March 2004
Teaching in CEGEP - SUMMARY
TEACHING in CEGEPS
This is a summary of the Information Session held on March 17, 2004.
Presenters:
J. Terrance Brennan – Dawson College
Maybel Garneau – CEGEP St. Laurent
Karen Davison – Marianopolis College
Tom McKendy – John Abbott College
Catherine Sidorenko – John Abbott College
What is CEGEP?
CEGEP is a type of educational institution unique to Quebec. CEGEP stands for Collège d’enseignement général et professionel - College of General and Vocational Education (pronounced see-jip or say-jep).
CEGEPS have two types of programs, pre-university (which prepare students for university) and vocational (which prepare students for the work force).
Students in the pre-university stream, finishing secondary school after Grade 11 (Secondary V), attend CEGEP for two years. These students can choose from a variety of provincial government-established courses of study including both required courses and options.
CEGEPs also offer vocational programs (also called “technical” or “applied technology” programs) of two or three years where students learn theoretical and applied skills to prepare them for a technical career after graduation.
Successful completion of a pre-university program at CEGEP results in the granting of a provincial government-issued diploma, the DEC or Diplôme d’études collégiales.
CEGEPs vary from large, free public institutions serving thousands of students to small, expensive private ones.
Part I
Speaker: Terrance Brennan – Dawson College
J. Terrance Brennan spoke about how the average age of CEGEP teachers is about 55 and over, and that many teachers may be retiring soon. The island of Montreal expects a 14.7% increase in students between now and 2012. Mr. Brennan suggested that there may be a time soon when demand for teachers will increase, particularly in the sciences (math, chemistry, biology, physics).
PartII
Maybel Garneau – CEGEP St. Laurent
Meybel Garneau spoke about the qualities that are expected of a teacher in CEGEP.
These include:
1) Competence. A teacher must have solid education and training, and be willing to engage in continuous study.
2) Humility. A teacher must understand that his/her subject is not the centre of the world, and must try to make courses more interesting to students who may not be making a career in the subject they are studying.
3) Ability to communicate. This involves an ability to clearly communicate the subject matter to students, encourage participation and interaction between students, and explain abstract principles using concrete examples. If necessary, a teacher should be willing to take a course in educational psychology to improve his/her teaching skills. Teachers should also be open and willing to communicate with their colleagues to exchange teaching tips and tricks.
4) Being attentive to students. This includes being receptive, caring and finding out what motivates students to learn. A teacher must be willing to talk with students and listen to what they have to say while being respectful of students’ unique perspectives. A teacher must be able to discuss class material both inside and outside the classroom. A teacher must be supportive and cordial to students, and care about what they don’t understand of the class material. A teacher should know all his/her students names by the end of the semester, though this is not always easy.
5) Organized and Honest. Students can tell immediately if a teacher is not organized or prepared for a lecture. A teacher’s methods must be predictable; teachers should clearly state the objective of the class and stick to the class outline. Teachers should be just, honest and principled.
6) Dynamic. Teachers need to be effective communicators, able to stimulate students to learn and flexible enough to adjust their course according to students’ needs.
7) Good General Knowledge. CEGEP teachers need to have knowledge not only about their field of specialization, but must also have good general knowledge. They must not only linger on their subject of instruction, and they need to develop an awareness of the careers of future students.
8) Getting involved. CEGEP teachers are expected to be involved in college activities outside the classroom. They can do so by working in the teachers’ union, promoting the CEGEP to secondary schools, organizing on-campus events or participating in their CEGEP open house.
9) Good relationships with other faculty. CEGEP teachers need to develop good professional relationships with other faculty because teachers can and should learn from each other.
10) Passionate about the subject. CEGEP teachers require a real passion for their subject of instruction.
Part III
KAREN DAVISON – MARIANOPOLIS
How does one get a job in CEGEP?
First, you can check the CEGEP’s web site and check for job offers. Go to the human resources department, but also look at the faculty-specific departments. The Human Resources department will have specific information about the procedures of applying for a teaching position.
“Cold” applications - applications that are sent to the CEGEP but that do not respond to a particular job ad - are kept on file.
Postings for specific positions will have a deadline date, but remember that the real deadline for application is when the position gets filled. This date could be before or after the application deadline date.
How are candidates selected?
First, all the applications are collected and reviewed by a faculty panel group. The group goes through the resumes and selects several potential candidates. These remaining candidates move on to the next level, called the “short-list.” This short list of candidates are then interviewed.
