2013–2014
Catalog Faculty Development & Teaching/Learning Academy
valenciacollege.edu/facultydevelopment
Contents Essential Competencies of a Valencia Educator..................1 Campus Centers for Teaching/Learning Innovation........6 Consultation........................................................................... 7 Course Offerings Assessment....................................................................... 10
Inclusion & Diversity....................................................... 13
Learning-centered Teaching Strategies.............................. 16
LifeMap.......................................................................... 22
Learning Outcomes-based Practice.................................. 24
Professional Commitment............................................... 26
Scholarship of Teaching & Learning............................... 30
Learning Technology and Alternative Delivery................ 32
Circles of Innovation.......................................................... 35 Essential Competencies/Topic Concentrations............... 36 Faculty Development Certification Programs Associate Faculty Certification ....................................... 40
Digital Professor Certification......................................... 42
LifeMap Certificate Program........................................... 44
Seneff Faculty Development Program.............................. 46
Study Abroad Leader Certification.................................. 48
Professional Collection....................................................... 49
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. At Valencia, we have defined seven Essential Competencies that were developed by our academic community of deans and faculty. 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
1
Faculty Development & Teaching/Learning Academy
PREFIX
ASMT
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. 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 • a lign summative evaluations with course outcomes and learning activities (appropriate to level of thinking and 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
PREFIX
LCTS
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. Performance Indicators: Evidence of Learning
The faculty member will: • e mploy 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 thinking, practice and procedures within the discipline (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
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Essential Competencies of a Valencia Educator
PREFIX
INDV
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. Performance Indicators: Evidence of Learning
The faculty member will:
• • • • •
• • • •
PREFIX
LFMP
design and support learning experiences that address students’ unique strengths 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.)
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. Performance Indicators: Evidence of Learning
The faculty member will: • h elp 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 and faculty contact that contributes to students’ academic, personal, and professional growth • seek out struggling students and identify options through dialogue (and appropriate referrals) • employ electronic tools to aid student contact (e.g., Atlas, MyPortfolio, Blackboard, Ask-A-Librarian, email, etc.)
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Faculty Development & Teaching/Learning Academy
PREFIX
LOBP
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?” 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: • c onstruct 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) • a lign 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 (Think, Value, Communicate & Act) and Program Learning Outcomes • help students understand their growth in the acquisition of student core competencies (Think, Value, Communicate & Act) 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
PREFIX
PRFC
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 collegewide groups, attending professional conferences, and/or participating in other community organizations. Performance Indicators: Evidence of Learning
The faculty member will: • s tay 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.)
PREFIX
SOTL
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. Performance Indicators: Evidence of Learning
The faculty member will: • p roduce 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 SOTL to improved teaching and learning processes • demonstrate current teaching and learning theory and practice
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Campus Centers for Teaching/Learning Innovation A place where faculty learning, collaboration, innovation and scholarship contribute to the greater success of our students, faculty and community.
East Campus Building 4, Room 133 407-582-2425
West Campus Building 6, Room 326 407-582-1792
Lake Nona Campus Building 1, Room 344 407-582-7128
Winter Park Campus Room 130 407-582-6919
Osceola Campus Building 4, Room 124 407-582-4812
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Consultation
Faculty Development offers one-to-one and group consultations to support all faculty in a broad range of topics related to teaching, learning and technology.
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Faculty Development & Teaching/Learning Academy
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.
8
course offerings
9
Faculty Development & Teaching/Learning Academy
PREFIX
ASMT
Assessment
The following assessment courses are designed to help participants use assessment as a tool for improving student learning.
Discipline-specific Topics ASMT1116
Variable PD Hours
Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year; course may be repeated for credit.
Reading Circle ASMT1151
Variable PD Hours
A reading circle discussion of a selected text on assessment issues in higher education. 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 for credit.)
Assessment as a Tool for Learning ASMT2121
2 PD Hours
Assessment at its best promotes students’ learning; it doesn’t just measure it. This seminar explores how to align learning outcomes with learning opportunities to create an effective assessment cycle. Participants will learn how to use formative and summative assessment methods, ensure alignment between learning activities and assessments, promote students’ self-assessment, and use regular, systematic feedback in the learning cycle. NOTE: This course is part of the TLA Year-1 Seminar series and open to all faculty.
Classroom Assessment Techniques ASMT2122 10 PD Hours
This introductory course examines classroom assessment techniques that promote student learning through consistent, timely, and formative measures. Also examined will be assessment practices that invite student feedback on the teaching and learning process, as well as on student achievement. In order to complete the weekly assignments, participants should be teaching a course while enrolled. 10
Online Course Summative Assessment ASMT2226 6 PD Hours
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.
Understanding and Designing Rubrics ASMT2227 5 PD Hours
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 disciplinespecific rubrics.
Authentic Assessment ASMT2228 5 PD Hours
In this course, participants will examine assessment methods that require students to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
Assessing Higher Order Thinking Through Multiple Choice Questions ASMT2229 Variable PD Hours
In this course, faculty members will enhance their ability to develop, test, and revise multiple choice questions drawing on hands-on activities that use examples from Valencia College faculty. Issues of validity including reliability will be included in the conversation.
course offerings
Selected Topics
ASMT2910 Variable PD Hours
Seminars on special topics concerning assessment. Topics vary from year to year; course may be repeated.
Implementing Rubrics for Program Assessment
QM: Refresher Training ASMT3234 1 PD Hour
This course 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. Prerequisite: This course is for participants who have already taken ASMT3232, QM: Peer Reviewer Training.
ASMT3220 3 PD Hours
This course has been designed as an interactive working session for faculty implementing rubrics for the review of student work across course sections/courses. Faculty members participating from the same programs will be invited to use their own student work. The session will cover sampling, inter-rater reliability, forming of review teams, and the consistent application of criteria to student artifacts and assignments for the assessment of program learning outcomes.
Strengthening Teaching and Learning Using Student Feedback On Instruction ASMT3222 2 PD Hours
This course will introduce faculty members to the basics of student assessment of instruction at Valencia College through our online course evaluation system, including ways of increasing student participation. Advanced topics will also be covered such as the development of customized evaluation questions, the development of formative midterm assessment measures, and strategies for acting on your results in terms of teaching practices and professional portfolio development.
QM: Peer Reviewer Training ASMT3232 6 PD Hours
This course 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. After successfully completing this course, participants will be eligible to serve on a Valencia Quality Matters peer course review.
Quality Matters Peer Review Panel Training ASMT3235 Variable PD Hours
The purpose of this course is to prepare faculty members to serve on an internal Quality Matters peer review team. This course is required for faculty who will serve as committee members or as the committee chair. Prerequisite: This course is for participants who have already taken ASMT3232 QM Peer Reviewer Training and have been selected to serve on a peer review team.
Review Panel Training ASMT3321 4 PD Hours
This online course prepares tenured faculty members to evaluate the contents of an ILP and to carry out a tenure candidate’s ILP review. NOTE: Attendance is limited to deans, directors, and tenured faculty members serving on an ILP panel.
Portfolio Review Panel Training ASMT3322 10 PD Hours
The purpose of this hybrid course is to help prepare tenured faculty members to evaluate a faculty portfolio according to the standards described in the established rubric. NOTE: Attendance is limited to deans, directors, and tenured faculty members serving on an ILP panel.
NOTE: This course is required for Digital Professor Certification.
Online Face to face Hybrid variable Webinar independent study
11
Faculty Development & Teaching/Learning Academy
ILP Norming ASMT3324 2 PD Hours
Panelists will review the expectations and framework of the ILP Review Panel meeting and practice applying the rubric in their evaluation of a mock ILP. NOTE: Attendance is limited to ILP panelists who have completed the 4-hour online Year-1 ILP Review Panel Training (ASMT3321) within the last year.
Portfolio Norming ASMT3325 2.5 PD Hours
Panelists will review the elements and requirements of the Faculty Portfolio and practice applying the rubric in their evaluation of a mock portfolio. NOTE: Attendance is limited to portfolio panelists who have completed the 10-hour hybrid Year-2 Portfolio Review Training (ASMT3322) within the last year.
