OVERVIEW
Most students at community colleges are not fulfilling their academic goals. We, as educators, must get better at teaching and connecting with all of our students in order to significantly improve learner outcomes.
Best Practices For Teaching in the Community College
$200.00
COURSE DESCRIPTION
This program provides community college educators with practical and progressive techniques on what to do inside and outside the classroom to help students succeed at the highest levels. These practices apply to all demographics of students and have been validated through years of qualitative and quantitative analysis from a number of different independent studies. These practices and strategies can be applied to both in-person and online learning formats.
REQUIREMENTS
- Access to a computer with an internet connection.
- Fluent/advanced level of English required.
WHAT'S IN THE COURSE?
You will be learning about innovative practices and specific techniques within each of these four domains: structural (how courses are set up), curricular (what is taught), andragogical (how to teach effectively), and relational (how to connect).
COURSE DURATION
You will have 30 days to complete each of the 4 modules of this training. Each module requires a 3-4 hour commitment (including lectures, discussion boards, readings).
CURRICULUM
Introduction
Welcome to the professional development program on Best Practices For Teaching in the Community College. You will have 30 days to complete this training, with learners engaging in activities over the course of four modules. Each module requires a 3-4 hour commitment (including lectures, discussion boards, readings).
Following the completion of each activity, you will need to mark the activity as “Complete”.
To complete the program, learners must complete the following activities:
1. Complete POST ASSESSMENT.
2. Review all video modules – There are four modules in all. Our learning management system allows participants and faculty to review learner progress in completing video modules.
3. Read the assigned readings – There are assigned readings that are aligned with each of the modules. It is an expectation that readings will be completed before reviewing the module. The readings are comprehensive in nature, as such, we recommend planning ahead to ensure readings are completed on schedule. Comprehension of material will be gauged through the live interactive sessions.
4. Attend the live video sessions – Learners will have access to course faculty during a live interactive session. This is an opportunity to ask questions and engage in dialogue that is solution-oriented. It is expected that all learners will attend at least one live session. Live sessions will be recorded and posted for those who are unable to attend.
5. Complete short quizzes – Following each recorded presentation you will complete a brief quiz assessing your understanding of the material. Quizzes can be completed an unlimited number of times. It is recommend that you re-take quizzes until you correctly answer all questions.
6. Participate in asynchronous discussion forums. As you complete each module, we encourage you to identify questions, comments, and reactions to the material as well as relevant resources and post them in the discussion forums. This is an opportunity for faculty and peers to engage in dialogue and knowledge sharing.
CORA Policies
DISCLOSURE The Center for Organizational Responsibility and Advancement (CORA) its employees, affiliates, and contractors shall disclose to learners, prior to the start of the learning event, any instructor’s proprietary interest in products, instruments, devices, services or materials discussed, as well as the source of any compensation related to the presentation. This should occur at the commencement of any learning event.
NON-DISCRIMINATION The Center for Organizational Responsibility and Advancement (CORA) its employees, affiliates, and contractors shall not discriminate against any individual or make explicit references of a discriminator nature based on gender, gender identity, race/ethnicity, religion, age, disability, socioeconomic status, and/or sexual orientation.
Click here to view the picture guide on introduction of the training website.
Module 1 - Structural Recommendations for Community Colleges
After participating in this module, learners will be able to:
- Look at how community colleges are doing
- Understand that learning is more than knowledge
- Define educational structures
- Outline the challenges of community college students
- Recommend the most effective structures and pathways for students
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 2 - Curricular Recommendations for Community Colleges
After participating in this module, learners will be able to:
- Define curriculum and the curricular domain
- Outline the curricular challenges of community college students
- Understand the most effective curriculum for students
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 3 - Andragogical Practices for Educators
After participating in this module, learners will be able to:
- Define andragogy
- Define the andragogical domain
- Detail the andragogical challenges of community college students
- Understand the most effective andragogical practices for educators
- Participate in Live Session past this module
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 4 - Building Relationships with Students
After participating in this module, learners will be able to:
- Define what the relational domain is (also known as the affective domain)
- Discuss the challenges all our students face in education
- Explore relational most promising practices
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Live Video Session
These sessions will provide an opportunity for learners to interact with Faculty, ask questions about course content, and share ideas and activities from your campus.
- Please be prepared with 2 questions for the Faculty
- Please test your system early to be sure you are prepared for the session
Live Video Session dates are listed in the course Live Session module and occur on selected Wednesday and Friday Afternoons from 4-5pm PST. You must complete at least 1 live video sessions to receive your certificate. You can request for the recording of the live video sessions and it will be made available to you once the session is complete.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Certificate of Completion
To obtain your certificate of completion. Please make sure you have viewed, completed, and marked all activities as complete.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy the Course.
About Instructors
J. Luke Wood
J. Luke Wood, Ph.D. is Dean’s Distinguished Professor of Education and Vice President for Student Affairs & Campus Diversity at San Diego State University. Formerly Wood served as Associate Vice President for Diversity and Innovation. Dr. Wood is also Co-Director of the Community College Equity Assessment Lab (CCEAL), a national research and practice center that partners with community colleges to support their capacity in advancing outcomes for men of color. He has delivered over 1,000 scholarly and conference presentations and more than 150 publications to his credit, including 15 books and 75 peer-reviewed journal articles.
Sim Barhoum
Dr. Sim Barhoum is a Professor of Humanities at San Diego Mesa College. Professor Barhoum earned his doctoral degree in Educational Leadership with a specialization in Community College/Post Secondary Education from San Diego State University. He has taught a wide range of education and literacy courses, from high school-level to graduate-level, in a variety of teaching formats, including traditional, hybrid, and online. Dr. Barhoum's research focuses on developmental pathways, barriers to underserved students, and best practices for all community college students. In particular, his contributions examine active learning, relational practices, and educational models.