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Faculty Development Courses

The Center for Teaching Excellence (CTE) provides course offerings that are designed to inspire and support educators. These courses provide practical application using research-based best practices. In addition to our course offerings, CTE also provides faculty members with Instructional Coaching and is committed to cultivating teaching excellence through measuring teaching effectiveness. For more information on classes and faculty development provided through the Center for Teaching Excellence, please examine the course schedule below.

2019-2020 Faculty Development Course Schedule  

INST501 Teaching Effectively In Higher Education (3 Weeks)
2019 2020
7/22 1/27
9/9 3/9
12/2 4/20

Teaching Effectively in Higher Education is a three-week course designed to provide faculty with the skills and knowledge to further develop effective teaching practices at Franklin University. Participants will explore research-based principles and strategies for effectively teaching adult learners in a student-centered learning environment. 

Course Outcomes:

  1. Develop and implement effective communication strategies.
  2. Summarize significant aspects of Franklin's culture, expectations, resources,  policies, and procedures.
  3. Navigate and use the BlueQuill LMS and digital tools.
  4. Review technologies used for effective, learner-centered presentations in an online environment.
  5. Examine strategies for engaging adult learners.
  6. Apply reflective practice techniques for knowledge acquisition and integration.
  7. Apply constructive and timely feedback using best practices to critique student work using digital tools.
  8. Review LMS analytics, Student Reflection of Instruction and Peer Teaching Observations to improve learning outcomes and teaching performance. 

Only Lead Faculty may register instructors for this course with a Rec to Hire form.

INST540 Instructional Coaching (3 weeks)
2018 2019
Runs annually: enrollment by invitation

This course will certify learners as Franklin University Instructional Coaches (ICs) who will collaborate with and enable coaching recipients (CRs) through a series of methods and processes to continually grow in their practice and offer students a high-quality learning experience.

Course Outcomes:

  1. Compare different approaches to instructional coaching in the broader coaching context.
  2. Situate instructional coaching and coaching opportunities within the faculty life cycle.
  3. Successfully complete the instructional coaching process.
  4. Construct an individualized coaching profile.
INST580 Doctoral Teaching and Advising (6 Weeks)
2019 2020
8/19 3/30
11/11 6/29

These courses are designed to strengthen methods in both teaching and advising. The course challenges participants to examine the professional doctorate degree, explore the doctoral programs available at Franklin University, survey the expectations of the professor, advisor, and student participating in the doctoral programs at Franklin University, and investigate the important processes involved with the doctoral program at Franklin University. 

Course Outcomes:

  1. Differentiate between the Ph.D. and professional doctorate degree.
  2. Explain the processes and unique features of the doctoral programs at Franklin University.
  3. Explain the expectations of the professor, the academic advisor, the faculty advisor, and the student in the doctoral programs at Franklin University.
  4. Explain best practices for the role and significance of a course within the program.
  5. Guide a student towards a track that best meets the student’s needs.
  6. Explain the value and benefits of CoPs to students.
  7. Explain and apply principles of effective communication with students.
  8. Foster critical reflection and dialogue appropriate to the doctoral level.
  9. Provide substantive, actionable and timely feedback.
  10. Assess student work with grading rubrics.

 Only Lead Faculty may register for this course with a Recommendation to Hire form.

INST581 Doctoral Committee Service (9 weeks)
2019 2020
9/30 1/6

This course explores current perspectives in supporting doctoral students through the research and writing process and reinforces the role and responsibilities of the doctoral committee members.

Course Outcomes:

  1. Advise students on the ethical requirements of independent research.
  2. Explain the comprehensive examination process.
  3. Compose questions for comprehensive exams.
  4. Explain how to create suitable research questions for doctoral research.
  5. Communicate the dissertation process and requirements to students.
  6. Critique research questions for doctoral proposals.
  7. Select the appropriate research methodology necessary to answer the research question.
  8. Analyze and evaluate student research for relevance.
  9. Evaluate a student’s dissertation using rubrics.
  10. Construct effective feedback for students to maximize application and relevancy of their dissertation.
  11. Identify expectations/requirements of serving on a committee

Only Lead Faculty may register for this course with a Recommendation to Hire form.