12
Authentic Learning & Online Assessment ASMT3353 2 PD Hours
Concepts and best practice strategies from current literature about learning-centered online testing and grading are presented. Participants will share strategies and suggestions to design and improve online authentic assessments. NOTE: This course is required for Digital Professor Certification.
course offerings
PREFIX
INDV
INCLUSION & DIVERSITY
The following courses are designed to help participants form an inclusive learning environment that respects diverse talents and ways of learning.
Discipline-specific Topics INDV1116
Variable PD Hours
Seminars created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year; course may be repeated for credit.
Reading Circle INDV1151
Variable PD Hours
A reading circle discussion of a selected text on Inclusion and Diversity issues in higher education. 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 for credit.)
The Global Community College INDV1152
INDV2151
2 PD Hours
In this seminar, participants will investigate learning opportunities that acknowledge, draw upon, and are enriched by student diversity and create atmospheres of inclusion and understanding. Participants will reflect on power differentials in the classroom, ways to increase inclusion and minimize exclusion, and some theoretical underpinnings of Inclusion and Diversity. NOTE: This course is part of the TLA Year-1 Seminar series and is open to all faculty.
True Colors INDV2252
2 PD Hours
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 are included in the learning process in our classrooms.
20 PD Hours
Virtually all faculty members find themselves working with students from many cultures. This online scenariosbased 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.
Making Learning Accessible INDV1153
Inclusion & Diversity
10 PD Hours
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.
Personality & Learning Styles INDV2253
2 PD Hours
This is an introductory course to personality and 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.
Brain Theory Meets Learning Styles INDV2254
2 PD Hours
In this course, participants will examine the relationship between the ways people learn and the biology of the brain.
Online Face to face Hybrid variable Webinar independent study
13
Faculty Development & Teaching/Learning Academy
Selected Topics INDV2910
Universal Design for Learning
Variable PD Hours
Seminars on special topics concerning Inclusion and Diversity. Topics vary from year to year; course may be repeated for credit.
Learning Styles Online INDV3113
2 PD Hours
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.
Universal Design for Online Learning: Developing Digital Content INDV3246
2 PD Hours
NOTE: This course is required for Digital Professor Certification.
Building Online Learning Communities 2 PD Hours
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.
14
2 PD Hours
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.
Creating LinC Pairs: Part I INDV3257
10 PD Hours
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 open to faculty members teaching LinC courses. This course is an elective course in the LifeMap Certification Program.
Universal design for learning is “the design of products and environments to be usable 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 course will explore the creation of digital course content that can be used by the broadest audience possible.
INDV3248
INDV3256
Creating LinC Pairs: Part II INDV3258
10 PD Hours
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. Prerequisite: INDV3257. NOTE: This course is only open to faculty members teaching LinC courses. This course is an elective course in the LifeMap Certification Program.
Hola, Amigo de Osceola INDV3340 10 PD Hours
The Osceola Campus has long held an identity as being a “friendly campus.” With our rapid growth, we want to explicitly work to maintain our warmth and establish a similar reputation at Lake Nona Campus. This Spanish course will allow faculty and staff to learn basic conversational Spanish.
course offerings
Fostering Cultural Responsibility INDV3351
2 PD Hours
Course 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.
Classroom Management INDV3352
20 PD Hours
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.
The Art of Facilitating Online Discussions INDV3358
10 PD Hours
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 facilitatorstudent interaction.
Creating a Safe Space for Dialogue INDV7311
10 PD Hours
This course will demonstrate techniques for establishing a respectful and inclusive environment that promotes healthy classroom dialogue. Dialogue can assist students in moving information from a memorized or theoretical understanding, to a more integrated, tangible and lasting knowledge. Participants will engage in best practices designed to promote discussion as a pedagogical tool. In registering for this course, you are committing to attend two meetings across two terms (one 4-hour and one 2- hour), complete the required reading, and integrate a conversation activity into your class.
Cultivating the Contemplative Mind in Education through Research, Practice, and Personal Insight INDV7312
3 PD Hours
Contemplative pedagogy involves a wide range of teaching methods designed to cultivate a capacity for deeper awareness, concentration, and insight that create demonstrable neurobiological changes. Participants will be introduced to the nature, history, and status of contemplative practices used in mainstream education as a complementary pedagogic tool that fosters depth in learning. Participants will have the opportunity to experiment with and create a contemplative-based classroom practice and reflect upon how contemplation may innovatively meet the needs of today’s students.
Working with Conflict INDV7310
4 PD Hours
In this course, faculty will learn about the components, roles, and needs active in conflict, identify their own conflict style, and be introduced to conflict resolution practices for the purpose of more productive and positive outcomes. Participants will engage in various exercises, including a self-assessment and mock negotiation for the purpose of integrating these skills into a working knowledge.
Online Face to face Hybrid variable Webinar independent study
15
Faculty Development & Teaching/Learning Academy
PREFIX
LCTS
LEARNING-CENTERED TEACHING STRATEGIES
The following courses are designed to help participants employ teaching strategies to improve student learning.
Teaching in Our Learning College LCTS1110
30 PD Hours
Reading Circle LCTS1151
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.
LCTS1112
20 PD Hours
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.
Discipline-specific Topics LCTS1116
Variable PD Hours
Courses created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year; course may be repeated for credit.
Learning-centered Teaching Strategies LCTS2111
LCTS1117
20 PD Hours
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. NOTE: This course is an elective course in the LifeMap Certification Program.
16
2 PD Hours
In this seminar, participants will examine the difference between group work and cooperative/collaborative learning strategies that promote active learning. Through an interactive approach that models the model of collaborative learning, participants will experience firsthand the power of the well-structured cooperative strategy. Participants will leave this seminar with strategies they can use in their next class. NOTE: This course is part of the TLA Year-1 Seminar series and open to all faculty.
Math Across the Curriculum LCTS2210
Reading and Writing: Strategies for YOUR Course
A reading circle discussion of a selected text on learnercentered teaching strategies. Participants will be expected to engage with the text and with each other, as well as be willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated for credit.)
Succeeding with Online Group Work
Variable PD Hours
2 PD Hours
In this course, 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.
course offerings
Hands-On Math LCTS2211
2 PD Hours
Project-based Learning LCTS2217
Math manipulatives can promote student engagement and comprehension of mathematical concepts. This course demonstrates how to employ hands-on math activities in classroom instruction. The metacognitive processes of hands-on learning will also be explored and discussed.
Engaging Lectures LCTS2212
2 PD Hours
This workshop will explore effective lecture techniques including the use of media and interactive learning strategies in planning, organizing, and assessing engaging lectures. Participants will discuss and reflect on communication delivery style and will leave with practical application for engaging student learning through the lecture format.
Active Learning Techniques LCTS2213
Variable PD Hours
In this hands-on session, participants learn a variety of strategies that guide students to become more active learners. Faculty members from all disciplines will find this session useful.
Problem-based Learning LCTS2214
2 PD Hours
This course explores the learning of subject matter and skill acquisition through collaborative problem-solving. Emphasis is placed on using this method in community college courses.
Reading across the Disciplines LCTS2216
2 PD Hours
In this course, participants will investigate practical strategies for strengthening students’ reading comprehension in any discipline.
2 PD Hours
In project-based learning, students answer a complex, open-ended question or solve an authentic problem through a collaborative process of investigation. Unlike traditional instruction where students are presented with knowledge and given an opportunity to apply that knowledge, project-based learning starts with the end in mind – a product that requires the learning of essential content and skills. In this workshop, faculty will be introduced to the seven characteristics of project-based learning, as well as techniques for managing a project-based learning experience in one’s classroom. Workshop participants will draft a driving-question and will begin developing ideas for project-based learning experiences in their disciplines.
Speaking across the Disciplines LCTS2218
2 PD Hours
This workshop explores how to integrate oral presentations into a course in any discipline. It will focus on how to develop an assignment, how to prepare students, and how to assess the presentation. Participants will practice assessing a sample student presentation, brainstorm ideas for their class, and leave with sample assignments and rubrics for reference.
Using Collaborative Writing Strategies across the Disciplines LCTS2220
2 PD Hours
In this course, participants in all disciplines examine strategies to teach students how to write more effectively for their specific course using collaborative writing as a teaching method. Participants will be given resources and the opportunity to create a lesson or activity incorporating collaborative writing into their discipline.
