Academy for 
Teaching and Learning

Welcome!


The Academy for Teaching and Learning is dedicated to the professional growth and development of Florida State College at Jacksonville faculty -- it is your virtual Center for Teaching and Learning. Our program is unique in that it is led by faculty, for faculty. A vast number of opportunities are offered for faculty to engage with both their on-campus colleagues and with professionals at-large in their disciplines.

You will find information here on FPD grant opportunities, committee membership, sabbaticals, on-campus events, and other useful resources for your professional growth.

Table of Contents

I. Services
II. Pro Dev Courses

Services

  • Mission Statement and Bylaws

    Purpose

    The Academy of Teaching and Learning at FSCJ supports full-time and part-time faculty in their growth as professional educators and life-long learners. By promoting the values of the College - excellence in teaching and learning, integrity, creativity, respect for diversity and a culture of honesty and trust - we work to enhance the expertise of the faculty to create an organizational environment that promotes learning at all levels and provides high-quality education for FSCJ students.

    Who We Are

    We are a diverse team of faculty leaders who represent their respective Schools, gather input from colleagues and create professional development that is meaningful, accessible, and connected to the professional development competencies of the College. We seek diversity of our faculty through a diversity of academic departments, viewpoints and skills.

    What We Do

    The Academy provides learning opportunities that are connected to foundational and innovative classroom methods, research-based practices and college-wide conversations on teaching and learning.

    We offer:

    • Orientation and mentoring for newly hired faculty
    • Guidance for faculty towards continuing contract
    • Networking and support for adjunct faculty
    • Colloquia on teaching pedagogy/andragogy and methodology
    • Innovative education fellowships and excellence in teaching awards
    • Collaborative spaces for faculty learning communities
    • Networks for sharing resources for learners
    • Diverse pathways for guided and self-directed professional development such as in-house workshops and funding for conference travel
    Academy Structure and Member Duties

    All members will:

