/Faculty_Development_Catalog

2011-2012 CATALOG OF COURSES

Faculty Development/ Teaching and Learning Academy

valenciacollege.edu/facultydevelopment

ESSENTIAL COMPETENCIES OF A VALENCIA EDUCATOR

Teaching is a profession defined by essential competencies that develop from the changing needs of our educational community. These competencies serve as the foundation of our ongoing development as teachers, counselors and librarians.

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ESSENTIAL COMPETENCIES OF A VALENCIA EDUCATOR

At Valencia, we have defined seven Essential Competencies that were developed by our academic community of deans and faculty. These competencies serve as the foundation of our ongoing development as teachers, counselors and librarians. Over the course of an entire career, faculty members continually develop their expertise in these essential competencies.

Faculty development supports all faculty members as they expand their professional practices, examine their ongoing development of the Essential Competencies of a Valencia Educator, and engage in continuous improvement processes that result in student learning. As such, these seven Essential Competencies of a Valencia Educator form the foundation of all of our faculty development opportunities.

Valencia’s seven Essential Competencies are: Assessment as a Tool for Learning Inclusion & Diversity Learning-centered Teaching Strategies LifeMap Outcomes-based Practice Professional Commitment Scholarship of Teaching & Learning

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ESSENTIAL COMPETENCIES OF A VALENCIA EDUCATOR Assessment as a Tool for Learning Valencia educators will develop student growth through consistent, timely formative and summative measures, and promote students’ abilities to self-assess. Assessment practices will invite student feedback on the teaching and learning process as well as on student achievement.

PREFIX ASMT

Performance Indicators: Evidence of Learning The faculty member will • • •

• • • • • •

employ formative feedback loops to assess student learning employ formative feedback loops to inform students of their learning progress employ a variety of assessment measures and techniques (both formative and summative) to form a more complete picture of learning (e.g., classroom assessment techniques, authentic assessments, oral presentations, exams, student portfolios, journals, projects, etc.) give timely feedback on class activities, exams and papers align summative evaluations with course outcomes and learning activities (appropriate to level of thinking & performance) design activities to help students refine their abilities to self-assess their learning employ formative feedback to assess the effectiveness of teaching, counseling, and librarianship practices evaluate effectiveness of assessment strategies and grading practices make assessment criteria public to students and colleagues

Inclusion & Diversity Valencia educators will design learning opportunities that acknowledge, draw upon and are enriched by student diversity. An atmosphere of inclusion and understanding will be promoted in all learning environments.

PREFIX INDV

Performance Indicators: Evidence of Learning The faculty member will • • • • • • • •

design and support learning experiences that address students' unique needs develop reciprocity and cooperation among students (interdependence and teamwork) include content well-suited to Valencia's diverse student population foster connections among students in and out of the classroom, counseling and library environments (learning communities) vary assessment measures and techniques to engage cognitive diversity create learning atmospheres that encourage all students to share viewpoints use diverse perspectives to engage and deepen critical thinking (diversity as learning resource) develop student self-awareness (e.g., learning styles, personality types, assumptions, thinking styles, etc.)

4

ESSENTIAL COMPETENCIES OF A VALENCIA EDUCATOR Learning-centered Teaching Strategies Valencia educators will implement diverse teaching and learning strategies that accommodate the learning styles of students and that promote both acquisition and applications of knowledge and understanding.

PREFIX LCTS

Performance Indicators: Evidence of Learning The faculty member will •

• • • • •

• •

employ strategies that guide students to become more active learners (e.g., reference interview, counseling inquiry, engaging lectures, discussion, experiential learning, scenarios, role-play, case study, problem-based learning, inquiry-based learning, manipulatives, etc.) encourage students to challenge ideas and sources use cooperative/collaborative learning strategies integrate concrete, real-life situations into learning strategies (e.g., in counseling, library or classroom settings) invite student input on their educational experience (e.g., choice among assignment topics, learning activities, etc.) employ methods that develop student understanding of discipline's thinking, practice and procedures (e.g., through guided learning opportunities the student will apply the use of the discipline’s "ways of knowing") employ methods that develop student academic literacy in the discipline or field (e.g., reading, writing, numeracy, technology skills, etc.) employ methods that motivate students to learn

LifeMap Valencia educators will design learning opportunities that promote student life skills development while enhancing discipline learning. Through intentional inclusion of growth-promoting strategies, instructors, counselors and librarians will facilitate the students’ reflection, knowledge, and appreciation for self and others; gradual assumption of responsibility for making informed decisions; and formulation and execution of their educational, career, and life plans. As a result, students can transfer those life skills to continued learning and planning in their academic, personal, and professional endeavors.

PREFIX LFMP

Performance Indicators: Evidence of Learning The faculty member will • • • • • • •

help students to continue clarifying and developing purpose (attention to life, career, education goals) help students assume responsibility for making informed, academic decisions (e.g., degree requirements, transfer options, financial aid, etc.) help students develop academic behaviors for student success (e.g., time management, study, test and note taking strategies, etc.) help students identify where academic behaviors can be adapted as life skills (e.g., library search skills, decision-making, communication skills, scientific understanding, etc. establish student & faculty contact that contributes to students’ academic, personal, and professional growth seek out struggling students and identify options through dialog (and appropriate referrals) employ electronic tools to aid student contact (e.g., Atlas, MyPortfolio, Blackboard, Ask-ALibrarian, email, etc.)

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ESSENTIAL COMPETENCIES OF A VALENCIA EDUCATOR Outcomes-based Practice The goal of outcomes-based practice is student learning. The two key questions posed are “What will the students be able to know or do?” and “How will you know they can do it?”

