Applications are being accepted now until October 16, 2023.

B.L.O.O.M. pairs interns with faculty mentors who will provide an immersive experience related to developing community college curricula, engaging students, and establishing inclusive environments.  Disciplines include: Anthropology Business Chemistry Communication Studies Computer Information Systems Computer Science Dance English, ESL Ethnic Studies Fashion French History  Interior Design Library Science Math Music Physics Political Science Real Estate Sociology  Spanish.


Apply to Be A BLOOM Intern

Program Eligibility

Interested parties must meet these qualifications to be considered for the internship:

  • Interns must never have had paid teaching experience, as the instructor of record, at the community college level. All other teaching experiences, as well as teaching-related positions, such as embedded tutoring and supplemental instruction at the community college level, are acceptable.
  • Interns must be committed to collaborating with their mentors, participating actively in their cohort, and supporting community college students.
  • Interns in instructional areas who have already completed their graduate coursework must meet minimum qualifications for teaching in their desired discipline as defined in the CCCCO’s Minimum Qualifications Handbook.
  • Interns who are currently in a Master’s or Doctoral program must (a) possess or be working toward a graduate degree that will help them meet the CCCCO’s Minimum Qualifications in their discipline and (b) have completed at least one full-time year of graduate coursework in their graduate program by the start of the internship.
  • Interns in vocational/technical areas only may possess:

    • a Bachelor’s degree and a minimum of two years of full-time occupational experience in a vocational/technical area or;
    • an Associate’s degree with a minimum of six years of full-time occupational experience in a vocational/technical area.



Interns in the SOCCCD B.L.O.O.M. Program will actively participate in both a one-to-one collaboration with their faculty mentor and a cohort of fellow interns who share aspirations of teaching at the community college level. With their mentors, interns will discover techniques for course and lesson planning, student engagement, and classroom management. As members of the cohort, interns will participate in robust training opportunities that provide insight into equitable and inclusive teaching strategies, data-informed decision making, technological tools, comprehensive student support, and countless other topics that will enhance their ongoing professional growth. Interns will receive a $500.00 stipend for completion of the program. The following performance responsibilities further describe the position:

  • Be open, communicative, and professional with the mentor, Program Directors, and members of the cohort.
  • Participate in a brief, pre-semester orientation and final celebration at the end of the semester.
  • Communicate respectfully and openly with the mentor for a minimum of 30 minutes per week using modes agreed upon by both parties: in person, phone, Zoom, etc.
  • Attend and formally observe one of the mentor’s course sections throughout the duration of the semester. As mentors and interns agree, there may be flexibility to attend multiple sections.
  • Observe the mentor’s course Canvas shell. Note organizational methods, communication processes, student engagement strategies, and assessment techniques.
  • Gain insight into developing inclusive classroom environments in which all participants’ ideas, cultures, and identities are valued and respected.
  • Teach a minimum of two 20-minute lessons for students. Lessons must be approved by the mentor in advance. Debrief with the mentor and incorporate their feedback.
  • Participate in supervised interactions with students: conferencing in class or student hours, leading discussions, facilitating review sessions, etc.
  • Learn about student assessment options and grading practices.
  • Discover classroom management techniques and understand the student incident reporting process.
  • Attend and debrief with the mentor about at least one college-, division-, or department-wide meeting.
  • Identify the roles that various campus offices and individuals play in student and employee success.
  • Develop a sense of belonging to the community college faculty culture through regular and open dialogue with mentors about these subjects: prioritizing professional responsibilities, avoiding burn out, managing time and work/life commitments, and locating opportunities for professional growth.
  • Participate actively in the Program’s Canvas shell whenever possible.
  • Attend training and debriefing opportunities offered by the Program, College, and/or
  • Engage in opportunities for career development by attending a local “Hire Me” workshop (when available), reviewing application and interview strategies with mentors, and connecting with students and professionals in higher education.
  • Take full advantage of the behind-the-scenes access this Program provides.
  • Design and perform additional duties in consultation with the mentor and/or Program Directors.

