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Summer Projects are faculty professional growth opportunities, experiences and activities that enhance your professional knowledge and expertise that occur during the last day of faculty accountability in the spring and the first day of faculty accountability in the fall. There are a myriad of possibilities including research such as:
- participation in seminars, conferences, workshops or professional meetings related to your field/discipline or teaching responsibilities
- work/field experiences
- academic/scientific research related to your discipline or to the educational field
- education and technology related workshops
- academic coursework
- training, including self-paced tutorials
Examples might be learning to use a software application, summer work experience, learning to use different technologies, and visiting museums and other historical sites around the world. You may also take upper or lower division courses. All lower division coursework require a letter of support from your Dean of Instruction. Online workshops and academic courses can be face-to-face, online or hybrid. If you have an idea, discuss it with your FPG representative. There are many types of possible projects of which only a few have been mentioned. See the collection of examples of Summer Projects on the FPG website at http://www.mcli.dist.maricopa.edu/fpg/projects.html
Board approved, residential fulltime and part-time faculty are eligible. (One Year Only (OYO), One Semester Only (OSO), retired, and adjunct faculty are not eligible for FPG Summer Project funds.). Summer Projects are competitive and there is limited funding. Summer Project pays faculty 1) an hourly salary and can include 2) reimbursement of registration fees.
Any activity which is directly connected to your standard teaching obligation or contractual responsibilities cannot be considered for professional growth. These activities might include department or articulation meetings, accreditation work, curriculum or instructional materials development and other standard responsibilities. See the FPG listing: http://www.mcli.dist.maricopa.edu/fpg/projects_types.html
Overview of the process: http://www.mcli.dist.maricopa.edu/fpg/projects_steps.html
- Complete the online summer project application form.
- Include other information that supports the summer project, such as conference, and workshop brochures.
- Submit your proposal electronically for review, making changes based on your representative feedback.
- Once your proposal is reviewed and your representative deems it ready for submission, submit your application form online,
- Copy and collate 11 copies of the application form with corresponding documentation.
- Submit these 11 copies to your FPG representative, prior to the due date. The final draft of your Summer Project proposal is due by 3:00 PM the first Friday following Spring Break.
The FPG representatives reads and evaluates your proposal, but do not evaluate proposals from their own campus. However, they can provide information and answer questions about your proposal, which is a major reason you want your FPG representative to understand and aid you as you develop and write your proposal. Proposals are ranked numerically 100% through 0%. Proposals scoring less than 80% are not funded. Funding of proposals progresses from 100% through 80% until the funding is depleted. The last three years' funding has been depleted before reached 80% was reached.
At the conclusion of your project, and prior to September 30th, a Summer Project report is required. The report serves as the dissemination and closing tool for the project (http://www.mcli.dist.maricopa.edu/fpg/projects_report.html ).
Several faculty who were funded for a 2004 Summer Project were asked to share their thoughts about their Summer Project experience. A few SP testimonials:
Marilyn Cristiano, Scottsdale Community College, Communications
My summer project focused on learning to use the new iLife04 software (iPhoto, iTunes, iMovie, GargageBand, and iDVD) to take my use of multi-media to teach Public Speaking (COM 225) to a new level. I learned to use photos, music, and video to enhance my lectures, and as a consequence, I will be able to inform my COM 225 students on the endless possibilities of incorporating multimedia into public speeches.
Marilynn's FPG representative Dr. Tom Butler was a terrific help giving her ideas for the proposal and meticulously editing it. She wants to encourage other faculty to apply for a summer project, making sure you follow the proposal instructions and get help from your Professional Growth Representative. It's a wonderful thing to be paid to learn.
Marsha Segerberg, Chandler-Gilbert Community College, Biology
The focus of my month-long summer project (Summer 2004) in the laboratory of Dr. Ronald Lukas at Barrow Neurological Institute (BNI) in Phoenix was to prepare to bring a new electrophysiology technique to the lab, specifically single-channel recording from genetically modified, cultured cells. My role was to modify the existing instrumentation and get everything in proper running order for carrying out the new experimental procedures.
To those interested in a summer project, Marsha says "Do it! It is an invaluable opportunity to advance professionally and stay current with the latest findings in your teaching discipline. My summer project has opened doors that were not previously open to me. I am actively engaged in carrying out experiments that will lead to the publication of our findings. My anatomy and physiology students benefit from knowledge of cutting edge research science that I acquire in my association with this world-class institution and its leaders in the fields of neurobiology and neurology. In addition to the above described benefits, my affiliation with BNI has enabled me to provide access to clinical and research experiences to my students as well as to all interested faculty, staff and administrators at CGCC.