PREFIX LOBP

Valencia has established “what students should know or do” upon their graduation through the Student Core Competencies (Think, Value, Communicate & Act) and Program Learning Outcomes (e.g., General Education Outcomes, AS, AA, Honors, Certificate Programs, etc.). Valencia educators will facilitate student growth in the Student Core Competencies to include thinking critically and creatively across different contexts and domains of human understanding; communicating effectively in different modes and across different settings; articulating and applying personal values, values of various disciplines, and values of others; and applying learning and understanding effectively and responsibly in their lives as students and educated adults. Valencia educators also will facilitate educational growth in and demonstration of essential knowledge, abilities, attitudes and/or dispositions as articulated in Program Learning Outcomes.

Competency Valencia educators will design curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences, by the demonstration of Program Learning Outcomes.

Performance Indicators: Evidence of Learning The faculty member will •

• • • • • •

construct measurable learning outcomes (this performance indicator must be used in conjunction with at least one other Outcomes-based Practice competency for demonstration in faculty portfolios) align learning opportunities and assessments of course learning outcomes and program learning outcomes, with the student core competencies sequence learning opportunities and assessments throughout courses, programs, and developmental advising to build student understanding and knowledge design assessments that demonstrate student growth in the student core competencies and program learning outcomes help students understand their growth in the acquisition of student core competencies and program learning outcomes document student learning of program learning outcomes use evidence of student learning to review and improve courses and programs (e.g., in classroom, counseling and library settings)

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ESSENTIAL COMPETENCIES OF A VALENCIA EDUCATOR Professional Commitment Valencia educators will stay current and continually improve their knowledge and understanding of their discipline. They will participate in activities that promote Valencia’s learning mission, including serving on campus and college-wide groups, attending professional conferences, and/or participating in other community organizations.

PREFIX PRFC

Performance Indicators: Evidence of Learning The faculty member will • • • • • • • •

stay current in discipline/academic field (e.g., professional organizations, conferences, journals and other literature, etc.) contribute to discipline/academic field participate actively on division, campus and college meetings/committees/task forces engage with faculty governing bodies access faculty development programs and resources expand knowledge of college connections to wider communities (e.g., Focus on the Workplace; student development activities; trends in business and government, etc.) practice the peer observation of teaching collaborate with colleagues and dean/director to assure and to demonstrate progression of student learning across courses and programs (e.g., Courses, General Education Outcomes, AS, AA, Honors, Certificate Programs, etc.)

Scholarship of Teaching & Learning Valencia educators will continuously examine the effectiveness of their teaching, counseling, librarianship and assessment methodologies in terms of student learning.

They also will keep abreast of the current scholarship in the fields of teaching and learning.

PREFIX SOTL

Performance Indicators: Evidence of Learning The faculty member will • • • • • •

produce professional work (action research or traditional research) that meets the Valencia Standards of Scholarship build upon the work of others (consult experts, peers, self, students) be open to constructive critique (by both peers and students) make work public to college and broader audiences demonstrate relationship of SofTL to improved teaching and learning processes demonstrate current teaching and learning theory & practice

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COURSE OFFERINGS

Courses are designed to provide faculty with unique opportunities to work with colleagues, engage in meaningful discussions about learning-centered topics and develop strategies to create an effective learning environment for face-to-face, hybrid and online courses.

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COURSE OFFERINGS ASSESSMENT (ASMT) The following assessment courses are designed to help participants use assessment as a tool for improving student learning.

COURSE

HOURS

TITLE & DESCRIPTION

ASMT1116

Variable

Discipline-specific Topics Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year, may be repeated for credit.

ASMT1151

Variable

Virtual Reading Circle Online reading circle discussion of a selected text on assessment issues in college. Participants will be expected to engage with the text and with each other, as well as being willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated with new content.)

ASMT2121

2

Assessment as a Tool for Learning This seminar focuses on assessment planning. Participants will examine the concept of aligning learning outcomes, learning opportunities with formative and summative assessment.

Note: This course is part of the TLA Year -1 Seminar series.

ASMT2122

10

Classroom Assessment Techniques: Part 1 This introductory course examines classroom assessment techniques that promote student learning through consistent, timely, formative measures.

Also examined will be assessment practices that invite student feedback on the teaching and learning process, as well as on student achievement.

Note: This course is only offered online.

ASMT2123

10

Classroom Assessment Techniques: Part 2 This advanced course builds upon Part 1 to examine classroom assessment techniques that promote students’ higher-order thinking through formative measures, including students’ abilities to self-assess. Also examined will be assessment practices that invite student feedback on the teaching and learning process.

Note: This course is only offered online.

ASMT2226

6

Online Course Summative Assessment This course is designed to introduce the topic of assessment in online courses to those who are thinking about teaching online or who are in the initial stages of teaching online. It is designed to acquaint participants with best practices in online assessment, concentrating on summative assessment, and to have participants apply what they have learned in an online environment. This course is only offered online.

Note: This course is offered only online.

9

COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

ASMT2227

5

Understanding and Designing Rubrics In this online, interactive course, participants will learn the elements of rubric construction and examine a variety of models to use in creating their own discipline-specific rubrics.

ASMT2228

5

Authentic Assessment In this online course, participants will examine assessment methods that require students to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.

ASMT2910

Variable

Selected Topics Seminars on special topics concerning assessment. Topics vary from year to year, may be repeated.

ASMT3232

6

QM: Peer Reviewer Training This workshop will explore the Quality Matters project and processes and will prepare the participant to be part of an initiative that impacts the design of online courses and ultimately, student success. Participants should be experienced online instructors. After successfully completing this workshop, participants will be eligible to serve on a Valencia Quality Matters peer course review.