    • Attend bi-monthly Academy meetings focused on professional development for FSCJ
    • Participate in review and selection of participants for the Adjunct Academy
    • Participate in review and selection of Distinguished Faculty Award winners
    • Participate in review of and awards for travel funds
    • Participate in and support annual professional development activities including Professional Development Day, a spring faculty Colloquium, and the Travel committee. This may include attending the event to help with day of logistics and/or coordinating a particular aspect of the day.
    • Coordinate single-shot PD professional development events as requested by particular departments
    • *Exact duties may shift depending on overall skill structure of members
    Director – full release time
    • Qualifications: Experience with professional development. Full-time faculty on continuing contract. A current or past member of the Academy for Teaching and Learning for a minimum of two years
    • Manage, develop, and provide oversight in the selection of applicants for new academy members
    • Assess the current needs of the Academy for campus and discipline representation
    • Solicit member applications through email
    • Communicate the particular needs of the academy to academic leadership
    • Design a rubric for selection of the member
    • Solicit committee members for the selection committee from the Academy members, Senate, and the Union
    • Determine qualified applicants and provide the committee with the applications and the rubrics
    • Meet with the committee to select the new member/s
    • Notify all applicants of the selection
    • Manage, develop, and provide oversight for the selection of participants in the New Faculty Institute
    • Develop the program schedule and topics
    • Acquire the list of new faculty members from Human Resources
    • Solicit Institute applications through email
    • Communicate the program details and timeline for applications to academic leadership
    • Arrange for all new faculty to be in the Faculty Development Course Shell
    • Meet with new faculty once a month
    • Collect the Independent Faculty Development Plans
    • Collect the Analysis of Practice documents
    • Arrange a spring meeting with the Provost
    • Survey the participants for suggestions
    • Develop the specifications and provides oversight to ensure adequate training, professional development, competence and certification programs for faculty
    • Oversee the design and implementation of travel process for faculty
    • Supervise faculty engaged in offering workshops for faculty
    • Oversee the design and implementation of the Adjunct Academy
    • Partner in the coordination of College-wide training and development of activities through the Office of Training and Organizational Development and develop and maintain linkages with internal and external partners
    • Identify and build working relationships with other agencies and institutions and with multiple branches of the services command structure
    • Oversee quality and integrity of faculty professional development, its relationship to departmental, campus and College mission and its responsiveness to development initiatives
    • Develop and recommend professional development programs for faculty
    • Design and conduct faculty development programs, outcome and evaluation processes
    • Develop and implement marketing, promotion and recruitment strategies for initiatives and programs such as discipline specific in-house conferences. Oversee design, production and distribution of print materials, Website and project publications.
    • Participate in College meetings, initiatives and projects
    • Assist in planning and administering budgets, contracts and grants. Oversee budget planning, reporting, invoicing, purchasing, and financial forecasting. Take appropriate actions to ensure proper fiscal management and accountability to College, state and federal agencies.
    • Assist in retaining external funding and professional services as needed to support programming for faculty professional development
    • Represent the department and College at promotional and conference events, College functions, planning and advisory groups, and professional associations. Develop and deliver presentations on faculty development activities, projects and research.
    • Partner with internal stakeholders and coordinate with subject matter experts regarding instructional design
    • Identify potential education opportunities and oversee the development of faculty development specifications, including related training materials
    • Manage and monitor program implementation as it relates to external providers of specialized training as necessary
    • Develop initiatives to improve performance and cost effectiveness of operations.
    • Analyze and recommend improvements or changes, as needed, to ensure efficient and safe delivery of training
    • Perform other related duties as assigned
    Assistant Director – 6 credit hours release time
    • Qualifications: Experience with professional development. Full-time faculty on continuing contract. A current Academy Member with service on the Academy for at least one year.
    • Technology Workshops and Templates
    • Research and develop content for workshops on established or new technologies or on instructional approaches to using established and new technologies in education
    • Update workshops as needed according to trends and best practices in technology and education
    • Make adjustments to format based on faculty needs (webinar, online, or face-to-face)
    • Work with others on the Academy and outside of the Academy to create and implement templates for workshops to make them consistent in appearance and workload
    • As needed, participate in professional development to maintain proficiency in various aspects of technology and education
    • Participate in reviewing workshops on online teaching and hybrid teaching
    • FT Faculty Awards
    • Review and score awards with other Academy members
    • Lead: Travel
    • Maintain travel application and update as needed
    • Create and update instructional videos/handouts to help faculty with the travel process
    • Look for ways to refine the process and make it more accessible to those who are not as familiar with the process of using PeopleSoft
    • Make submitted applications accessible to all members of the Academy for review
    • Review applications, consider amounts requested and travel budget, and bring applications to the Academy members with recommendations for approval
    • Send out emails with approval/non-approval status and inform applicants of the process for submitting Travel Authorizations and Expense Reports in PeopleSoft
    • Provide Director with an overview of travel information in a spreadsheet (name, cycle, amount given, event, location, dates of travel, semester travel actually occurs).
    • Email reminders to faculty to submit Expense Reports after they have traveled
    Assistant Director – 6 credit hours release time Summer/Spring
    • Qualifications: Experience with professional development. Full-time faculty on continuing contract. Current Academy Member.
    • Lead: Adjunct Academy
    • Develop and plan the capstone and cornerstone days
    • Solicit applications through email
    • Communicate the timeline and requirements to academy leadership
    • Design appropriate rubrics
    • Provide the selection committee with the applications and rubrics
    • Meet with the selection committee to select the participants
    • During the Cornerstone, have participants fill out the stipend forms
    • Deliver the stipend forms for the supervisors’ signatures
    • Verify that the stipends have been returned
    • Lead: Adjunct Awards
    • Coordinate with Executive Director of Organizational Management and Director of the Academy to determine schedule for requests for nominations.
    • Determine due date of acceptance/decline.
    • Determine due date for application submission, review deadlines, announcement deadlines, winner prize.
    • Along with Executive Director of Organizational Management and Director of the Academy conduct preliminary review of nominees who accept nomination to confirm eligibility.
    • Update Blackboard site where applications are submitted.
    • Handle questions from nominees regarding application.
    • Recruit 2 students to serve on the review committee.
    • Coordinate review of application; type up announcement about each winner to be read at Colloquium.
    • Survey campus faculty and develop, arrange or facilitate campus workshops.
    • Fall Workshop Schedule
    • New Faculty Orientation
    Senior Member (2 faculty) – 3 credit hours release time each

    Note: All new members serve as a junior member for one year. In year two, they become a senior member.

