Transparency with Deans and Program Directors Gain support from President and Deans Develop specific timeline with multiple progress deadlines

Essential Functions: Getting Organized Psychomotor Skills: gross motor, fine motor, mobility, physical strength & endurance Cognitive Skills: critical & analytical thinking, safety Sensory Skills: observation, perception, interpretation Social-Behavioral Skills: communication, emotional stability, interpersonal skills, ethics & professionalism

Essential Functions: Hard Work Phone and in-person discussions Follow-up emails to document revisions Send notifications for each progress deadline as it approaches Request final approval from each Program Director Anchor a precedent for change by scheduling timeline for annual review

Essential Functions: Vocabulary Revisions Before After Read Observe See, watch Recognize, discern Hear Perceive Speak Communicate Feel Manipulate Move, walk Navigate, maneuver

Essential Functions: Vision Before After Category: Visual Category: Sensory Skills: Perception Standard: Use peripheral vision. Standard: Maintain awareness of peripheral space.

Essential Functions: Speech Before After Category: Communical Skills Category: Social-Behavioral Skills: Communication Standard: Give oral reports. Standard: Provide reports (e.g., about completed work to supervisor).

Essential Functions: Manual Dexterity Before After Category: Fine Motor Skills Category: Psychomotor Skills: Fine Motor Standard: Work with fingers (e.g., manipulate computer hardware, mouse). Standard: Key/type and otherwise operate common desktop computer accessories.

Essential Functions: Emotional Regulation Before After Category: Stress Tolerance Category: Social-Behavioral Skills: Emotional Stability Standard: Requires accepting criticism Standard: Recognize criticism and performance feedback as avenues for improvement.

What to Do and Say: Getting Started & Maintaining Collaborative Interests Review Handout

What Obstacles Do You Have at Your Campus? Discussion

Thank you! Questions? Brandy Lerman, MEd, LPC | brandwyn.lerman@hccs.edu Amy Robertson-Gann, MS | arobertsongann@nwacc.edu

Session Evaluation Please see session moderator for paper evaluation form or complete the evaluation online.