Note: This workshop is required for Digital Professor Certification.

ASMT3233

10

Evidence of Learning Evidence of Learning is designed for faculty and staff who wish to understand and participate in the college-wide assessment of learning discussions. This online scenarios-based course is intended to foster a more positive attitude about evidence and the collection and use of data as well as a willingness to be involved in constructive dialogues about data.

ASMT3234

1

QM: Refresher Training This workshop is designed to highlight the changes to the Quality Matters Rubric and prepare participants to conduct internal Quality Matters reviews using the updated Quality Matters Rubric. Participants should be experienced online instructors. Prerequisite: this course is for participants who have already taken ASMT 3232, QM: Peer Reviewer Training.

ASMT3321

4

Y-1 ILP Review Panel Training This online course prepares tenured faculty members to evaluate the contents of an ILP and to carry out a Year-1 tenure candidate’s ILP review.

Note: Attendance is limited to deans, directors, and tenured faculty members.

ASMT3322

2

Y-2 ILP Review Panel Training The purpose of this seminar is to help prepare tenured faculty members to evaluate a Year-2 faculty portfolio according to the standards described in the established rubric.

Note: Attendance is limited to deans, directors, and tenured faculty members.

10

COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

ASMT3353

2

Authentic Learning & Online Assessment Concepts and best practice strategies from current literature about learningcentered online testing and grading are presented. Participants will share strategies and suggestions to design and improve online authentic assessments.

Note: This online course is required for Digital Professor Certification.

11

COURSE OFFERINGS INCLUSION/DIVERSITY (INDV) The following courses are designed to help participants form an inclusive learning environment that respects diverse talents and ways of learning.

COURSE

HOURS

TITLE & DESCRIPTION

INDV1116

Variable

Discipline-specific Topics Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year, may be repeated for credit.

INDV1151

Variable

Virtual Reading Circle Online reading circle discussion of a selected text on Inclusion and Diversity issues in college. Topics will include creation of inclusive learning environments, student learning styles, student motivation to learn, culture, gender, race and ethnicity. Participants will be expected to engage with the text and with each other, as well as being willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated with new content.)

INDV1152

20

Global Community College Virtually all faculty members find themselves working with students from many cultures. This online scenarios-based course focuses on increasing our awareness of student cultural and linguistic differences. Participants will acquire strategies for engaging our diverse student population and enabling all students to reach their academic goals.

INDV1153

10

Making Learning Accessible This online scenario-based course is designed for faculty and staff who wish to develop an enhanced awareness of learner diversity including those with disabilities. This course will assist faculty in identifying and utilizing strategies in order to create an optimal learning environment to teach all learners.

INDV2151

2

Inclusion & Diversity This Essential Competency seminar examines learning opportunities that acknowledge, draw upon and are enriched by student diversity and create atmospheres of inclusion and understanding.

Note: This course is part of the TLA Year -1 Seminar series.

INDV2252

2

True Colors Introduction to a learning and personality inventory that is truly user-friendly.

True Colors is based upon the Myers-Briggs personality profile but adapted to classroom applications for teachers and students. It is a fun approach to a serious topic: how to ensure that all students included in the learning process in our classrooms.

12

COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

INDV2253

2

Personality & Learning Styles This is an introductory course to personality & learning styles.

Understanding one’s own style can lead to deeper meta-cognition and an appreciation for diverse learning styles. This seminar offers information regarding free online personality, learning and thinking styles inventories.

Participants are provided examples of discipline-specific classroom assignments that facilitate this understanding.

INDV2254

2

Brain Theory Meets Learning Styles In this seminar, participants will examine the relationship between the ways people learn and the biology of the brain.

INDV2910

Variable

Selected Topics Seminars on special topics concerning inclusion and diversity. Topics vary from year to year, may be repeated for credit.

INDV3113

2

Learning Styles Online Participants will explore how learning styles impact students in online classrooms. Participants will also examine other aspects of diversity, such as gender, culture, lifestyle, and geography as factors that contribute to the unique nature of the online classroom.

Note: This course is only offered online.

INDV3246

2

Universal Design for Online Learning: Developing Digital Content Universal design for learning is “the design of products and environments to be useable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” Universal design benefits all users including students with unique learning needs. This workshop will explore the creation of digital course content that can be used by the broadest audience possible.

Note: This workshop is required for Digital Professor Certification.

INDV3248

2

Building Online Learning Communities This course will engage participants in the concepts, effective strategies and best practices in creating and maintaining an online learning community.

Note: This course is required for Digital Professor Certification and is only offered online.

INDV 3256

2

Universal Design for Learning Participants will explore strategies for “universal design for learning” in a face-to-face classroom setting. This seminar will engage participants in effective strategies for designing an optimal learning environment that accommodates learner differences and unique learning needs.

INDV3257

10

Creating LinC Pairs: Part I This course will establish the foundation of Learning Communities in both our nation and at Valencia. Participants, with their LinC partner and Success Coach, will develop the necessary strategies to plan and implement integrated learning within a LinC course. Note: This course is only offered online.

13

COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

INDV3258

10

Creating LinC Pairs: Part II This course will provide new and returning LinC instructors and Success Coaches with the resources needed to collaborate and design a joint syllabus and integrated lessons. Note: This course is only offered in a hybrid format. Prerequisite: INDV3257.

INDV3351

2

Fostering Cultural Responsibility Seminar to engage faculty in discussion of fostering greater global/cultural competence and responsibility among community college graduates. Dialog will center on the clarification of the relevance of general education in a global economy and multicultural society.