Impacting Student Motivation LCTS2221
10 PD Hours
Over 2 two-hour meetings, participants will discuss and apply strategies for helping students to understand motivation and how it influences their thoughts and behaviors. Participants will read Daniel Pink’s Drive as background for the discussions. In registering for this course, you are committing to attend two meetings, read the book, and develop one activity/lesson on motivation. NOTE: This course is an elective course in the LifeMap Certification Program.
Online Face to face Hybrid variable Webinar independent study
17
Faculty Development & Teaching/Learning Academy
Case-based Teaching in the Health Sciences LCTS2222
2 PD Hours
Case studies can provide a rich basis for developing problem-solving and decision making skills. These critical thinking skills are necessary to meet higher level learning outcomes in the health sciences. This class will explore the most appropriate methods of integrating case-based teaching strategies into your course.
Variable PD Hours
Web-enhance Your Course 2 PD Hours
This course will help participants explore the various strategies they can use to enhance any face-to-face course using the Learning Management System. Participants will explore sample courses and discuss strategies that can be used to enhance student learning as well as satisfy attendance and grade availability requirements.
Introduction to Teaching and Learning Online LCTS3121
2 PD Hours
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.
Engaging the Online Learner LCTS3125
2 PD Hours
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.
18
20 PD Hours
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.
Courses on special topics concerning learning-centered teaching strategies. Topics vary from year to year; course may be repeated for credit.
LCTS3112
LCTS3137
NOTE: This course is optional for Digital Professor Certification.
Selected Topics LCTS2910
Facilitating Online Learning
Strategies for Academic Integrity LCTS3211
2 PD Hours
This course 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.
Boot Camp for Online Instruction LCTS3212
20 PD Hours
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.
Service Learning Across the Curriculum LCTS3213
10 PD Hours
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.
course offerings
Designing a Short-Term Study Abroad Experience for Students LCTS3214
20 PD Hours
LCTS3216
Creating a study abroad program is one way that faculty can internationalize the curriculum for students to better compete in a global environment. In this course, participants will learn how to plan and prepare for a short-term study abroad program through the office of Study Abroad and Global Experiences (SAGE). Faculty will design a study-abroad course with learning outcomes, activities, and assessment methods and complete an initial draft of the Short-Term Study Abroad Proposal. This 20hour course entails 8 face-to-face hours and 12 hours of homework. Participants must submit a completed proposal, course outline, and course syllabus in order to successfully complete the course. NOTE: This course is required for Study Abroad Program Leader Certification; however, completion of the course does not guarantee the participant a Study Abroad trip.
Step by Step: Faculty Development for SLS 1122 LCTS3215
Variable PD Hours
Supplemental Learning to Enhance Student Learning
Step by Step is an interactive, faculty-led session required for faculty who will be teaching SLS 1122 Student Success. Step by Step focuses on the four key elements of the SLS 1122 course: Self Discovery, Study Skills, Academic Planning, and Career Exploration. You will learn how to design a classroom learning community that focuses on integrated, active learning, and learn how to assess how students integrate their learning into their other courses, through the completion of the SLS 1122 Learning Portfolio. NOTE: This course is an elective course in the LifeMap Certification Program.
10 PD Hours
Faculty will learn how Supplemental Learning is used at Valencia to enhance student learning through SL strategies such as facilitated learning, the integration of college success skills with course material, and group activities. This interactive course focuses on the essentials of Supplemental Learning, as well as strategies for integrating SL into your course and creating a dynamic partnership with the SL Leader to facilitate learning. Participation in this course does not guarantee a faculty member will be able to teach a course enhanced by supplemental learning. Supplemental Learning is currently focused on intermediate and College Algebra, College Prep English 1 and 2, Freshman Comp 1 and 2 and US Government. NOTE: This course is an elective course in the LifeMap Certification Program.
College Survival Skills: Faculty Development for SLS 1101 LCTS3217
2 PD Hours
This is an interactive session for faculty who will be teaching SLS 1101 College Survival Skills within the Bridges to Success program. Faculty will learn about the Bridges to Success program, active learning, and the four key elements of the SLS 1101 curriculum: Financial Empowerment, Health, Community Service, and Etiquette. NOTE: This course is required for all faculty who teach SLS 1101 College Survival Skills to Bridges students. Attendance at this session does not guarantee a teaching opportunity, as enrollment is dependent on the Bridges department. This course is an elective course in the LifeMap Certification Program.
Online Face to face Hybrid variable Webinar independent study
19
Faculty Development & Teaching/Learning Academy
Personal Development: Faculty Development for SLS 1201 LCTS3218
2 PD Hours
This session is designed for faculty who will be teaching SLS 1201 Personal Development, a course that focuses on the process of understanding personal responsibility and getting on course to success. Faculty will explore this engaging curriculum, learn about the Bridges to Success program, and engage in active learning activities they can use in the classroom. NOTE: This course is an elective course in the LifeMap Certification Program.
Sustainability Across the Curriculum LCTS3219
20 PD Hours
In this course, participants will examine sustainability concepts, explore available resources and develop a plan to infuse sustainability and ethical responsibility into a current course. Participants will learn a variety of strategies and techniques they can use to make sustainability concepts relevant to students’ lives and academic work. Through collaborative learning, including face-to-face and online group work, participants will prepare assessment plans to measure student learning for the sustainabilityfocused module or unit.
Developing Interactive Web-based Courses LCTS3242
2 PD Hours
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, 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.
Maximizing Hybrid Learning LCTS3247
10 PD Hours
Participants will examine best practices and models for developing a hybrid course. Particular attention will be paid to appropriately leveraging the face-to-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 Digital Professor Certification.
Teaching & Learning With Social Media: Part One LCTS3280
4 PD Hours
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 and is part one of a two-part series on social media. Part Two, LTAD3383, provides an in-depth overview of various social media tools.
Best Practices in Honors Education LCTS6310
4 PD Hours
This course will review some of the established best practices and cutting edge ideas in honors education, as well as encourage instructors to develop techniques and assignments that challenge students to engage course materials in new and inventive ways. NOTE: This is a required course for the Seneff Faculty Development Program.
NOTE: This course is required for Digital Professor Certification.
20
Online Face to face Hybrid variable Webinar independent study
20
course offerings
Interdisciplinary Teaching: Pedagogical Practices that Encourage Critical Thinking and Action LCTS6311
3 PD Hours
This course will explore the benefits and challenges of designing and implementing interdisciplinary teaching techniques in the classroom. Emphasis will be placed on developing instructional activities that nurture students’ critical thinking skills by constructing alternative perspectives to course questions. In addition, participants will discuss strategies to meet challenges of interdisciplinary teaching and to maximize benefits to students.
Teaching Honors Research Process LCTS6314
3 PD Hours
This course will inform faculty of curriculum expectations and provide potential strategies to successfully deliver the “Honors Research Process” course to honors students in the Undergraduate Research Track. NOTE: This is an optional course for the Seneff Faculty Development Program. This course is required for faculty mentoring students in the Honors Undergraduate Research Track who do not meet alternative credentialing.
NOTE: This is an optional course for the Seneff Faculty Development Program.
Great Books (and Other Masterpieces in Human Thought) LCTS6312
3 PD Hours
This course will review ways to include primary source materials into lower division, general education courses. While emphasis will be placed on canonical ‘great books,’ methods for incorporating other primary source materials such as historical documents and artifacts will also be discussed. NOTE: This is an optional course for the Seneff Faculty Development Program.
City as Text™: A Model for Active Learning LCTS6313
5 PD Hours
City as Text™ is the National Collegiate Honors Council signature program that provides the opportunity for participants to “read” an urban landscape and find meaning through walkabouts and active exploration of the environment. Basic tenents of active learning will also be covered. NOTE: This is an optional course for the Seneff Faculty Development Program.
Online Face to face Hybrid variable Webinar independent study
21
Faculty Development & Teaching/Learning Academy
PREFIX
LFMP
LIFEMAP
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.
Discipline-specific Topics LFMP1116
Variable PD Hours
Courses created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year; course may be repeated for credit.
Reading Circle LFMP1151
Variable PD Hours
A 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 be willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated for credit.) NOTE: This course is an elective course in the LifeMap Certification Program.
