Work Relationship Reflection

I am in a unique situation in that I do not work in the engineering industry. Rather, I am a faculty member at a local community college. Therefore, my work relationships are divided into three major categories; students, faculty, and administration. I spend most of time working directly with students in a classroom or laboratory setting. To them, I am their leader. I set the agenda for each class period, I provide instruction on course work, and I evaluate their work. Less often than working with students, I work with other faculty members. We serve together or committees, plan curriculum, procure materials and equipment for the classroom, and meet with industry leaders in the community to better identify and address their needs. When working

There is the occasional small talk, but they teach their classes and I teach my mean. It is not a team effort in that respect. I do, however, observe the testimony of other faculty members. Some of them were even my instructors when I was earning my Associate’s Degree. Some instructors are very much like me; introverted, disengaged at times, and keep to themselves. Others, on the other hand, and very outgoing, actively engaged in the perception the community has in our college, and they always seem to be around. I would serve me and other faculty members well to work to emulate their behaviors. Bright, cheery, and engaged instructors and adored by the student body. They are often referred to as, “my favorite instructor,” and are frequently nominated for and win teacher of the year awards. The perception the student body has of our faculty is imperative to our success as a community college. Positive perceptions and relationships between faculty and students not only lead to higher success rates but also higher enrollment numbers. Students who have positive experiences at our college are more likely to speak positively to their friends and family about the college. A community college doesn’t necessarily focus on productivity and profits in the traditional sense, but rather student success and experiences. These are the factors that lead to a successful