INDV3352

20

Classroom Management Through a case-based approach, participants will examine effective community college classroom management processes and strategies that establish positive student achievement and behavior. Participants will discuss best practices and apply what they have learned to their classroom settings.

Note: This course is offered only online.

INDV3358

10

The Art of Facilitating Online Discussions This course is designed to enhance participants’ ability to effectively facilitate discussions in the online environment. Participants will examine the facilitator’s role in online discussions that build community and enhance student learning. Participants will enhance their facilitation skills through activities with their peers that simulate facilitator-student interaction.

Note: This course is optional for Digital Professor Certification and is only offered online.

14

COURSE OFFERINGS LEARNING-CENTERED TEACHING STRATEGIES (LCTS) The following courses are designed to help participants employ teaching strategies to improve student learning.

COURSE

HOURS

TITLE & DESCRIPTION

LCTS1110

30

Teaching in Our Learning College This scenarios-based course introduces the Essential Competencies of a Valencia Educator and provides faculty with tools and resources to become more effective, learning-centered instructors. Note: This course is required for the Associate Faculty Certification Program and is only offered in a hybrid format.

LCTS1112

20

Succeeding with Online Groupwork This scenario-based online course focuses on designing and facilitating group projects in the online environment. The focus is using student groups in online classes, but the insights will translate to the face-to-face classroom as well.

Note: This course is optional for Digital Professor Certification.

LCTS1114

20

The Learning Equation This scenario-based online course provides practical strategies for instructors to improve student learning in developmental mathematics. This course is valuable to faculty in student success and LinC courses. Content, activities and resources are designed to support the goals of the AtD initiative.

LCTS1116

Variable

Discipline-specific Topics Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year, may be repeated for credit.

LCTS1117

20

Reading and Writing: Strategies for YOUR Course This online course focuses on practical strategies and techniques to enhance students’ reading and writing skills in any course. Participants will develop and revise a plan for implementation of these strategies.

LCTS1151

Variable

Virtual Reading Circle Online reading circle discussion of a selected text on learner-centered teaching strategies. Participants will be expected to engage with the text and with each other, as well as being willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated with new content.)

LCTS2111

2

L-C Teaching Strategies This Essential Competency seminar examines collaborative, active learning strategies that promote student learning.

Note: This course is part of the TLA Year -1 Seminar series.

15

COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

LCTS2210

2

Math Across the Curriculum In this workshop, participants examine learning opportunities from a variety of disciplines that require the use of mathematics or quantitative reasoning.

Participants will be given resources and the opportunity to work collaboratively to create a lesson or activity incorporating mathematics within their discipline.

LCTS2212

2

Engaging Lectures This workshop explores effective lecture techniques. Participants will leave with practical applications for engaging student learning through the lecture format. Participants should bring a set of lecture notes to this hands-on workshop.

LCTS2213

Variable

Active Learning Techniques In this hands-on workshop, participants learn a variety of strategies that guide students to become more active learners Faculty members from all disciplines will find this session useful.

LCTS2214

2

Problem-based Learning This workshop explores the learning of subject matter and skill acquisition through collaborative problem-solving. Emphasis is placed on using this method in community college courses.

LCTS2215

2

Writing as a Tool for Learning This session will help instructors appreciate the link between writing and thinking skills already imbedded in their courses. In this hands-on workshop, participants will experience concrete strategies for instructing and evaluating student writing in the disciplines.

LCTS2216

2

Reading Across the Disciplines In this workshop, participants will investigate practical strategies for strengthening students’ reading comprehension in any discipline.

LCTS2217

2

Project-based Learning In this hands-on workshop, participants learn how to develop and implement a variety of learning-centered projects that engage students in authentic learning activities. Faculty members from all disciplines will find this session useful.

LCTS2218

2

Speaking Across the Disciplines Participants will explore practical strategies to develop and assess students’ oral communication skills for effective class presentations, regardless of the discipline or field of study. In this hands-on workshop, participants will learn how to use assessment rubrics to design and assess students’ oral presentations.

LCTS2910

Variable

Selected Topics Seminars on special topics concerning learning-centered teaching strategies. Topics vary from year to year, may be repeated for credit.

16

COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

LCTS3111

2

Who is the Virtual Student?

This online course will engage participants in discovering the characteristics and unique needs of the online learner. Participants will discuss the relationships, roles, and responsibilities of learners and faculty in the virtual classroom and will begin the exploration of teaching and learning online. In addition, participants will review the resources in place at Valencia to help faculty accommodate the unique needs of virtual students. Note: This workshop is only offered online.

LCTS3121

2

Introduction to Teaching and Learning Online This online course will engage participants in an overview of web-enhanced, hybrid and online courses and explore the fundamentals and key issues of teaching and learning in the online environment.

LCTS3125

2

Engaging the Online Learner Engagement is the critical element for student success and retention in online classes. In this course, participants will explore virtual student engagement and develop a variety of resources and activities to connect with the online learner.

Note: This course is optional for Digital Professor Certification and is offered only online.

LCTS3137

20

Facilitating Online Learning This scenario-based online course is designed for instructors who are currently teaching online or are planning to in the near future. This course will also be of great value to those involved in designing and developing online courses. It focuses on understanding the characteristics and needs of the online student and developing strategies to facilitate effective online discussions, assessment and ultimately the development of an online learning community.

Note: This course is optional for Digital Professor Certification.

LCTS3211

2

Strategies for Academic Integrity This workshop will explore plagiarism and academic integrity. Participants will develop a comprehensive plan to avoid and detect plagiarism and encourage students to engage in behaviors supportive of academic integrity.