Emi Ahn, Mesa Community College, Foreign Languages
Emi attended two conferences: the CALICO (the Computer Assisted Language Instruction Consortium) Annual Symposium at Carnegie Mellon University and the 6th Annual WebCT User Conference in Orlando. The CALICO symposium provided Emi with the most updated information on technology use in foreign language teaching, while the WebCT User Conference taught her how to be a more effective online teacher who uses WebCT as a course management tool.
When asked how she felt about summer projects, Emi said, "I think the SP is a great opportunity for faculty to grow professionally. Since I am extremely busy during the regular semester, summer is the only time when I can concentrate on improving myself as a teacher, and I am certain many other faculty feel the same way. Opportunities like this really enrich our professional life! Although I know I will continue to grow as a Japanese online teacher, I feel I made improvements."
Ilene Borze, GateWay Community College, Nursing
The purpose of my SP was to increase my knowledge of new treatment modalities that were utilized today in treating mood disorders such as depression and mania. I visited several mental health facilities in the valley that offered different therapies for mood disorders. I worked with various members of the mental health team, attended in-service training of various new treatments, participated in patient intake and interviews and observe actual treatments used in the severely depressed. My nursing background is not in mental health and I was not able to provide my students with the necessary information they need in the clinical area and in my Pharmacology lectures. Summer is an excellent time to renew and update knowledge as well as explore the new.
Sandy Zetlan Estrella Mountain Community College, Biology
The goal of my summer project was to understand more about the anatomy of plants by learning how to draw plants, and in particular how to rapidly sketch their general structure while doing fieldwork. So, this summer I took 2 Botanical illustration classes at the Bronx Botanical Garden, as well as reading about drawing techniques, and studying and sketching plants in the field.
This turned out to be a rather challenging project. First, I am really not an artist, but a scientist. I was surrounded by artists in my botanical illustration classes, and it really was quite intimidating. It's been awhile since I was the slowest student in a class! I was around people who learn through seeing and drawing what they see. I learned to slow down, look, and really see what was there, which is a very useful skill in the sciences. The whole experience made me re-evaluate some of the group activities I have in my anatomy classes.
Sandy's advise to faculty interested in a summer project: think of something you really, really want to do, and then devise a project that will give you some real professional growth. As I develop my ideas, the main questions in my mind are, "If I were on the FPG committee, would I give me this summer project? What can I do to convince them that this project is important and viable"? Give yourself more time than you think you need to mull it over, and make the personal contacts with people you intend to work with on your project.
Patricia Zaccardo, Phoenix College, English and Tai-Chi Instructor
I studied T'ai Chi and Chi Kung with Grand Master Ru Hu Zhu in San Francisco. The forms and new information helps me teach T'ai Chi courses as well as giving lectures and workshops. I decided on the topic because I had already planned to work on T'ai Chi throughout the summer. This allowed me to add another dimension to my studies. My students in T'ai Chi and participants in workshops (ASL, Alternative Medicine classes) have benefited by what I learned. For example I now have information and exercises on how to deal with carpel tunnel for the ASL students. I learned a great deal by studying one on one with the teacher. That was a rare opportunity.
Mark Nielsen, South Mountain Community College, CIS
My project was a study of the basic configuration skills needed by Cisco Certified Networking Associates (CCNA) - specifically familiarizing myself with the labs in the new Cisco sponsored curriculum (version 3.0).
When asked how he chose the topic, Mark replied, "I specifically looked for a topic with a direct relationship to my teaching position. Completing these labs was exactly what I needed." Mark suggests carefully choosing a good topic and then spending the time to write a quality proposal. Have someone else proof read it for you - THEN take it to your SP campus rep so they can check it for you too.
Mark feels this project had a tremendous affect on him professionally 1) making him more confident in his ability to answer questions about configuring Cisco devices with students and faculty; and 2) making him a better faculty member and resource to SMC's IT staff.
Jed Allen, Phoenix College, English
My summer project focused on exploring poetry from non-Western countries, particularly African and Arabic-speaking (language groups often overlooked in the Western hegemony), as well as the discipline of "ethnopoetics." I chose this topic based on my own vocation as a poet, and because my classes increasingly includes students from African nations and the Middle East.
Jed shares that summer projects can be a great help in personal development. In this case, his research has deepened his knowledge of and interest in these alternative cultures, and contributed to his belief that we need to develop our students to be citizens of the world. Exploring those poetries has given Jed many ideas for his own writing, and new material for creative writing classes. Jed is charged and already developing two ideas for summer projects.