What is usually required when applying to be a CEGEP teacher is a resume and cover letter. The resume should make you stand out and bring out your skills. The cover letter should include details about your teaching philosophy. Avoid generic application letters. Do not give a resume that is too long. Do not focus too much on research, a resume with long lists of published research is not appropriate for CEGEP. Your resume should be clear and concise.
Your application materials should speak about your pedagogical philosophy.
Ask Yourself: Why do you want to be a teacher in CEGEP?
The Short List and the interview
Candidates who make the short list get interviewed. At the interview, you need to show the interviewers what your specific skills and competencies are. You will likely be asked to give a sample lesson to the interviewer(s); this gives the interviewers a snapshot of your teaching method and how you come across as a teacher, so prepare something to teach. You will be asked about your teaching methodology, and you will need to give a thought-out, comprehensive answer.
Make sure that you know how to use teaching aids (power point, and other technical software and/or equipment) but be aware that these tools are not always reliable. Be prepared to show that you can teach without them and are able to improvise.
Part IV
Tom McKendy – John Abbott
CEGEP students come in different varieties. Pre-University Students are typically 17, 18 or 19 years of age. In the vocational programs, however; the age of students varies. In this group, older students from a variety of occupational and educational backgrounds are often present.
The ideal CEGEP professor usually has a master’s degree in his/her field. In some fields individuals with bachelor’s degrees are sometimes hired (engineering instructors in the vocational programs, for example.)
The CEGEP instructor must have a passion for teaching. Think about how you would answer an interview question such as: “Do you like young people?”
Teachers typically teach 12 to 15 hours per week. Semesters in CEGEP are longer than in university – lasting about 15 weeks.
CEGEP teachers generally agree that the most difficult part of their job is grading. In addition to hours spent teaching, expect to spend 10-15 hours per week grading. The number of grading hours may vary from one week to another, and some weeks a teacher may spend up to 40 hours per week grading students’ work.
Class sizes in CEGEP are usually between 30 and 40 students. In some disciplines class size may be smaller. Teachers in disciplines with small classes typically will have to teach more sections of the same class to make up for the difference.
All CEGEP students must take ENGLISH and HUMANITIES courses, so there is usually a demand for teachers in these areas.
A CEGEP teacher is not necessarily hired to be an expert in his/her field. Depending on the field of study, teachers may be asked to teach a course that is different from their particular area of specialization.
Many first-year teachers are asked to teach methodology courses such as research methods.
One difference between teaching in CEGEP and teaching in UNIVERSITY is the “tension” between focusing on the student versus focusing on the subject matter. In university, the tilt is more towards the subject matter. In CEGEP, the tilt is more towards the student. CEGEP teachers typically know their students better and are more actively involved with them. This is because students of CEGEP are undergoing a period of life transition; there is a lot of maturing going on at their age.
CEGEP teachers do not tend to do much research, and they are usually dynamic and stimulating educators.
Discussion about the Individual Cegeps
John Abbott
Catherine Sidorenko
The CEGEP curriculum is defined by the minister of education, and each CEGEP interprets this curriculum according to their own style. John Abbott is a “medium-sized” CEGEP, with approximately 5200 students, 70% of which are in pre-university programs.
Part of John Abbott’s interview process for prospective teachers involves teaching an actual class of students. The individual’s evaluation is based on this performance.
John Abbott offers a master college for teachers designed to help improve their skills.
Dawson College
J. Terrance Brennan
With 7500 students, Dawson is “the biggest CEGEP in the world,” according to J. Terrance Brennan. While the need for teachers changes, currently Dawson is in need of teachers in:
• Sciences
• Nursing
• Technology (vocational) programs
• Fine arts
• Social Service
A good way to find out about Dawson is to visit their website. Dawson’s mission statement is there, and it is suggested that you read this and find values that you can identify with.
You can apply to Dawson online and upload your resume and cover letter on the website. Applicants are tracked and given an account number.
Dawson values diversity in both their students and teaching staff.
Many new teachers are hired during the summer. Also, it is the part-time rather than full-time faculty that are given priority for summer teaching positions.
Recruitment Times
Recruiting for summer school begins in APRIL.
Recruiting for the fall semester begins in MAY.
Recruiting for the winter semester begins in NOVEMBER.
Some teaching jobs at DAWSON are advertised in the Montreal Gazette.
CEGEP St. Laurent
Maybel Garneau
CEGEP St. Laurent is a French CEGEP, so prospective teachers need to be fluent in writing and speaking French.