Note: This course is optional for Digital Professor Certification.

LCTS3212

Variable

Boot Camp for Online Instruction This three-day intensive course addresses the pedagogy and technology essentials for teaching online using Valencia’s learning management system (LMS). Participants will develop a framework of online best practice strategies for engaging, instructing, communicating and assessing students in the online environment.

LCTS3213

10

Service Learning Across the Curriculum Participants will create a plan to infuse service learning into a current course by linking course outcomes to meaningful community service. Participants will explore service learning opportunities and create assessment plans to measure student learning. This course is only offered in a hybrid format.

17

COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

LCTS3242

2

Developing Interactive Web-based Courses This orientation to online pedagogy includes an analysis of the best practices of online education from the perspectives of students, faculty and institutions as it relates to adult learning theory, (continued) development of online learning communities, technology usage, expectations, assessment, evaluation, communication and diversity. The participant will establish an understanding of best practices and establish practical applications for use in their online classrooms.

Note: This course is required for Digital Professor Certification and is only offered online.

LCTS3247

10

Maximizing Hybrid Learning Participants will examine best practices and models for developing a hybrid course. Particular attention will be paid to appropriately leveraging the faceto-face and online components of hybrid course design. Participants will develop a plan for the delivery of their course.

Note: This course is optional for the Digital Professor Certification.

LCTS3280

4

Teaching & Learning with Social Media Participants will explore teaching and learning strategies utilizing social media to enhance student learning. This course will showcase various applications and how they can be used to enhance communication, collaboration, and student engagement. Social and legal issues relating to the use of social media in higher education will also be explored.

Participants will develop a plan to appropriately integrate social media into a specific course.

Note: This course is optional for the Digital Professor Certification.

LCTS3311

2

Cooperative/Collaborative Learning In this hands-on workshop, participants learn a variety of ways to actively engage students in group work. Faculty members from all disciplines will find this session useful.

18

COURSE OFFERINGS LIFEMAP (LFMP) The following courses are designed to help participants incorporate LifeMap (developmental advising) concepts and strategies as tools to sustain student motivation and improve student learning.

COURSE

HOURS

TITLE & DESCRIPTION

LFMP1116

Variable

Discipline-specific Topics Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year, may be repeated for credit.

LFMP1151

Variable

Virtual Reading Circle Online reading circle discussion of a selected text on LifeMap. Participants will be expected to engage with the text and with each other, as well as being willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated with new content.)

LFMP2141

2

LifeMap This Essential Competency seminar examines learning opportunities that promote student life skills development while enhancing discipline learning.

Note: This course is part of the TLA Year -1 Seminar series.

LFMP2910

Variable

Selected Topics Seminars on special topics concerning LifeMap. Topics vary from year to year, may be repeated for credit.

LFMP3115

2

Designing Online Student Orientation Getting students off on the right foot in an online class can mean the difference between success and failure. This workshop will engage participants in addressing the orientation needs of the virtual student.

Participants will explore the essential elements and develop a plan for an effective online orientation. In addition, participants will review the resources in place at Valencia to help faculty provide a comprehensive student orientation.

Note: This course is optional for Digital Professor Certification and is only offered online.

LFMP3241

2

Student Retention This seminar examines the theory and research on student retention in college and explores teaching and advising strategies that will help students persist. Emphasis is on practical applications for community college educators.

LFMP3342

2

Student Responsibility This seminar hosts a dialogue on the meaning of student responsibility. It explores concepts of self-direction and the teaching and advising strategies that help students become more self-directed learners.

19

COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

LFMP3343

2

At-Risk Students This seminar examines the factors that put students at risk for not succeeding in college. It explores the characteristics of at-risk students and strategies for teaching skills and attitudes that help them meet the challenges of college life.

20

COURSE OFFERINGS LEARNING OUTCOMES-BASED PRACTICE (LOBP) The following courses are designed to help participants design curriculum that aligns elements of student learning toward growth in the Student Core Competencies and progression through course sequences, by the demonstration of Program Learning Outcomes.

COURSE

HOURS

TITLE & DESCRIPTION

LOBP1116

Variable

Discipline-specific Topics Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year, may be repeated for credit.

LOBP2131

2

Learning Outcomes-based Practice This Essential Competency seminar focuses on student learning as the central goal of a Valencia educator’s practice and introduces the concept of outcome-based learning. Participants will examine their practice through the lens of the key questions in the College’s learning-centered mission: “What will the students be able to know or do?” and “How will you know they can do it?”

Note: This course is part of the TLA Year -1 Seminar series.

LOBP2230

2

Core Competencies: Think, Value, Communicate, Act (TVCA) This seminar examines strategies that facilitate student growth in thinking critically; communicating effectively; articulating and applying personal values and those of the various disciplines and appreciating the values of others; and applying learning and understanding effectively and responsibly.

LOBP2910

Variable

Selected Topics Seminars on special topics concerning the core competencies of a Valencia graduate. Topics vary from year to year, may be repeated for credit.

LOBP3331

2

Outcomes-based Practice: Courses, Programs, and Student Core Competencies This workshop focuses on student learning as the essential goal of a Valencia educator’s practice. Participants will examine the connection between the Student Core Competencies (Think, Value, Communicate & Act), Program Learning Outcomes and their role in the facilitation of students’ educational growth. This workshop will also explore the assessment process and curricular alignment across course learning outcomes, program learning outcomes and Student Core Competencies.

LOBP3332

2

Program Outcomes Assessment Participants will examine various assessment techniques for program level outcomes.