LifeMap LFMP2141
2 PD Hours
This seminar explores the philosophy and practice of LifeMap. The focus is on the value of incorporating LifeMap strategies in one’s practice to promote discipline learning while also promoting student life skills development. A key question is “How can my practice enhance students’ continued learning and planning in their academic, personal, and professional endeavors beyond my course?” NOTE: This course is part of the TLA Year-1 Seminar series and open to all faculty.
Selected Topics LFMP2910 Variable PD Hours
Courses on special topics concerning LifeMap. Topics vary from year to year; course may be repeated for credit.
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Designing an Effective Online Student Orientation LFMP3115
2 PD Hours
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.
Conceptual Frameworks of LifeMap LFMP3340 6 PD Hours
LifeMap is Valencia’s name for a developmental advising system designed to increase students’ social and academic integration, development of education and career plans, and the acquisition of study and life skills. LifeMap describes the ideal progression of a student in a five-stage model. This course provides the LifeMap conceptual framework including an in-depth review of the developmental theories on which LifeMap was created. NOTE: This course is required for the LifeMap Certification Program and must be taken first in the series of required courses.
course offerings
Advising is Teaching LFMP3341
6 PD Hours
This course will lay the foundation for participants to extend the professor-student relationship beyond the classroom into faculty advising. Using LifeMap tools and Atlas resources, the participant will be able to guide students in using their learning skills in self-discovery and career exploration to build realistic academic and life plans. Participants will also be able to assist students in developing effective academic behaviors. NOTE: This course is required for the LifeMap Certification Program. Participants must successfully complete the required prerequisite, Conceptual Frameworks of LifeMap (LFMP3340), prior to enrolling in this course.
Infusing College Success Skills LFMP3344 6 PD Hours
LifeMap Certificate Capstone: LifeMap Infusion Project
Faculty from all disciplines who are committed to enhancing student learning will benefit from this interactive, project-based course. Participants will develop the knowledge and strategies to effectively infuse college success skills into student learning experiences and will view examples from Valencia experts who successfully infuse these strategies.
LFMP3346 20 PD Hours
This LifeMap Certificate Capstone course is designed as the last course within the LifeMap Certification Program and involves the completion of a LifeMap Infusion Project. Participants will be asked to integrate what they learned about the LifeMap model, developmental advising, LifeMap Tools, and LifeMap College Success Skills into a learning opportunity for one of their courses. Participants will study LifeMap infusion examples and develop learning outcomes and assessments for their own discipline. The faculty will implement the project and assess results during the current term (participants must be teaching in the term registered for this course). Each faculty member will share the project and the results in implementation and student learning. NOTE: This course is required for the LifeMap Certification Program. Participants must successfully complete the following required prerequisites prior to enrolling in this course: Conceptual Frameworks of LifeMap (LFMP3340), Advising is Teaching (LFMP3341), Infusing College Success Skills (LFMP3344) and a minimum of 4 hours of LifeMap electives coursework.
NOTE: This course is required for the LifeMap Certification Program.
Learning Support Services on Your Campus LFMP3345 4 PD Hours
This course is designed to help participants learn more about campus Learning Support Services available to students. This course will benefit faculty members from all disciplines.
Engaging Students through Mentorship
LFMP3347 2 PD Hours
Mentorship is a vital and successful method to engage students. This course will help define mentorship in higher education, provide mentoring techniques, and include a discussion of incorporating mentorship in different fields.
NOTE: This course is an elective course for the LifeMap Certification Program.
Online Face to face Hybrid variable Webinar independent study
23
Faculty Development & Teaching/Learning Academy
Continuous Assessment and Responsive Engagement (CARE) Strategies LFMP3348 10 PD Hours
Faculty will research and develop intervention strategies for struggling students that are grounded in continuous assessment and responsive engagement for the purpose of ensuring student learning. Participants in this course will employ best practices in the area of early alert to design and implement a CARE strategy in their course. NOTE: This course is an elective for the LifeMap Certification Program.
PREFIX
LOBP
Variable PD Hours
Learning Outcomes-based Practice 2 PD Hours
This seminar focuses on student learning as the central goal of a Valencia educator’s practice. Participants will be introduced to the construction, implementation and alignment of learning outcomes with a focus on the student core competencies (Think, Value, Communicate, Act). Participants will examine teaching and learning through the lens of the key questions: “What will the students be able to know or do?” and “How will I know they can do it?” NOTE: This course is part of the TLA Year-1 Seminar series.
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This course will provide the essential skills required to mentor honors students enrolled in the Undergraduate Research Track as they determine the direction of their research, establish a research question, conduct research, and present research in a formal forum in accordance with guidelines of the selected discipline. NOTE: This is an optional course for the Seneff Faculty Development Program. This course is required for faculty mentoring students in the Honors Undergraduate Research Track who do not meet alternative credentialing.
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.
Courses created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year; course may be repeated for credit.
LOBP2131
LFMP6340 3 PD Hours
LEARNING OUTCOMES-BASED PRACTICE
Discipline-specific Topics LOBP1116
Mentoring Students in Undergraduate Research
Core Competencies: Think, Value, Communicate, Act (TVCA) LOBP2230 2 PD Hours
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.
Selected Topics LOBP2910 Variable PD Hours
Courses on special topics concerning the core competencies of a Valencia graduate. Topics vary from year to year; course may be repeated for credit.
course offerings
Thinking Things Through: Critical Thinking Theory and Practice LOBP3230 10 PD Hours
Over 2 two-hour meetings, participants will discuss and apply the concepts of Paul and Elder’s critical thinking model outlined in Gerald Nosich’s book Learning to Think Things Through: A Guide to Critical Thinking Across the Disciplines. The text offers both a practical model that can be applied to any discipline, as well as exercises and activities for teaching students how to think more critically. Each participant will receive a copy of the book after registering. In registering for this course, you are committing to attend two meetings, read the book, and integrate the model into one activity/lesson in your class.
Program Outcomes Assessment: Models and Strategies that Work LOBP3332 2 PD Hours
As a showcase of current and emerging best practices at Valencia, this course will offer examples of models and strategies for Learning Outcomes assessment drawn from diverse academic disciplines. The session will feature speakers from programs across the college who will share the process they experienced over time along with breakthroughs and lessons learned.
NOTE: This course is an elective course in the LifeMap Certification Program.
Critical Thinking: Intellectual Standards LOBP3231
2 PD Hours
Faculty will deepen their understanding of the Paul and Elder critical thinking model by examining the personal qualities of a strong critical thinker and learning the standards by which to analyze a position. Participants will identify strategies to incorporate these skills into class activities, course assignments, and assessment methods. NOTE: This course is recommended for those who have completed LOBP3230.
Program Outcomes Assessment: Developing Meaningful Assessment Plans LOBP3331
3 PD Hours
Focused on a series of interactive activities, this course will help participants develop essential skills for the Program Learning Outcomes development process. Participants will work with examples and exercises to develop or contribute to the development of Program Learning Outcomes plans, the collection and analysis of data across courses, and the subsequent creation of program improvement plans. Participants will also review the use of rubrics for program learning outcomes assessment and steps to ensure interrater reliability. In this interactive working session, faculty members, or groups of faculty members, attending from a specific discipline or program, can develop and enhance their specific assessment plans or improvement plans.
Online Face to face Hybrid variable Webinar independent study
25
Faculty Development & Teaching/Learning Academy
PREFIX
PRFC
PROFESSIONAL COMMITMENT
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.
Discipline-specific Topics PRFC1116
Variable PD Hours
WP 101: A Great Place to Teach
Courses created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year; course may be repeated for credit.
EC 101: A Great Place to Teach PRFC1121
4 PD Hours
This course is designed to be an introduction to successful teaching at East Campus. In this cornerstone course of the ConnectEd to East Program, faculty members will learn about essential tools and resources and have an opportunity to meet the Campus President. NOTE: This course is part of the ConnectEd to East Program and is limited to adjunct and full-time, nontenured faculty at East campus.
EC 102: Get Connected PRFC1122
1.5 PD Hours
In this small group session, participants will discuss and refine their “My Development Plan” with their dean and discipline colleagues. NOTE: This course is part of the ConnectEd to East Program and is limited to adjunct and full-time, nontenured faculty at East campus. To participate, faculty members should have taken or be currently enrolled in LCTS1110, Teaching in Our Learning College.