Many teachers have retired and their positions need to be replaced, most notably in the areas of
• Sociology
• Mathematics
• Chemistry
• Physics
Marianopolis
Karen Davison
Marianopolis is a smaller CEGEP, with only 1750 students.
Marianopolis is a private CEGEP, so students pay their own tuition (tuition is NOT subsidized by the government, as in non-private CEGEPS)
Student entrance into Marianopolis is competitive; competition is based on previous grades.
There are no vocational programs at Marianopolis, only pre-university programs.
Part of the mission statement of Marianopolis is to help students become responsible citizens and learn values.
Because Marianopolis is a private CEGEP, the students tend to be more demanding in terms of what they expect from teachers.
There are approximately 150 teachers at Marianopolis.
Marianopolis is looking for generalists, including people who can teach research methods and quantitative methods.
Job openings at Marianopolis usually come at a rate of one or two at a time, but significant changes are expected within the next 3 years.
Quebec CEGEPS
Click on the name of the CEGEP to go to that school’s web page
CEGEP d’Alma, Alma
CEGEP de Baie-Comeau, Baie-Comeau
Champlain College
Saint Lambert Campus, Saint-Lambert, Longueuil
Saint Lawrence Campus, Sainte-Foy, Quebec City
Lennoxville Campus, 3e arrondissement, Sherbrooke
CEGEP de Drummondville, Drummondville
CEGEP de la Gaspésie et des Îles, Gaspé
Heritage College, Hull, Gatineau
CEGEP de l’Outaouais, Hull, Gatineau
CEGEP de Granby-Haute-Yamaska, Granby
CEGEP de la Pocatière, La Pocatière
CEGEP régional de Lanaudière
Joliette Campus, Joliette
L’Assomption Campus, L’Assomption
Terrebonne Campus, Terrebonne
CEGEP Montmorency, Laval
CEGEP de Lévis-Lauzon, Lévis
CEGEP Édouard-Montpetit, Vieux-Longueuil, Longueuil
CEGEP de Matane, Matane
CEGEP d’Ahuntsic, Ahuntsic, Montreal
CEGEP André-Laurendeau, LaSalle, Montreal
CEGEP de Bois-de-Boulogne, Cartierville, Montreal
Dawson College, Westmount, Montreal
CEGEP Gérald-Godin, Sainte-Geneviève, Montreal
Collège Jean-de-Brébeuf, Côte-des-Neiges, Montreal
John Abbott College, Sainte-Anne-de-Bellevue, Montreal
CEGEP de Maisonneuve, Hochelaga-Maisonneuve, Montreal
Marianopolis College, Westmount, Montreal
CEGEP Marie-Victorin, Rivière-des-Prairies, Montreal
CEGEP de Rosemont, Rosemont Montreal
CEGEP de Saint-Laurent, Saint-Laurent Montreal
Vanier College, Saint-Laurent, Montreal
CEGEP du Vieux-Montréal, Vieux-Montréal, Montreal
CEGEP François-Xavier-Garneau, La Cité, Quebec City
CEGEP de Limoilou, Limoilou, Quebec City
CEGEP de Sainte-Foy, Sainte-Foy, Quebec City
CEGEP de Rimouski, Rimouski
CEGEP de Rivière-du-Loup, Rivière-du-Loup
CEGEP de l’Abitibi-Témiscamingue, Rouyn-Noranda
CEGEP de Chicoutimi, Chicoutimi, Saguenay
CEGEP de Jonquière, Jonquière, Saguenay
CEGEP de Saint-Félicien, Saint-Félicien
CEGEP Beauce-Appalaches, Saint-Georges
CEGEP de Saint-Jean-sur-Richelieu, Saint-Jean-sur-Richelieu
CEGEP de Saint-Jérôme, Saint-Jérôme
CEGEP de Saint-Hyacinthe, Saint-Hyacinthe
CEGEP Lionel-Groulx, Sainte-Thérèse
CEGEP de Valleyfield, Salaberry-de-Valleyfield
CEGEP de Sept-Îles, Sept-Îles
Collège Shawinigan, Shawinigan
CEGEP de Sherbrooke, 2e arrondissement, Sherbrooke
CEGEP de Sorel-Tracy, Sorel
CEGEP de la région de l’Amiante, Thetford Mines
CEGEP de Trois-Rivières, Trois-Rivières
CEGEP de Victoriaville, Victoriaville