21

COURSE OFFERINGS PROFESSIONAL COMMITMENT (PRFC) The following courses are designed to help participants stay current and continually improve their knowledge and understanding of their discipline, and to participate in activities that promote Valencia’s learning mission.

COURSE

HOURS

TITLE & DESCRIPTION

PRFC1116

Variable

Discipline-specific Topics Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year, may be repeated for credit.

PRFC1151

Variable

Virtual Reading Circle Online reading circle discussion of a selected text to explore aspects of professional commitment. Participants will be expected to engage with the text and with each other, as well as being willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated with new content.)

PRFC2161

20

Creating an Individualized Learning Plan (ILP) This hybrid course provides TLA participants an overview of the Essential Competencies of a Valencia Educator. Participants also learn how to create an effective Individualized Learning Plan (ILP).

The face-to-face kickoff introduces the TLA participants to Valencia’s learning management system (LMS) and to the ILP concept. In the face-toface wrap-up session, TLA participants review each other’s ILPs.

PRFC2263

20

Creating an Evidence-based Portfolio This hybrid course provides TLA participants an overview and examination of the elements of a Valencia Faculty Portfolio. Participants also learn how to demonstrate learning through artifacts. The face-to-face orientation reviews Valencia’s learning management system (LMS), the faculty portfolio concept, and the portfolio evaluation rubric. The wrap-up provides a faceto-face session where TLA participants review each other’s portfolio artifacts.

PRFC2264

2

Understanding Professional Commitment In this seminar, participants examine strategies for faculty to stay current and continually improve their knowledge and understanding of their discipline, and to participate in activities that promote Valencia’s learning mission and shared governance.

PRFC2266

2

Legal Issues In this seminar, faculty members will have the opportunity to discuss legal issues with Valencia’s General Counsel.

PRFC2910

Variable

Selected Topics Seminars on special topics designed to help participants stay current and continually improve their knowledge and understanding of their discipline, and to participate in activities that promote Valencia’s learning mission.

Topics vary from year to year, may be repeated for credit.

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COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

PRFC3244

2

Legal Issues and the Virtual Student Identify the implications of TEACH, Digital Millennium Act, and copyright on digital rights management for virtual faculty and students. Understand the implications of Federal Educational Rights to Privacy Act (FERPA) when communicating in the virtual environment. This workshop will also explore plagiarism and academic integrity in the online classroom.

Note: This workshop is required for faculty seeking Digital Professor Certification.

PRFC3361

2

Tenure Review Committee Training The purpose of this online tutorial is to prepare tenured faculty members to effectively serve on tenure review committees.

Note: Attendance is limited to deans, directors, and tenure track faculty serving on Tenure Review Committees.

PRFC3364

2

Peer Observation of Teaching Orientation This workshop provides a structured framework for the Peer Observation of Teaching. The focus is on sharing best practices and promoting a greater sense of collegiality, leading to improved teaching and student learning. In this small, hands-on workshop, participants will learn about the peer observation process, practice conducting classroom observations, and select an observation partner or team. Each pair or team will determine its observation schedule and conduct those observations by the end of the current term.

PRFC3365

8

Peer Observation of Teaching Participants in this course will observe a faculty member’s classroom and will be observed by another faculty member using the peer observation process outlined in Learning Partners: Sharing Best Practices through Peer Observation.

Prerequisite: PRFC3364 Peer Observation of Teaching Orientation

PRFC3366

Variable

East Campus Mathematics Faculty Mentor Program Valencia’s East Campus Mathematics Department has instituted a Faculty Mentoring Program intended to help adjunct faculty members adjust to our learning environment and to create a link and promote interaction between this important cohort and the full-time faculty.

PRFC5361

2

Online Classroom Observation Observing online classes is an important piece of developing effective online faculty and quality assurance. In this hands-on workshop, participants will explore scenarios and evaluate an actual online classroom to gain experience in conducting online observations.

PRFC5362

2

Managing Faculty at a Distance As online course offerings grow, deans and program directors may find themselves managing faculty who do not live in the immediate geographic area. This workshop, will explore opportunities, challenges, and best practices of managing faculty at a distance.

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COURSE OFFERINGS SCHOLARSHIP OF TEACHING AND LEARNING (SOTL): The following courses are designed to help participants engage in the scholarship of teaching and learning that meets the Valencia Standards of Scholarship.

COURSE

HOURS

TITLE & DESCRIPTION

SOTL1116

Variable

Discipline-specific Topics Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year, may be repeated for credit.

SOTL1151

Variable

Virtual Reading Circle Online reading circle discussion of a selected text on scholarship of teaching and learning. Participants will be expected to engage with the text and with each other, as well as being willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated with new content.)

SOTL2171

2

Scholarship of Teaching & Learning This Essential Competency seminar examines Action Research as a method for educators to continuously reflect on the effectiveness of their teaching, counseling, and librarianship.

Note: This course is part of the TLA Year -1 Seminar series.

SOTL2271

2

Learning to Use the ARP Builder In this hands-on workshop, participants will learn how to use the Action Research Project Builder to plan, implement, assess, and publish (within the Valencia community) their Action Research.

SOTL2272

2

Developing Effective Surveys In this hands-on workshop, participants will learn the benefits of the common survey types, learn tips on how to write effective survey questions, and collaboratively assess sample surveys. Participants will have the opportunity to apply these principles to their own work.

SOTL2910

Variable

Selected Topics Seminars on special topics concerning scholarship of teaching and learning.

Topics vary from year to year, may be repeated for credit.