EC 103: Faculty to Faculty PRFC1123
2.5 PD Hours
In this capstone experience within the ConnectEd to East Program, faculty will share best practices and what they have learned with colleagues. NOTE: This course is part of the ConnectEd to East Program and is limited to adjunct and full-time, nontenured faculty at East campus. To participate, faculty members should have taken or be currently enrolled in PRFC3365, Peer Observation of Teaching. 26
PRFC1131
4 PD Hours
This course is designed to be an introduction to successful teaching at the Winter Park Campus. In this cornerstone course of the Inside Winter Park Program, faculty members will learn about essential tools and resources and have an opportunity to engage with campus leaders. NOTE: This course is part of the Inside Winter Park Program and is limited to adjunct and full-time, nontenured faculty at Winter Park Campus.
WP 102: Get Connected PRFC1132
1.5 PD Hours
In this small group session, participants will discuss and refine their “My Development Plan” with the Manager of Credit Programs and discipline colleagues. NOTE: This course is part of the Inside Winter Park Program and is limited to adjunct and full-time, nontenured faculty at Winter Park Campus. To participate, faculty members should have taken or be currently enrolled in LCTS1110, Teaching in Our Learning College.
WP 103: Faculty to Faculty PRFC1133
2.5 PD Hours
In this capstone experience within the Inside Winter Park Program, faculty will share best practices and successful strategies with colleagues. NOTE: This course is part of the Inside Winter Park Program and is limited to adjunct and full-time, nontenured faculty at Winter Park Campus. To participate, faculty members should have taken or be currently enrolled in PRFC3365, Peer Observation of Teaching.
course offerings
OC 101: A Great Place to Teach PRFC1141
4 PD Hours
This course is designed to be an introduction to successful teaching at Osceola and Lake Nona campuses. In this cornerstone course of the Inside the OC Program, faculty members will learn about essential tools and resources and have an opportunity to meet the Campus President. NOTE: This course is part of the Inside the OC Program and is limited to adjunct and full-time, non-tenured faculty at Osceola and Lake Nona campuses.
OC 102: Get Connected PRFC1142
1.5 PD Hours
In this small group session, participants will discuss and refine their “My Development Plan” with their dean and discipline colleagues. NOTE: This course is part of the Inside the OC Program and is limited to adjunct and full-time, non-tenured faculty at Osceola and Lake Nona campuses. To participate, faculty members should have taken or be currently enrolled in LCTS1110, Teaching in Our Learning College.
OC 103: Faculty to Faculty PRFC1143
2.5 PD Hours
PRFC2161
20 PD Hours
This hybrid course provides TLA Year-1 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-to-face wrap-up session, TLA participants review each other’s ILPs.
Creating an Evidence-based Portfolio PRFC2263 20 PD Hours
This hybrid course provides TLA Year-2 participants an overview and examination of the elements of a Valencia Faculty Portfolio. Participants also learn how to demonstrate learning through artifacts. The face-toface 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.
In this capstone experience within the Inside the OC Program, faculty will share best practices and what they have learned with colleagues. NOTE: This course is part of the Inside the OC Program and is limited to adjunct and full-time, non-tenured faculty at Osceola and Lake Nona campuses. To participate, faculty members should have taken or be currently enrolled in PRFC3365, Peer Observation of Teaching.
Reading Circle PRFC1151
Creating an Individualized Learning Plan (ILP)
Variable PD Hours
A 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 for credit.)
Understanding Professional Commitment PRFC2264 2 PD Hours
This workshop will explore the importance of professional engagement as part of a faculty member’s ongoing development. Participants will discover the various professional opportunities available within their discipline, at the institution, and in the community. Activities are designed to assist participants in matching their interests and skills to the professional opportunities that best suit them. NOTE: This is part of the Year-1 TLA Seminar Series and open to all faculty.
Legal Issues PRFC2266 2 PD Hours
In this course, faculty members will have the opportunity to discuss legal issues with Valencia’s General Counsel.
Online Face to face Hybrid variable Webinar independent study
27
Faculty Development & Teaching/Learning Academy
Developing an Educational Philosophy PRFC2268 2 PD Hours
An educational philosophy is a self-reflective statement of the beliefs about teaching and learning that guide an educator in his or her work with students. This workshop will explore the components of an educational philosophy, present approaches to creating one, and review some of the key educational theories that drive classroom practice. NOTE: This is part of the Year-1 TLA Seminar Series and open to all faculty.
This hybrid course is designed to provide faculty and staff, full-time and part-time, information regarding accepted laboratory safety practices and applicable laboratory regulatory requirements, and to increase competency in the application of proper laboratory protocols. NOTE: This course is currently being offered to faculty and staff, full-time and part-time, of Lake Nona and Osceola campuses only.
PRFC3244 2 PD Hours
PRFC2910 Variable PD Hours
Courses 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; course may be repeated for credit.
Roles and Responsibilities for the Study Abroad Program Leader 4 PD Hours
PRFC3220 4 PD Hours
Legal Issues and the Virtual Student
Selected Topics
PRFC3210
Lab Safety and Awareness
This session is designed for faculty members who plan to lead a short-term study abroad program and their respective deans. Participants will examine processes and procedures for creating, implementing, and leading a meaningful study abroad program for Valencia students. Participants will learn more about study abroad programs, discuss course and program development, review the different phases of the implementation process, and discuss safety and emergency preparedness. NOTE: This course is required for Study Abroad Program Leader Certification; however, completion of the course does not guarantee the participant a Study Abroad trip.
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 course will also explore plagiarism and academic integrity in the online classroom. NOTE: This course is required for faculty seeking Digital Professor Certification.
Creative Collaboration PRFC3260 2 PD Hours
Why, when and how do we collaborate? What are some of the challenges that must be addressed in order to ensure effective collaboration? This session will focus on answering these questions as well as strategies to develop effective and satisfying collaborations within our disciplines, divisions, campuses and the college as a whole.
Tenure Review Committee Training PRFC3361
2 PD Hours
The purpose of this online tutorial is to prepare tenured faculty members to effectively serve on tenure review committees. NOTE: This course is facilitated by Organizational Development/Human Resources. Attendance is limited to deans, directors, and tenure track faculty serving on Tenure Review Committees.
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course offerings
Peer Observation of Teaching Orientation PRFC3364 2 PD Hours
This session 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 session, 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.
Digital Professor Colloquium PRFC3369 Variable Hours
The Digital Professor Colloquium provides an opportunity for digital professors to examine current and emerging practices, and continually improve online and hybrid course design, development and delivery. Digital Professors will collaborate with colleagues to explore innovations, challenges and solutions in order to improve student learning. NOTE: Attendance is limited to certified digital professors.
Online Classroom Observation PRFC5361
Peer Observation of Teaching PRFC3365 8 PD Hours
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
Mathematics Faculty Mentor Program PRFC3366 Variable PD Hours
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.
Circles of Innovation PRFC3368 Variable Hours
Circles of Innovation is an attempt to create spaces at Valencia where self-directed faculty, who are driven by a sense of mastery and common purpose, can come to mingle, contribute, collaborate, solve problems, and create new forms for Great Teaching. Circles of Innovation is “Where good ideas collide and great discoveries are made possible!”
2 PD Hours
Observing online classes is an important piece of developing effective online faculty and quality assurance. In this hands-on course, participants will explore scenarios and evaluate an actual online classroom to gain experience in conducting online observations.
Managing Faculty at a Distance PRFC5362 2 PD Hours
As online course offerings grow, deans and program directors may find themselves managing faculty who do not live in the immediate geographic area. This course will explore opportunities, challenges, and best practices of managing faculty at a distance.
What is Honors? PRFC6360 4 PD Hours
This course will explore the history of the honors movement and attempt to answer the ever-elusive question, “What is honors?” In addition, expectations of a Valencia honors student and a Valencia honors faculty will be discussed. NOTE: This is a required course for the Seneff Faculty Development Program.
Online Face to face Hybrid variable Webinar independent study
29
Faculty Development & Teaching/Learning Academy
PREFIX
SOTL
SCHOLARSHIP OF TEACHING & LEARNING
The following courses are designed to help participants engage in the scholarship of teaching and learning that meets the Valencia Standards of Scholarship.