INST601 Instructional Practices (3 weeks)*
2019 2020
9/30 1/27

In this course participants will explore a variety of proven effective instructional practices designed to engage students and improve learning. Additionally, participants will adapt these practices to their own assignments and courses.

Course Outcomes:

  1. Practice strategies to help students connect new topics and concepts to prior knowledge and experiences.
  2. Apply instructional practices that align topics, concepts, and assessments.
  3. Construct real-world examples for an instructional situation.
  4. Implement demonstrated best practices for instructional strategies.
  5. Synthesize key concepts to apply effective instructional practices.

Register here.

INST602 Feedback to Enhance Student Learning (3 weeks)*
2019 2020
6/10 2/17
10/21 6/8

Current research indicates that providing effective feedback to students is a key factor for improving learning and student satisfaction. In this course, participants will examine current research about student feedback and explore and critique multiple methods for providing substantive and actionable feedback. Additionally, this learning experience provides an opportunity to understand the theory of feedback and to practice effective feedback strategies.

Course Outcomes:

  1. Identify research-based best practices for providing quality feedback.
  2. Analyze the impact of feedback on student learning.
  3. Create a rubric to provide feedback.
  4. Evaluate a variety of feedback methods.
  5. Synthesize key concepts to apply effective feedback.

Register here.

INST603 Teaching With Technology*
2019 2020
7/1 3/9
11/11 6/29

This course supports participants in developing the skills and knowledge necessary to engage students using technology and active learning. Participants will practice teaching techniques that include technology tools and active learning strategies to enhance student engagement.

Course Outcomes:

  1. Demonstrate effective use of technology tools to enhance student engagement.
  2. Demonstrate effective use of active learning strategies.
  3. Apply technology tools to enrich instruction.
  4. Create an action plan to incorporate additional technology and active learning into future instruction.

Register here or contact Dr. Brandy Bagar-Fraley at

INST604 International Teaching Strategies (3 weeks)*
2019 2019
7/22 3/30
12/2 7/20

In this course, faculty will develop the knowledge, tools, and skills needed to successfully engage students with diverse cultural characteristics, values, communication styles, preparedness, and social systems. Participants will examine and practice behaviors and attitudes that demonstrate the ability to adapt to the situated context of the learner, with an emphasis on teaching international/transnational students. Instructional strategies covered ground teaching excellent on inclusion and diversity in order to adapt to the cultural components, communication styles, and learning needs of students.

Course Outcomes:

1.    Evaluate your cultural competence.
2.    Examine the cultural characteristics, values, communication styles, and behaviors of learners from diverse cultures, countries, and social systems.
3.    Develop strategies, behaviors, and attitudes to meet diverse learning needs.
4.    Evaluate courses, assignments, student support resources, and procedures in light of the learning environment of international/transnational students.
5.    Reflect on how to adapt instructional strategies to the situated context of the learner.

Register here or contact Dr. Brandy Bagar-Fraley at


*Adjunct Faculty can be paid to participate in our INST600 series!

Please note that active Franklin and Urbana adjunct faculty who successfully complete any of the following faculty development courses and also complete the course evaluation will be compensated $50:

  • INST601 Instructional Practices
  • INST602 Feedback to Enhance Student Learning
  • INST603 Teaching With Technology
  • INST604 International Teaching Strategies

In addition, for completing a 60-day follow-up evaluation, participants will receive a digital badge to add to their social media profile.

Please note: Only active Franklin and Urbana adjunct faculty are eligible to receive compensation. Adjunct faculty who are onboarding but who have not started teaching are not eligible to receive compensation until after beginning their first teaching assignment.