    • Qualifications: Experience with or interest in professional development. Full-time faculty on continuing contract or full time faculty for at least three years. Service as a junior member for one year.
    • Assist with new Faculty Institute
    • Survey campus faculty and develop, arrange or facilitate campus workshops
    • Mentor faculty participating in the New Faculty Institute
    • Lead at least one Academy initiative. Examples:
    • Lead: Speakers for Faculty Specific in-house conferences
    • Solicit suggestions from faculty. Have they heard of an excellent speaker? Do they know organizations that offer keynote speakers? Have they read any good books lately? Is there a topic that they find particularly compelling and interesting?
    • Research faculty suggestions of specific speakers. Google is a starting place. Look for affiliations, especially look for college/university, speaker bureau, agent, or personal email. Estimate cost of speaker.
    • Research faculty suggestions of topics. Research speaker bureau websites (for example, https://www.prhspeakers.com/). Sort by geography and topic. Contact the speaker’s bureau and give a budget. They will offer suggestions.
    • Bring list of possible speaker candidates to committee/faculty for input on selection of final speaker candidates.
    • Negotiate a date and finalize event details.
    • Contact executive secretary (currently Jill Bradberry) to finalize the contract.
    • Lead: Full time Faculty Awards
    • Coordinate with Executive Director of Organizational Management and Director of the Academy to determine schedule for requests for nominations.
    • Determine due date of acceptance/decline.
    • Determine due date for application submission, review deadlines, announcement deadlines, winner prizes; along with Executive Director of Organizational Management and Director of the Academy conduct preliminary review of nominees who accept nomination to confirm eligibility; update Blackboard site where applications are submitted; handle questions from nominees regarding application; recruit 2 students to serve on the review committee; coordinate review of application; type up announcement about each winner to be read at Colloquium.
    • Lead: Colloquium
    • Select event date and reserve rooms.
    • Find lunch sponsor.
    • Make sure Academy member is assigned to find a Keynote and help coordinate day of details for Keynote.
    • Coordinate with the Executive Director of Organizational Management and Director of the Academy to send out requests for proposals and save the dates.
    • Coordinate review of session proposals’ Solicit and review 1% forms.
    • Plan times and rooms for sessions, key not, lunch.
    • Submit room and tech requests.
    • Create directional materials for day of Colloquium.
    • Find Academy members for day of tasks.
    • Monitor day of events and troubleshoot problems.
    Junior Member (2 faculty) – 3 credit hours release time

    Note: all new members serve as a junior member for one year. In year two, they become a senior member.

    • Qualifications: Experience with or interest in professional development Full-time faculty on full time contract or employed with the college full time for at least three years. First year: Participate in a minimum of 10 hours of professional development to include the classroom management and mentoring workshops.
    • Fulfill the duties as listed for all members
    • Assist with new Faculty Institute
    • Survey campus faculty and develop, arrange or facilitate campus workshops
    • Mentor faculty participating in the New Faculty Institute
    New Member Selection Process
    Qualifications

    All members of the Academy for Teaching and Learning will be full time faculty of at least three years. Preference will to given to faculty with continuing contract. There are no term limits to membership on the Academy.

    Recruitment Process
    • The Academy members meet to determine the needs of the team taking into consideration representation across campuses, schools, and programs.
    • Craft an email announcement that includes the specific needs determined by the Academy.
    • Distribute email to all full-time faculty announcing the vacancy in the Academy including preferences and current Academy members.
    • Make the announcement at Leadership meetings and Faculty Senate.
    • Encourage candidates to apply through word of mouth
    Application Review Process
    • Applicants submit applications
    • The Director for the Academy ensures the applicants meet the qualifications
    • The Director distributes all approved applications to the selection committee which will be comprised of all Academy members and representatives from the Faculty Senate and the Faculty Union
    • The selection committee determines which candidate most appropriately meets the needs of the Academy
    Selection Process
    • The newly selected member must accept the appointment to the Academy
    • The Academy Director verifies the release time
    • The Academy Director notifies all applicants whether selected or not of the Academy’s decision
    Director Selection

    Members of the Academy select the director from among the members. Senate and Union representation should also be on the selection committee. The director must have served on the Academy for Teaching and Learning at least two years and must be a faculty member with continuing contract.