Discipline-specific Topics SOTL1116
Variable PD Hours
Developing Effective Surveys
Courses created in collaboration with deans/departments to focus on discipline content. Topics vary from year to year; course may be repeated for credit.
Reading Circle SOTL1151
Variable PD Hours
A 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 be willing to try new techniques with their students and report back to the discussion about their results. (Variable credits; course may be repeated for credit.)
Scholarship of Teaching & Learning SOTL2171
3 PD Hours
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 and is designed for all tenure-track faculty.
Learning to Use the ARP Builder SOTL2271
2 PD Hours
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 PD Hours
In this hands-on session, 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.
IR and You: How IR Can Help Faculty Research SOTL2273
2 PD Hours
This interactive course has been designed to familiarize participants with how Institutional Research (IR) can support faculty research projects. Participants will receive immediate feedback from IR on types of data analyses or studies that would assist in their data collection. Participants will learn what resources are available for different types of research. Participants will understand the relationship between information requests for research and the Institutional Review Board (IRB) process.
ARP Data Planning Tutorial SOTL2274 2 PD hours
This seminar focuses on ARP research design and data analysis. Participants will learn how to align their Faculty Learning Outcome statements, Action Research Questions, and assessment strategies. Participants will explore different methods of data analysis, learn effective methods of data presentation, and review technological tools useful in analyzing data. Participants should bring their ARP implementation plans, assessment tools, and any data that has been collected at this point. NOTE: This course is limited to Year-2 TLA participants.
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course offerings
Selected Topics SOTL2910
Action Research: Implementation
Variable PD Hours
Courses on special topics concerning scholarship of teaching and learning. Topics vary from year to year, may be repeated for credit.
IRB Requirements and Your Research SOTL3270 4 PD Hours
Meeting one hour face to face and three hours online, this course will provide an overview of the Institutional Review Board (IRB) for all faculty members who are planning to conduct research studies at Valencia College. The online portion of the course will result in nationally recognized certification from the National Institutes of Health (NIH) on protecting human subjects. The online training is self-paced and required for faculty members conducting research at Valencia College. It is recognized by most institutions of higher education for three years after the date of completion.
Principles of Good Research Practice SOTL3271 1 PD hour
The purpose of this workshop is to introduce participants to the ethical considerations of conducting research in an educational setting.
Action Research: Project Design SOTL3371
SOTL3372
20 PD Hours
Prerequisite: SOTL3371 or consent of facilitator. An independent study course where participants implement 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 Builder. NOTE: Part 2 of a two-part sequence. Successful completion of this independent study course is dependent upon submission of the fully completed Action Research Project Plan, approved by the faculty member’s dean or director, and uploaded to Valencia’s online repository, the Action Research Builder. This approval is documented using the SOTL3372 Independent Study Approval Form.
Community of Scholars SOTL4270 Variable PD Hours
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 may be selected through an application process. For more information please contact the Office of Faculty & Instructional Development.
20 PD Hours
An independent study course where 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 two-part sequence. Successful completion of this independent study course is dependent upon submission of the completed Action Research Project Plan (pages 1-4), approved by the faculty member’s dean or director. This approval is documented using the SOTL3371 Independent Study Approval Form.
Online Face to face Hybrid variable Webinar independent study
31
Faculty Development & Teaching/Learning Academy
PREFIX
LTAD
LEARNING TECHNOLOGY AND ALTERNATIVE DELIVERY
The following courses are designed to help participants incorporate learning technologies as tools to foster student learning in any mode (face-to-face, hybrid and online). 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.
Discipline-specific Topics in Learning Technology LTAD1116
Variable PD Hours
Courses created in collaboration with deans/departments to focus on discipline content and learning technology. Topics vary from year to year; course may be repeated for credit.
Variable PD Hours
Courses 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; course may be repeated for credit.
Classroom Response Systems LTAD3121
2 PD Hours
LTAD3183
Learn how to utilize polling systems for formative assessment in your face-to-face classrooms. This course will introduce participants to the various classroom feedback systems. Participants will learn how to set up various classroom feedback systems, create a database, and write a series of questions. NOTE: Please bring a jump drive.
LTAD3182
2 PD Hours
This course is designed to help faculty maximize groupwork in the Blackboard Learning Management System.
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Monitoring Student Performance in Online Courses 2 PD Hours
This course is designed to help faculty monitor student performance in the Learning Management System.
Using the Online Courses Grade Center LTAD3185
2 PD Hours
This course is designed to help faculty utilize the grade center in the Learning Management System.
Communication Tools in Online Courses LTAD3186
2 PD Hours
This course is designed to help faculty utilize communication tools in the Learning Management System.
Faculty Front Door: Enhancing Student Access LTAD3187
Maximizing Groupwork in Online Courses
2 PD Hours
This course is designed to help faculty utilize assessment tools in the Learning Management System.
LTAD3184
Selected Topics in Learning Technology LTAD2910
Assessment Tools in Online Courses
1 PD Hours
Faculty Front Door is a user-friendly tool for creating a faculty website to display your syllabus, and course materials. In this hands-on workshop, faculty will learn the key features of the tool and create a simple website for their course.
course offerings
Multimedia Tools for All Courses LTAD3240 2 PD Hours
This course will assist participants in identifying and incorporating multimedia and instructional tools to accommodate students’ diverse learning styles. NOTE: This course is optional for Digital Professor Certification.
SoftChalk Lesson Builder LTAD3270 10 PD Hours
This hands-on course will support faculty in identifying, creating, and integrating discipline-specific reusable learning objects. Faculty will learn how to use SoftChalk Lesson Builder to create original interactive course content. Faculty will also learn how to access and integrate RLOs from various digital repositories. NOTE: This course is optional for Digital Professor Certification.
Blackboard Essentials LTAD3282
10 PD Hours
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.
LTAD3285
2 PD Hours
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 course is optional for Digital Professor Certification.
Tools for Plagiarism Prevention LTAD3286
2 PD Hours
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 course. NOTE: This course is optional for Digital Professor Certification.
Online Video Orientations LTAD3287
6 PD Hours
This two-session course will explore best practices, planning, development, and delivery of a high-quality reusable video orientation for your course. This course will culminate in the taping of your online video orientation. NOTE: This course is optional for Digital Professor Certification.
Emerging Web 2.0 Technologies
Mobile Learning LTAD3284 6 PD Hours
Respondus and StudyMate
This introductory course on mobile learning will provide participants with an overview of mobile learning activities, including formative assessments, single topic lessons, and collaborative projects. Participants will also review mobile applications compatible with the Learning Management System, with an emphasis on maximizing integration of iPads, iPhones and other mobile devices for teaching and learning. NOTE: This course is optional for Digital Professor Certification.
LTAD3288
2 PD Hours
Explore the world of Web 2.0 and how these technologies can help enhance informal learning in your classroom. This course 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.
Online Face to face Hybrid variable Webinar independent study
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Faculty Development & Teaching/Learning Academy
Tools for Collaboration LTAD3380 2 PD Hours
Explore the benefits of generation next collaboration. Learn how to harness a variety of technologies to improve communication, information dissemination, and collaboration. This course will showcase various digital tools and model techniques for how the tools can be used to increase collaboration and productivity. Participants will identify tools to use within and across discipline areas and reflect on how these tools enable enhanced communication and collaboration.
Teaching and Learning with Social Media: Part Two LTAD3383 6 PD Hours
In this course, faculty will focus on using various social media tools that can be utilized to enhance the communication and engagement of students. This course will include an in-depth overview of Twitter, Facebook, Google+ and other emerging social media platforms. NOTE: This course is optional for the Digital Professor Certification and is part two of a two-part series on social media. Participants should successfully complete part one, LCTS3280, before enrolling in this course.
Course Outline Builder LTAD3382
2 PD Hours
Participants will learn the process of putting together a curriculum proposal from inception to approval, as well as how to use the Course Outline Builder.
Using the Interactive Whiteboard LTAD3400
Variable PD Hours
This course is designed to help faculty effectively utilize the interactive whiteboard.
Smart Classroom Technology LTAD3410 Variable PD Hours
This course will support faculty in the use of Smart Classroom Technology. Participants will learn how to use the Crestron touch screen, computer activation and set-up, and ELMO document display.