SOTL3371

20

Action Research: Project Design A seminar that introduces faculty to the Action Research Project Builder tutorial and database. Participants will design an Action Research Project that articulates a research question, measures a learning outcome, and implements innovative teaching strategies.

Note: Part 1 of a 2 part sequence.

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COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

SOTL3372

20

Action Research: Implementation Prerequisite: SOTL3371 or consent of facilitator A seminar that supports faculty implementation of their Action Research Project. Participants will record appropriate data, conduct analysis of that data, and reflect on its meaning for the improvement of student learning.

Results and reflective critique are recorded in the Action Research database.

Note: Part 2 of a 2 part sequence.

SOTL4270

Variable

Community of Scholars A selected group of faculty will collaboratively engage in scholarly inquiry.

Each Community of Scholars will be a specialized “community of practice� that will explore a shared topic related to the innovation of teaching and learning at Valencia. Led by a faculty facilitator, each community will engage in collaborative activities and disseminate their work to campus and college colleagues.

Note: Participants are selected through an application process.

For more information please contact the Office of Faculty Development.

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COURSE OFFERINGS LEARNING TECHNOLOGY AND ALTERNATIVE DELIVERY (LTAD) The following courses are designed to help participants incorporate learning technologies as tools to foster student learning in any mode (traditional, hybrid, online, video-on demand). Learning Technology and Alternative Delivery courses assist faculty members in applying learning technologies to enhance their practice in each of the Essential Competencies of a Valencia Educator.

COURSE

HOURS

TITLE & DESCRIPTION

LTAD1116

Variable

Discipline-specific Topics in Learning Technology Seminars created in collaboration with deans/departments to focus on discipline content and learning technology. Topics vary from year to year, may be repeated for credit.

LTAD2280

Variable

Selected Topics for Blackboard Users Workshops on special topics concerning blackboard course tools. Faculty and staff who design and facilitate alternative delivery courses will benefit from this course offering.

LTAD2910

Variable

Selected Topics in Learning Technology Seminars on special topics concerning learning technology. Topics include a focus on best practices, individualized sessions for technology application, and resource-sharing sessions for a problem-solving approach of incorporating technology in the classroom. Topics vary from year to year, may be repeated for credit.

LTAD3121

2

Classroom Performance Systems Learn how to utilize polling systems for formative assessment in your faceto-face classrooms. This workshop will introduce participants to the CPS and how it works. Participants will learn how to set up the Classroom Performance System, create a database, and write a series of questions.

Note: Please bring a jump drive.

LTAD3180

2

Navigating Blackboard This course is designed to help faculty navigate the Blackboard learning management system.

LTAD3181

2

Adding Content to Blackboard This course is designed to help faculty add content in the Blackboard learning management system.

LTAD3182

2

Maximizing Groupwork in Blackboard This course is designed to help faculty maximize group-work in the Blackboard learning management system.

LTAD3183

2

Assessment Tools in Blackboard This course is designed to help faculty utilize assessment tools in the Blackboard learning management system.

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COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

LTAD3184

2

Monitoring Student Performance in Blackboard This course is designed to help faculty monitor student performance in the Blackboard learning management system.

LTAD3185

2

Using the Blackboard Grade Center This course is designed to help faculty utilize the grade center in the Blackboard learning management system.

LTAD3186

2

Communication Tools in Blackboard This course is designed to help faculty utilize communication tools in the Blackboard learning management system.

LTAD3220

4

Virtual Worlds in Education Various topics dealing with virtual worlds in the educational environment will be covered in this course. This course will help participants learn about virtual worlds and how to create a virtual class to supplement the classroom.

LTAD3240

2

Multimedia Tools for Online Courses This workshop will assist participants in identifying and incorporating multimedia and instructional tools to accommodate students' diverse learning styles.

Note: This workshop is optional for the Digital Professor Certification.

LTAD3241

4

Podcasting 101 This course blends theory and literature in podcasting techniques for academic purposes and practical application. Participants will learn about podcasting, iTunes University, and create their own pod/podcast.

Note: This workshop is optional for the Digital Professor Certification.

LTAD3270

6

SoftChalk Lesson Builder This workshop will help Valencia with discussions on what Reusable Learning Objectives are and how they can be used in a variety of disciplines and incorporated in existing curriculum. The goals of this workshop are to offer the knowledge and experience of faculty who have designed and used RLOs, and encourage faculty from all disciplines to consider using RLOs for their instruction in a pedagogically sound manner. By the end of this workshop you will be able to give a broad definition of RLOs and repositories, identify a course competency that would benefit from being instructed using an RLO and create your own RLO. Note: This workshop is optional for the Digital Professor Certification.

LTAD3280

2

Maximizing Your Content for Online Learning Learn how to convert your course content to a web-friendly format for use in any web component for your course. This course will cover topics of basic file formats and document extensions, as well as identifying plug-in requirements for student access to your course content.

LTAD3282

10

Blackboard Essentials In this project-based course, participants will learn how to prepare their courses for delivery using the blackboard learning management system (LMS). Successful completion of this course is demonstrated by completing a learning module containing certain required elements to demonstrate your ability to use the tools.

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COURSE OFFERINGS COURSE

HOURS

TITLE & DESCRIPTION

LTAD3285

2

Respondus and StudyMate Bring your quizzes and test banks. Get ready to learn how to quickly and easily develop, edit, and publish quizzes, self-tests, flashcards, crossword puzzles, and many other interactive assessment tools to your course. Note: This workshop is optional for the Digital Professor Certification.

LTAD3286

2

Tools for Plagiarism Prevention Explore technology based tools that aide educators in preventing and detecting unoriginal content in assignment submissions. This course will also explore writing and researching resources that can be easily integrated into a blackboard-enabled course.