    Member Retention

    To appropriately plan schedules and hours for the next academic year, release times forms will be submitted in the spring before the fall schedule is released.

  • Academic Colloquia

    The College supports a wide-variety of professional activity for faculty and staff, yet we do not always have the opportunity to share our scholarship or suggest applications for learning-centered teaching strategies to the college community.

    To promote excellence in teaching and learning and to advance a college-wide culture of collaboration, the Academy provides a forum for faculty and staff to present and discuss knowledge and competencies gained from conferences, professional development workshops and/or sabbatical projects and recognizing the recipients of this year’s teaching awards.

  • Student Life Skills Conference

    To provide a professional, academic conference that inspires a joy of learning for FSCJ students and local high school students.

    Summary

    The spring conference focuses on FSCJ and local high school students for day one and, then, on day 2, focuses on FSCJ and local high school faculty. The "student focus" day offers a variety of academic sessions for students to choose from, which is the magic of the conference. Students have a choice in their learning for a day. For example, if they want to learn about astronomy, or writing techniques, or service learning, there is a session to spark their engagement. Students also are exposed to the expertise of our faculty, so it serves as an excellent recruiting event for high school students in attendance. The "faculty focus" day offers sessions that focus on teaching strategies for multiple disciplines.

    Full Description of Program

    The purpose of the annual Student Life Skills Conference, which launched in 2013, is to inspire and ignite students and faculty in the FSCJ community. The SLS Conference brings together the following stakeholders: Students currently enrolled in SLS and other college courses, recent SLS graduates, faculty and college leaders dedicated to enhancing student success and retention, and experts in the areas of educational neuroscience and motivation. A conference brochure is produced each year with a new student-centered theme. Each session over the two-day conference promotes growth in awareness for learners and instructors by showcasing (1) the success stories of recent SLS alumni, (2) the wealth of available college resources, (3) techniques to help students reach their goals through self-awareness and efficacy, and (4) best practices in brain-compatible and psychological educational methods. This is intentionally delivered in 10 sessions: three keynotes and seven concurrent workshops. All attendees enjoy the opportunity to learn from students as role models, develop new approaches to promoting student achievement, and celebrate success in student performance. The students are offered a realistic conference experience in that they have the opportunity to choose which sessions to attend. Giving students a choice reminds them that they are active, participatory learners in their own education.

    In the two-day format, day one is designed for a student audience. Students hear directly from peers who have used success strategies to their advantage in coursework and life. A master faculty member also delivers a keynote address intended to motivate students to turn their academic dreams into reality through action. Representatives from across FSCJ, including Student Life and Leadership, Academic Advising, and Libraries and Learning Commons, join the event to raise awareness about the vast array of support in all aspects of college life. The success of this event is evidenced by the fact that students from all campuses, centers and course modalities actively participate, and it is not uncommon to hear them sharing their enthusiasm and positive energies from the conference with each other throughout the day. Day two of the conference focuses on faculty and professional development in teaching student motivation and success strategies in all disciplines. On this day, faculty experts deliver inspiring, cutting edge keynote addresses to dual enrollment faculty and college faculty alike, aiming to promote impassioned and effective teaching and learning strategies with students across the learning spectrum. The overall goal of the SLS Conference is to promote and celebrate best practices in student success and retention at FSCJ.

  • Faculty Inquiry Groups

    Faculty inquiry groups meet in our Faculty Resource Centers to discuss current topics of interest in teaching and learning and to gather relevant information from departments throughout the college.

    Florida State College at Jacksonville provides high value and relevant life-long education that enhances the intellectual, social, cultural, and economic development of our diverse community. Faculty inquiry groups meet to discuss and share methods through which the values of the community can be effectively supported.

  • New Faculty Institute

    This program supports faculty through competency-based professional development, focused on developing and integrating practical strategies into practice.