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Online Face to face Hybrid variable Webinar independent study
Circles of Innovation Circles of Innovation is an evolution of work done at Valencia College as part of The Great Teachers Colloquium, and it is an attempt to create both physical and digital spaces where self-directed faculty, those driven by a sense of mastery and common purpose, can come to mingle, contribute, collaborate, solve problems, and create new forms for Great Teaching. Circles of Innovation is “Where good ideas collide and great discoveries are made possible!�
The Firestarter Series is designed
to spark interest in cutting edge, digital teaching and learning strategies. Offered in a new format, these 10- to 15-minute webinars are designed to share a wide variety of digital classroom technologies. Each webinar will also be archived to circlesofinnovation.org and showcased in the campus Innovation Stations.
Innovation Stations are located in each of the campus Centers for Teaching/ Learning Innovation. They are spaces where faculty can learn more about and experiment with new classroom innovations.
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Faculty Development & Teaching/Learning Academy
Essential Competency and Topic Concentrations The courses under each concentration are grouped together to provide a deeper exploration of a specific topic within a competency or across competencies. Action Research
Action Research, a scholarly approach to improve teaching and learning, can be a central piece of professional development. This project-based research can benefit professors, counselors, and librarians by actively engaging them in the collaborative study of learning as it takes place day by day in the context of their own practices.
• • • • • • • • •
SOTL2171 Scholarship of Teaching and Learning SOTL2271 Learning to Use the ARP Builder SOTL2272 Developing Effective Surveys SOTL2273 IR and You: How IR Can Help Faculty Research SOTL3270 IRB Requirements and Your Research SOTL3271 Principles of Good Research Practice SOTL3371 Action Research: Project Design SOTL3372 Action Research: Implementation SOTL4270 Community of Scholars
Critical Thinking
Critical Thinking is skillful, responsible thinking that is conducive to good judgment because it is sensitive to context, considers multiple perspectives, relies on criteria, and is self-correcting.
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• L OBP3230 Thinking Things Through: Critical Thinking Theory and Practice 10 • LOBP3231 Critical Thinking: Intellectual Standards • LOBP2230 Core Competencies: Think, Value, Communicative, Act (TVCA) • INDV2254 Brain Theory Meets Learning Styles • ASMT2229 Assessing Higher Order Thinking Through Multiple Choice Questions • LCTS2214 Problem-based Learning • LCTS6311 Interdisciplinary Teaching: Pedagogical Practices that Encourage Critical Thinking and Action
ESSENTIAL COMPETENCIES AND TOPIC CONCENTRATIONS
Introduction to Online Teaching
These courses are designed for faculty members who are thinking about, or who are new to, online teaching. They are designed to explore the fundamentals of key issues of teaching and learning in the online environment.
• L CTS3121 Introduction to Teaching and Learning Online • INDV3113 Learning Styles Online • ASMT2226 Online Course Summative Assessment • LTAD3282 Blackboard Essentials • LTAD3182 Maximizing Groupwork in Online Courses • LTAD3183 Assessment Tools in Online Courses • LTAD3184 Monitoring Student Performance in Online Courses • LTAD3185 Using the Online Courses Grade Center • LTAD3186 Communication Tools in Online Courses
Program Outcomes Assessment
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?” 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.
• LOBP2131 Learning Outcomes-based Practice • LOBP3331 Program Outcomes Assessment: Developing Meaningful Assessment Plans • LOBP3332 Program Outcomes Assessment: Models and Strategies that Work • ASMT3220 Implementing Rubrics for Program Assessment
Peace and Justice
The Peace and Justice Initiative at Valencia College promotes peace and justice for all. Our aim is to nurture an inclusive, caring and respectful environment on campus and within our community—one where conflict leads to growth and transformation, rather than violence or aggression. Faculty members who wish to integrate practices promoting these values into their classrooms are encouraged to engage in these faculty development courses.
• • • •
INDV2151 Inclusion and Diversity INDV7310 Working with Conflict INDV7311 Creating a Safe Space for Dialogue INDV7312 Cultivating the Contemplative Mind in Education through Research, Practice, and Personal Insight
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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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Faculty Development & Teaching/Learning Academy
ASSOCIATE FACULTY CERTIFICATION PROGRAM The Associate Faculty Certification Program is Valencia’s way of annually recognizing and rewarding those adjunct and full-time non-tenure-earning faculty members who participate in Valencia’s professional development activities. The Certification program supports faculty members in their ongoing commitment to the enhancement of their knowledge, skills and abilities that lead to student learning or academic success. It provides an opportunity to enhance your teaching practice and student learning, while also becoming part of a collaborative, innovative teaching community. PROGRAM ELIGIBILITY
• Adjunct instructors • Full-time, non-tenure-earning faculty • Non-faculty, full-time staff BENEFITS
• Earn the designation of Associate Faculty member. • Become part of a collaborative community made up of faculty members on your campus and collegewide. • Get tools and support to help you meet the expectations for being a great teacher at Valencia. • Take advantage of support and resources. • Receive a pay raise (Visit the Faculty Development website for more details). HOW TO QUALIFY AND APPLY
1. Complete 60 hours of qualifying faculty development courses (see below). Earned hours are verified through Atlas transcripts. 2. A fter attaining the required 60 hours, complete the online Associate Faculty Certification Application by June 15th. Qualification in this program is not automatic. To earn the Associate Faculty Certificate, faculty will complete 60 hours of faculty development courses. 1. REQUIRED COURSE (30 HOURS)
COURSE
HOURS
TITLE
LCTS1110 30 Teaching in Our Learning College (Previously LCTS1111) 2. OPTIONAL COURSES (30 HOURS) Successfully complete 30 faculty development hours by taking any combination of courses within the Faculty Development Catalog of Courses.
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Faculty development certifiCATION PROGRAMS
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
PRFC3364 PRFC3365 ASMT2122 ASMT2227 INDV1152 INDV1153 INDV3352 LCTS2111 LCTS2212 LCTS1117 LCTS3211 LTAD3286 PRFC3260 LCTS3212 LTAD3282 LCTS1112 LCTS3137 LFMP3335
2 8 10 5 20 10 20 2 2 20 2 2 2 20 10 20 20 4
Peer Observation of Teaching Orientation Peer Observation of Teaching Classroom Assessment Techniques Understanding & Designing Rubrics The Global Community College Making Learning Accessible Classroom Management Learning-centered Teaching Strategies Engaging Lectures Reading and Writing: Strategies for YOUR Course Strategies for Academic Integrity Tools for Plagiarism Prevention Creative Collaboration Boot Camp for Online Instruction Blackboard Essentials Succeeding in Online Group Work Facilitating Online Learning Learning Support Services on Your Campus
Osceola/Lake Nona Campus Faculty: visit the Inside the OC webpage for the latest information about this program on your campus. Winter Park Campus Faculty: visit the Inside Winter Park webpage for the latest information about this program on your campus. ANNUAL RENEWAL
After the initial Associate Faculty Certificate is awarded, Associate Faculty are required to renew the certification annually. To continue receiving the increased compensation, faculty must complete 20 hours of qualifying faculty development activities each year (from July 1 – June 15) and apply for the Associate Faculty renewal. The renewal process is not automatic. For complete details, including instructions for application, visit the Associate Faculty Certification Program webpage.
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Faculty Development & Teaching/Learning Academy
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
LCTS3242 ASMT3232 ASMT3353 INDV3246 INDV3248 PRFC3244
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
INDV3358 LCTS1112 LCTS3125 LCTS3137 LCTS3211 LCTS3247 LCTS3280 LFMP3115
10 20 2 20 2 10 4 2
The Art of Facilitating Online Discussions Succeeding in Online Group Work Engaging the Online Learner Facilitating Online Learning Strategies for Academic Integrity Maximizing Hybrid Learning Teaching and Learning with Social Media: Part One Designing an Effective Online Student Orientation (previously LCTS3115)
OPTIONAL TECHNOLOGY COURSES (minimum of 2 HOURS)
COURSE
HOURS
LTAD3240 2 LTAD3241 4 LTAD3243 2 LTAD3270 10 LTAD3284 6 LTAD3285 2 LTAD3286 2 LTAD3287 6 LTAD3383 6
TITLE
Multimedia Tools for All Courses Podcasting 101 (no longer offered) Podcasting 201w – Windows Users (no longer offered) SoftChalk Lesson Builder Mobile Learning Respondus and StudyMate Tools for Plagiarism Prevention Online Video Orientations Teaching and Learning with Social Media: Part Two
For complete details, visit the Digital Professor Certification webpage.