Note: This workshop is optional for the Digital Professor Certification.

LTAD3287

2

Online Video Orientations This onsite workshop will explore multiple alternatives for planning, developing and delivering online video orientations for your course.

Participants will view samples of videos, participate in a brief taping session, and discuss best practices in the production of a high-quality, reusable video orientation.

Note: This workshop is optional for the Digital Professor Certification.

LTAD3288

2

Integrating Web 2.0 Technologies Explore the world of web 2.0 and how these technologies can help enhance informal learning in your classroom. This workshop will showcase various applications and describe how they can be used to form learning communities through careful navigation, connections, evaluation, integration, problem-solving and communication in the interactive web.

Participants will identify tools to use in their discipline area and reflect on how these tools can enable collaborations and engage students.

LTAD3289

10

Problem-based Learning: Mobile Lessons In this course, faculty will customize existing course content to integrate, implement, and assess problem-based mobile lessons in Education method courses. Please note: This course is restricted to Education faculty. This course involves six webinar sessions and four onsite workshops.

LTAD3382

Variable

Course Outline Builder Training-of-Trainers workshop for Course Outline Builder (COB).

Participants will learn how to coach faculty on the use of the COB technology.

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FACULTY DEVELOPMENT CERTIFICATION PROGRAMS

Valencia values each faculty member’s development because we believe it is key to the success of our students, our profession, our institution, and our educational community. As our faculty members succeed, our students succeed.

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ASSOCIATE FACULTY CERTIFICATION PROGRAM

The Associate Faculty Certification Program is Valencia's way of annually recognizing and rewarding those adjunct faculty members who take advantage of Valencia’s professional development activities. This program supports all faculty members’ in their ongoing commitment to the enhancement of their knowledge, skills and abilities that lead to student learning or academic success.

PROGRAM ELIGIBILITY Valencia’s adjunct faculty, non-faculty, full-time staff and full-time, non-tenure earning faculty are eligible to participate.

RECOGNITIONS AND REWARDS • The new title of Associate Faculty is earned • Adjunct faculty receive an increase in pay by approximately $33.00 per contact hour taught (a 3 contact hour course would provide approximately a $99.00 increase).

• Non-faculty, full-time staff and full-time, non-tenure earning faculty receive an increase in pay by approximately $33.00 per contact hour taught for overload courses only (a 3 contact hour course would provide approximately a $99.00 increase).

REQUIRED COURSE (30 HOURS) COURSE

HOURS

TITLE & DESCRIPTION

LCTS1110

30

Teaching in Our Learning College (Previously LCTS1111)

OPTIONAL COURSES (30 HOURS) Successfully complete 30 faculty development hours by taking any combination of courses within the Faculty Development Catalog of Courses.

RECOMMENDED COURSES Although the only required course is LCTS1110 Teaching in Our Learning College, we recommend the following courses to faculty members seeking initial Associate Faculty Certification.

COURSE

HOURS

TITLE & DESCRIPTION

PRFC3364 PRFC3365 ASMT2122 INDV3352 LCTS2212

2 8 10 20 2

Peer Observation of Teaching Orientation Peer Observation of Teaching Classroom Assessment Techniques: Part I Classroom Management Engaging Lectures

For complete details, including instructions for application, visit the Associate Faculty Certification Program webpage.

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DIGITAL PROFESSOR CERTIFICATION PROGRAM

This series is designed to culminate in the certification of faculty as "Digital Professors." This designation will indicate completion of 20 hours of professional development in the areas of pedagogy and technology in online/hybrid teaching and learning.

To successfully complete the Digital Professor Certification, the faculty member must complete a minimum of 16 hours of required pedagogy courses, 2 hours of optional pedagogy courses (choices below) and 2 hours of optional technology courses (choices below). As new courses are developed, additional options will be added to the program.

Note: Participants should take Boot Camp for Online Instruction (LCTS3212) or Blackboard Essentials (LTAD3282) prior to enrolling in Digital Professor courses.

REQUIRED PEDAGOGY COURSES (16 HOURS) COURSE

HOURS

TITLE & DESCRIPTION

LCTS3242 ASMT3232 ASMT3353 INDV3246 INDV3248 INDV3244

2 6 2 2 2 2

Developing Interactive Web-Based Courses Quality Matters: Peer Reviewer Training Authentic Learning and Online Assessment Universal Design for Online Learning Building Online Learning Communities Legal Issues and the Virtual Student

OPTIONAL PEDAGOGY COURSES (minimum of 2 HOURS) COURSE

HOURS

TITLE & DESCRIPTION

INDV3358 LCTS1112 LCTS3125 LCTS3137 LCTS3211 LCTS3247 LCTS3280 LFMP3115

10 20 2 20 2 10 4 2

The Art of Facilitating Online Discussions NEW! Succeeding in Online Group Work Engaging the Online Learner Facilitating Online Learning Strategies for Academic Integrity NEW! Maximizing Hybrid Learning NEW! Teaching and Learning with Social Media NEW! Designing an Effective Online Student Orientation

OPTIONAL TECHNOLOGY COURSES (minimum of 2 HOURS) COURSE

HOURS

TITLE & DESCRIPTION

LTAD3240 LTAD3241 LTAD3270 LTAD3285 LTAD3286 LTAD3287

2 4 6 2 2 2

Multimedia Tools for Online Courses Podcasting 101 SoftChalk Lesson Builder Respondus and Studymate Tools for Plagiarism Prevention Online Video Orientations

For complete details, visit the Digital Professor Certification webpage.

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