    GOALS
    Program Elements
    1. To provide an orientation to FSCJ
    1. Faculty orientation
    1. To expand knowledge of pedagogical best practices
    1. Shared Articles
    1. To provide guidance in the continuing contract process
    1. Monthly roundtables
    1. To encourage academic curiosity
    1. Various Faculty Academy supported professional development opportunities
    1. To expose faculty to service opportunities
     
    1. To build a sense of community
     
    Faculty Will
    • Explore the FSCJ Competency-based development model.
    • Complete the 4-hour Orientation.
    • Select and complete 4 hours of elective professional development courses from the attached list or from other options agreed upon between you and your mentor.
    • Complete the 2-hour Wrap-up.
    • Prepare an Individual Development Plan that addresses an identified student learning need connected to an FSCJ competency.
    • Complete the AMP (Analysis of my practice) document that includes one or more of the following and submit it to the Academy Director and dean/director:
      • A summary of how you will use the information from your professional development activities.
      • A sample of a classroom activity that you have implemented or plan to implement based upon your professional development activities.
      • Other options agreed upon between you and your mentor.
  • Adjunct Academy

    Beginning in Spring 2018, the Academy for Teaching and Learning will host the Adjunct Academy program. The purpose of the program is to assist adjunct faculty with development in competency areas that will help promote effective instruction and student success. In order to ensure an extraordinary experience, enrollment is limited to 20 participants per semester. Upon completion, the adjunct faculty member will receive a one-time stipend of $500.

    Upon successful completion of the Adjunct Academy program, adjunct faculty will: Present a Capstone project that demonstrates the ability to effectively use classroom techniques to deliver high quality instruction that addresses the core competencies of the college.

    To complete the program successfully, the adjunct faculty member must complete the following requirements during a single semester.

    • Complete the 4 hour Cornerstone course
    • Select and complete 6 hours of courses in Learner-Centered Teaching Strategy
    • Select and complete 6 hours of courses from at least two of the following competencies: Professionalism, Resource Management, Scholarship or Social Justice and Inclusion coursework
    • Complete the 4 hour Capstone course

    Note: All coursework must be complete before the Capstone Course.

  • Mentor Commons

    We offer Magna Publications 20-Minute Mentor Commons to all FSCJ faculty: An online resource offering online and on-demand, Collegewide, flexible, and accessible professional development.

    Click here to earn more about Mentor Commons.

Professional Development Courses (Faculty-centered)

Avoiding Burnout

AFPD 6404
This course counts for 1 non-credit hour of professional development toward the One Percent Salary Incentive. The irony with burnout is that it happens when an individual tries to work too hard or do too much. It can lead to cognitive distortion of the importance of an issue or worry. The final stage of the stress response is burnout, which is a concern for employers who desire to maintain their employees' productivity at work. This presentation is designed to inform employees of the physiological and emotional dangers of stress and burnout, as well as assist employees in developing effective coping techniques. Being able to successfully manage can lead to greater effectiveness.

Blackboard Collaborate

AFPD 1267
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. Participants will discover this virtual tool in Blackboard to connect with students online. Learn how to use the whiteboard, share your screen, and much more!

Blackboard Gradebook

AFPD 1264
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. Participants will be able to identify gradebook components, create and manage assignments, review grade assignment submissions, recognize grade options (i.e. "needs grading", "clear grade", "ignore grade", etc.) and analyze reports.

Blackboard Tests, Surveys & Pools

AFPD 1263
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. This module provides instructions for using assignment tools to help create tests and surveys. Participants will also learn how to create, manage and pool test questions that can be used again. Grading processes will also be highlighted.

Brain-based Teaching: Neuroplasticity, Memory & Retrieval

AFPD 3704
This course counts for 1 non-credit hours of professional development toward the One Percent Salary Incentive. Attendees will learn best practices from the field of Educational Neuroscience on how the brain learns, remembers and performs.

Campus Solutions: Open Lab For Faculty

AFPD 7074
This course does not count toward the One Percent Salary Incentive. Drop by the Faculty Resource Center for any questions involving Peoplesoft, Syllabus Building, Blackboard, Lecture Capture, Software questions, Hardware questions, Graphic Design, Motion Graphics, Videography, Photography, and more.

Constructivist Learning: Encouraging Students

AFPD 6797
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. The basic philosophy of Constructivist Learning- to encourage students to actively participate in their own learning-will be introduced. Participants will study examples from different disciplines that encourage active participation by students.