Darby Heath, Chandler-Gilbert Community College, Sociology
Darby has told her FPG representative that her SP impacted her immensely both professionally and personally. Darby's summer project examined the applicability of brain research to life-long learning. The project included (1) preparation prior to the conference: reading, annotating and responding to four required books; (2) attending the conference, "Brain Research Training for Trainers," and (3) an informal presentation to CGC faculty in the fall of 2004. "My research interest is to link biological and neurological brain research (hard science) to the anecdotal knowledge we as instructors share and experience when our students are actively engaged and real learning is taking place."
Darby says . . ."this project has made a definite impact on me as a professional educator and life long learner. The information has assisted me in redesigning several lectures, assignments and general approach to course content. At the beginning of the semester I walked my students through the basics regarding brain research, how the brain learns and the physiological changes that occur in the brain as we learn information. This discussion not only informed them as to why certain assignments are structured in a particular way, it also gave them the opportunity to buy into their own learning. It has been extremely exciting for all of us. As we cover material, the students are asked to create cognitive schemas, find the links to other information, implement various methods of encoding the information and discuss how their brain is developing due to their participation in this course. The overall result of their first exam was noticeably improved compared to the first exam results in previous semesters for the same course."
Karen Conzelman, Glendale Community College, Athletics
This project allowed Karen to study relevant aspects of coaching theory and sports psychology, interview and observe master coaches and their athletes in various venues, and to identify applicable strategies used by coaches and attempt to integrate them into the classroom. This alternative vantage point on motivation and instruction gave her new insights into the teaching and learning process.
Karen says, "I tend to be someone who concentrates my efforts on projects whose objectives are totally student-focused, and lose sight of the need for my own continued intellectual exploration and growth. A summer project is an opportunity to try something that will allow a faculty member to evolve professionally." One's personal development objectives are a significant element of the SP application and an important criterion used in funding decisions.
Karen feels the district's FPG program encourages "thinking outside of the box." "While many of my peers seemed rather bewildered about the relevance of my proposal to my faculty role, the summer projects committee was very supportive." Karen makes a valid point in that taking advantage of the summer projects program affords faculty the chance to reconnect with their enthusiasm for their discipline and/or their intellectual curiosity. These opportunities for personal renaissance help to foster a culture of inquiry and innovation rather than stagnation among our faculty and encourage the sustenance of a vital and stimulating intellectual environment within the district. "
Pamela Rogers, Phoenix College, ESL
The purpose of this project was to find out how Southern Sudan people learn their first or tribal language and to use this information to improve the ESL learning experience for our PC students. The research focused on how the Southern Sudan population learns to read, write, and communicate orally (the literacy rate nationally is 20-27%). This project was professionally valuable to me because it provided the time and opportunity to focus on one learning/teaching issue that has caused concern for me and for my ESL colleagues at Phoenix College
This research has allowed me to develop a summary of the education process in Southern Sudan. After the study, I was able to create basic guidelines or teaching techniques (tips) and handouts for ESL teachers who have faced similar instructional dilemmas.
This was my second attempt at writing this grant on this topic. The first summer my grant objectives and outcomes were not clear and I think my proposal was too "product" oriented. I highly recommend meeting early in the process with the campus representative. To write a complete and concise proposal takes time and assistance, so prepare to draft several times. In addition, when conducting the summer project, also make time to adhere to your proposed schedule so you don't lag behind. For me, I love to study, so I would love to have a SP each year. I was extremely fortunate to be compensated for work I love to do.
Charles Hulihan, Glendale Community College, Music
My summer project involved reading, playing, and cataloging a large collection of 19th century guitar music housed in the Royal Library in Copenhagen, known as the 'Rischel and Birkett-Smith Collection'. The music is not organized or catalogued in a manner that made find a specific piece feasible. Prior to deciding on a topic, I wrote the first draft of the proposal after reading through prior year projects and getting a feel for what types of proposals had been successfully completed in the past. My campus FPG representative helped me refine my ideas, clarify my text, and strengthen my proposal.
Charles suggests that faculty speak to their campus representative, read through prior summer projects, and start with an outline of what they propose to do.
Charles describes his project as musically rewarding, academically inspiring, and personally enjoyable. He further shares that, "For a musician, being funded to do what we enjoy doing is very satisfying and validating. I was able to identify student pieces to use for instruction. I am now familiar with a large amount of guitar music suitable for their levels. Because of the exposure, several students are performing this music and have been enlightened to the joys of discovery." He looks forward to next years call for proposals.
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