Frequently Asked Questions (FAQs)

Thank you for your interest in the B.L.O.O.M. Program! We encourage prospective interns to review the below FAQs for added insight into our Program and practices:

  • Successful applicants for the B.L.O.O.M. Program must never have had paid teaching experience at the community college level. Although applicants must not have served as the instructor of record, other teaching experience at any level is acceptable, as are positions in tutoring and supplemental instruction in the community colleges.  
  • Applicants who are currently in a Master's or Doctoral program must have completed the equivalent of at least one full-time year of graduate course work in their graduate program.
  • Applicants in vocational/technical areas only may possess a Bachelor’s degree and a minimum of two years of full-time occupational experience in a vocational/technical area. They must never have had paid teaching experience at the community college level. 
  • Applicants in vocational/technical areas only may possess an Associate’s degree with a minimum of six years of full-time occupational experience in a vocational/technical area. They must never have had paid teaching experience (as the instructor of record) at the community college level. 
  • All successful applicants must demonstrate a commitment to equity and diversity. All applicants must have demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty, and staff. Applicants must be able to demonstrate how these factors relate to the need for equity minded practices within an educational environment.

The B.L.O.O.M. Program runs every Spring semester (late January to late May). Though this schedule may vary slightly, typically, the job announcement posts in early October, rolling interviews occur through November, and successful applicants are notified by early December.   

To be considered, applicants must submit

  • Completed online District application, including embedded supplemental questions,
  • Professional resume or CV, and
  • Unofficial copies of college transcripts from the highest level completed, as well as those from the program in which the applicant is currently enrolled (if applicable). 

Successful applicants will be invited for rolling interviews, and a select few will receive offers to join the Program.

The demand for opportunities to participate in B.L.O.O.M. is high; we often have many more qualified candidates than available positions. In some cases, applicants do not receive interviews because they do not meet the eligibility requirements for the position. Mentor availability within the discipline, incompatible schedules, and limited funding may also factor into decisions about interviews and hiring.

Responsibilities For a general listing of B.L.O.O.M. intern responsibilities, please see the "Responsibilities” section of the B.L.O.O.M. Intern Information webpage above.  

Opportunities B.L.O.O.M. interns have comprehensive access to observing their mentor’s course and to collaborating with their mentors regarding best practices and longevity in the profession in general. Additionally, interns engage with their cohort in a supportive learning community, participate in countless training and professional development opportunities, and connect with stakeholders throughout the district to get an in-depth view of community college students and the faculty experience.   

The disciplines offered change each cycle based on a variety of factors including but not limited to our current mentors, scheduling, and departmental and/or campus need. The job announcement will clearly indicate which disciplines are available during a particular semester.    

Interns will be placed at a South Orange County Community College District (SOCCCD) site: Irvine Valley College or Saddleback College. The specific location will be determined by intern/mentor compatibility and scheduling needs.

Faculty interested in serving as mentors also apply to the Program, and they are selected through a process that includes a variety of requirements. Every mentor is a full-time tenured faculty member at one of the SOCCCD colleges, and they all have stellar reputations with both their colleagues and their students. Interns and mentors are matched by discipline, by schedule, and - when possible - by complementary nature.   

Yes. Interns who complete the Program requirements receive a $500 stipend at the culmination of the Program: the end of the Spring semester.  


B.L.O.O.M. interns are not guaranteed employment beyond the scope of their internships. However, the Program is filled with opportunities, including application and interview strategy workshops, targeted debriefings and trainings, and comprehensive support from the mentors and Program coordinators. These invaluable benefits are designed to make successful and eligible interns as marketable for part-time community college teaching positions as possible. Having access to campus and district events, department meetings, and social engagements may work to the advantage of a current intern/prospective instructor as the internship draws to a close. Interns are encouraged to make the most out of all provided opportunities for long-term benefit.