Cooperative Learning

AFPD 6232
This course counts for 1.5 non-credit hours of professional development toward the One Percent Salary Incentive. Know your subject, but having trouble making your presentations interesting and rich? Learn how to increase the subject-matter retention and confidence of your students with this simple, interactive teaching technique. The class is taught using the same techniques you will want to develop. You will learn to energize and enthuse your students without having to rewrite your lesson plans.

Digital Inclusion

AFPD 1181
Effective communication is central to workplace productivity, collaboration, relationship building, and morale. Participants of this course will gain verbal, nonverbal, written communication, and active listening skills necessary for organizational management.

"Emancipation of Majigeen": Connecting Past, Present, Home & Abroad with Students & Faculty

AFPD 3047
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. Through examining and celebrating the story of Anna "Majigeen Njaay" Kingsley through a variety of lenses (a college-wide project in March 2018), participants will collaboratively create new related curriculum.

Engaging Student Through Mastery Learning

AFPD 6799
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. Encouraging students to actively participate in their learning opportunities yields positive results. During this workshop, participants will learn how to build activities based upon mastery learning theory that encourage this participation.

FERPA Basics

AFPD 5057
This course counts for 1 non-credit hour of professional development toward the One Percent Salary Incentive. This course is a required introduction to FERPA (Family Education Rights and Privacy Act) for all college employees. Prior to gaining and maintaining ORION and MyAdvisor security, all employees must complete this course.

Getting Started: ELearning

AFPD 3420
This course counts for 8 non-credit hours of professional development toward the One Percent Salary Incentive. This course will cover basic issues of online learning such as pedagogy, compliance and Blackboard. This course is designed for those who have never developed nor taught an online class at FSCJ. All participants are welcome to take this course. This course is required before being approved to teach online for the College. This course is offered online.

Getting Started: ELearning Exemption

AFPD 3430
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. This course is designed for those who have previously taught online before. Faculty will be required to complete a mastery quiz and submit a checklist for an online course demonstrating mastery of common Blackboard functions. This course is online with open enrollment all semester.

Hybrid Teaching

AFPD 3301
This course counts for 8 non-credit hours of professional development toward the One Percent Salary Incentive. This course focuses on the key characteristics of a hybrid/blended course. Participants will learn how to balance the online and face-to-face components in this workshop. Emphasis will be placed on effective planning and technology implementation.

Hybrid Training Challenge Out

AFPD 3302
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. This is a challenge-out option for Hybrid Teaching and Learning, AFPD3301.Faculty with hybrid teaching experience and a good understanding of hybrid learning may be able to use the challenge out process to exempt themselves from taking the full class.

Ideas to Support Struggling Readers

AFPD 3046
This course counts for 1.5 non-credit hours of professional development toward the One Percent Salary Incentive. With fewer and fewer requirements for placement test or options for development courses, professors are faced with meeting the needs of struggling adult readers in all courses. Some of these reluctant or struggling readers need small modification to build confidence and skills while others need more structured help. This interactive workshop offers professors an opportunity to ‘be’ a struggling or reluctant reader and provides 10 ideas to create a rigorous, but reading-friendly academic environment in any course.

Improving Student Research Habits

AFPD 5216
This course counts for 1.5 non-credit hours of professional development toward the One Percent Salary Incentive. In this workshop, we will explore the literature around students' research habits. Participants will be introduced to how strategies can be used in the classroom to improve students' research abilities. You will also experience planning a lesson to improve research practices in their discipline.

Introducing Human Agency Theory to Struggling Students

AFPD 4046
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. Many students struggle to find academic and social success, because they depend more on luck than personal action or responsibility. Alfred Bandura’s Theories on Human Agency and Social Cognitive Learning could infuse any learning environment with tools that encourage students to take control of their own learning outcomes and alter their own paths toward graduation. Success is more about understanding how to make things happen, than serendipity or academic prowess. This interactive workshop prepares professors to introduce the Theory of Human Agency and weave it into the fabric of any course.

Military & Veterans Service Center Information Session

AFPD 5122
This course counts for 1 non-credit hour of professional development toward the One Percent Salary Incentive. Find out the valuable services our Military and Veterans Service Center offers our students. The information will help you answer student inquiries regarding such services.