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Faculty Development & Teaching/Learning Academy
LifeMap Certificate PROGRAM The LifeMap Certificate Program is designed to support all faculty members, full-time and parttime, as they expand their knowledge and integration of LifeMap and College Success Skills with the goal of enhanced student learning. To attain this certification, faculty will complete 38 hours of foundational courses and 4 hours of elective courses. LifeMap: Essential Competency of a Valencia Educator 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. In demonstration of this Essential Competency, the faculty member will:
• h elp 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 college 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 and faculty contact that contributes to students’ academic, personal, and professional growth • seek out struggling students and identify options through dialogue (and appropriate referrals) • employ electronic tools to aid student contact (e.g., Atlas, MyPortfolio, Blackboard, Ask-A-Librarian, email, etc.) Program outcomes
1. Faculty members will apply the principles of LifeMap, one of the Essential Competencies of a Valencia Educator, to improve their practice. 2. Faculty members will integrate LifeMap and College Success Skills into their current practice. 3. Faculty members will engage in continuous improvement processes, through the completion of an infusion project, with the goal of enhanced student learning. 4. Faculty members will develop professional relationships throughout the division, campus, and college. 5. Faculty members will contribute to an evolving community of peers focused on reflection, innovation, and enhanced student learning.
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Faculty development certifiCATION PROGRAMS
FOUNDATIONAL COURSES (38 HOURS) COURSE
LFMP3340
HOURS
6
LFMP3341 6 LFMP3344 6 LFMP3346 20
TITLE
Conceptual Frameworks of LifeMap*
(To be completed first)
Advising is Teaching*
(Prerequisite – LFMP3340)
Infusing College Success Skills LifeMap Certificate Capstone*
(Prerequisites – LFMP3340, LFMP3341, LFMP3344, and a minimum of 4 hours in optional courses below)
* The Foundational Courses must be taken in a specific sequence and have required prerequisites. Participants will take the required foundational courses as a cohort. For complete details, visit the LifeMap Certification webpage.
OPTIONAL COURSES (minimum of 4 HOURS) COURSE
HOURS
INDV3257 10 INDV3258 10 LCTS1117 20 LCTS2221 10 LCTS3215 Variable LCTS3216 10 LCTS3217 2 LCTS3218 2 LFMP1151 Variable LFMP3345 4 LFMP3347 2 LFMP3348 10 LOBP3230 10
TITLE
Creating LinC Pairs: Part I Creating LinC Pairs: Part II Reading and Writing: Strategies for YOUR Course Impacting Student Motivation Step by Step: Faculty Development for SLS 1122 Supplemental Learning to Enhance Student Learning College Survival Skills: Faculty Development for SLS 1101 Personal Development: Faculty Development for SLS 1201 LifeMap Reading Circle (topics vary from year to year) Learning Support Services on Your Campus Engaging Students Through Mentorship Continuous Assessment and Responsive Engagement (CARE) Strategies Thinking Things Through: Critical Thinking Theory and Practice
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Faculty Development & Teaching/Learning Academy
SENEFF FACULTY DEVELOPMENT PROGRAM This series is designed to culminate in the designation of the faculty as a member of the Seneff Faculty Community. The program is open to all Valencia faculty members and indicates an individual commitment to the development of the honors community at the college. To successfully complete the program, the faculty member must complete a minimum of 8 hours in two foundational courses, 6 hours in honors pedagogy courses, and 6 hours in optional learning opportunities that can include additional courses or, with dean approval, other professional activities. FOUNDATIONAL COURSES (8 HOURS) COURSE
HOURS
TITLE
PRFC6360 LCTS6310
4 4
What is Honors? Best Practices in Honors Education
HONORS PEDAGOGY COURSES (minimum of 6 HOURS)
COURSE
HOURS
LCTS6311 3 LCTS6312 3 LCTS6313 5 LCTS6314 3 LFMP6340 3
TITLE
Interdisciplinary Teaching: Pedagogical Practices that Encourage Critical Thinking and Action Great Books (and Other Masterpieces in Human Thought) City as Text™: A Model for Active Learning Teaching Honors Research Process * Mentoring Students in Undergraduate Research *
ourses completed in excess of the pedagogy requirement (6 PD hours) may be counted C towards the elective course requirement (6 PD hours). * Required for faculty mentoring students in the Undergraduate Research track who do not meet alternative credentialing.
ELECTIVE COURSES/OPTIONAL LEARNING OPPORTUNITIES (minimum of 6 HOURS)
e faculty member must complete at least 6 additional hours in the following courses Th or, with dean approval, participate in optional learning activities designed to enhance involvement in the honors community such as completion of the Phi Theta Kappa Leadership Development Certification Seminar, attendance at national, regional, and state honors conferences, attendance at discipline conferences, etc.
Please note that participation in other professional activities outside the Valencia Faculty Development Catalog cannot be applied to the hours required for faculty seeking or renewing the Associate Faculty Certification.
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For complete details, visit the Seneff Faculty Development Program webpage.
Faculty development certifiCATION PROGRAMS
COURSE
HOURS
INDV2254 2 INDV3257 10 INDV3258 10 INDV3351 2 LCTS2213 Variable LCTS2214 2 LCTS2217 2 LCTS2220 2 LCTS2221 10 LCTS3213 10 LCTS3214 20 LOBP3230 10 PRFC3210 4 SOTL3270 4 SOTL4270 Variable LFMP1151 Variable LFMP3345 2
TITLE
Brain Theory Meets Learning Styles Creating LinC Pairs: Part I Creating LinC Pairs: Part II Fostering Cultural Responsibility Active Learning Techniques Problem-based Learning Project-based Learning Using Collaborative Writing Strategies across the Disciplines Impacting Student Motivation Service Learning across the Curriculum Designing a Short-Term Study Abroad Experience for Students Thinking Things Through: Critical Thinking Theory and Practice Roles and Responsibility for the Study Abroad Program Leader IRB Requirements and Your Research Community of Scholars LifeMap Reading Circle (topics vary from year to year) Learning Support Services at Your Campus
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Faculty Development & Teaching/Learning Academy
STUDY ABROAD PROGRAM LEADER CERTIFICATION PROGRAM This series is designed to culminate in the certification of faculty as Study Abroad Program Leaders. The designation will indicate completion of 24 hours of professional development in the area of study abroad and global experiences and will prepare faculty members to develop and lead a meaningful short-term study abroad experience for Valencia’s students. To successfully complete the Study Abroad Leader Certification and meet the qualifications to lead a study abroad program, the faculty member must complete both courses in any order. As new courses are developed, additional options will be added to the program. Program outcomes REQUIRED COURSES (24 HOURS)
COURSE
HOURS
TITLE
PRFC3210
4
oles and Responsibilities for the Study Abroad R Program Leader
DESCRIPTION: This session is designed for faculty members who plan to lead a short-term study abroad
program and their respective deans. Participants will examine processes and procedures for creating, implementing, and leading a meaningful study abroad program for Valencia students. Participants will learn more about study abroad programs, discuss course and program development, review the different phases of the implementation process, and discuss safety and emergency preparedness.
COURSE
HOURS
TITLE
LCTS3214 20 Designing a Short-Term Study Abroad Experience for Students DESCRIPTION: Creating a study abroad program is one way that faculty can internationalize the curriculum for students to better compete in a global environment. In this course, participants will learn how to plan and prepare for a short-term study abroad program through the office of Study Abroad and Global Experiences (SAGE). Faculty will design a study abroad course with learning outcomes, activities, and assessment methods and complete an initial draft of the Short-Term Study Abroad Proposal. This 20-hour course entails 8 face-to-face hours and 12 hours of homework. Participants must submit a completed proposal, course outline, and course syllabus in order to successfully complete the course. For complete details, visit the Study Abroad Program Leader Certification webpage.
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Professional Collection
The Faculty and Instructional Development professional collection provides faculty with over 800 titles in books, scholarly journals and electronic resources in support of the Essential Competencies of a Valencia Educator.
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valenciacollege.edu/facultydevelopment
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