OneNote

AFPD 1081
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. Attendees will learn how to use OneNote to create, gather and store all kinds of information – text, images, audio, video recordings, handwritten notes, web content and more – all in one place.

Online & Hybrid Help Sessions

AFPD 3303
This course does not count toward the One Percent Salary Incentive. This help session will assist participants with completing course requirements for the Getting Started in eLearning (AFPD3420) and Hybrid Teaching and Learning (AFPD3301) courses. We will review required documents/assignments for completion of these courses. An open lab time will follow with assistance from the facilitator to complete most or all of the assignments for these courses.

Self-Care - Art Works! Part 1

AFPD 5157
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. This workshop is an introduction to and activities in sound and visual arts for self-care.

Self-Care - Art Works! Part 2

AFPD 5158
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. The goal of this workshop is to provide participants with an understanding of the value of self-care as it applies to quality of life both professionally and personally. Participants will engage in an expansive array of activities prompting the creation of a personal practice for self-care.

SLS Strategies

AFPD 6107
This course counts for 1.5 non-credit hours of professional development toward the One Percent Salary Incentive. In this workshop, we will explore the literature around students' research habits. Participants will be introduced to how strategies can be used in the classroom to improve students' research abilities. You will also experience planning a lesson to improve research practices in their discipline.

Social-emotional Learning

AFPD 3800
This course counts for 1 non-credit hours of professional development toward the One Percent Salary Incentive. An introduction to the research supporting the benefits of Social-Emotional Learning in Higher Education. Strategies to promote positive Social-Emotional experiences in face-to-face, hybrid and online modalities.

Soul Collage & Visualization

AFPD 4045
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. The goal of this workshop is to provide participants with a tool for stress management through guided imagery and visualization and the opportunity to create a finished visual piece that is valuable in self-discovery as it pertains to wellness and imagination.

Sway

AFPD 1156
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. SWAY on over to learning a new way to create presentations. SWAY is a new option that can be used instead of PowerPoint. It allows one to create interesting and more professional looking presentations. Find out how you can incorporate this new option into your work life and create eye catching presentations.

Tools To Facilitate Collaboration

AFPD  3801
This course counts for 2 non-credit hours of professional development toward the One Percent Salary Incentive. Synchronous and asynchronous tools to promote student collaboration for face-to-face, hybrid, or online courses. Project management tools, such as Trello, can assist students in managing all aspects of collaborating on large group projects asynchronously. Peer review or peer assessment can take place asynchronously through Voice Thread, software that allows participants to engage in personalized discussions. Also, students can initiate synchronous meetings from remote locations with Appear.in, a video chat tool that allows anyone to share his/her screen and requires no account.

Understanding ADA & Disability Support Services

AFPD 7408
This course counts for 3 non-credit hours of professional development toward the One Percent Salary Incentive. This course will provide a basic understanding of the Americans with Disabilities Act in a postsecondary educational environment and how students can access Disability Support Services. This training will review the eligibility process, documentation requirements and services that are available to students and how they may impact you in the classroom, the grievance process and OSSD contacts by campus. This course also highlights student support services that are available for the general student population.

Understanding Program Learning Outcomes & Assessment

AFPD 6010
This course is not part of One Percent Salary Incentive. This workshop will provide faculty with tools for developing their Learning Outcomes and Enhancement Plan (LOEP) including information on student learning outcomes and classroom assessment strategies. Activities and discussion will focus on how to gather, organize and make sense of assessment data and use results to make decisions about day-to-day teaching practice.

Using Technology to Create, Customize & Automate

AFPD 6795
This course counts for 1.5 non-credit hours of professional development toward the One Percent Salary Incentive. High-quality, individualized feedback is essential for effective online teaching. Learn how to use feedback banks, feedback technology, and automated feedback to improve your online comments to students. In the process, you'll also improve your students' experience with online teaching, increasing their learning, motivation, and satisfaction.

Visual & Tactile Learning

AFPD 3707
This course counts for 1 non-credit hours of professional development toward the One Percent Salary Incentive. By designing and creating written, graphic, digital and 3-D versions of course content, learners actively organize, synthesize and apply subject matter while improving retention and their ability to retrieve knowledge. Examples will be modeled accompanied by a discussion of the benefits of creative and sensory learning.