Courses

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.

2020-2021 Faculty Development Course Schedule  

 
INST501 Teaching Effectively In Higher Education (3 Weeks)
2021 2022
3/29 (please register by 2/28) TBA
5/17 (please register by 4/17) TBA
6/28 (please register by 5/28) TBA
9/6 (please register by 8/6) TBA
11/8 (please register by 10/8) TBA

Teaching Effectively in Higher Education is a three-week course with approximately 15 hours of participant engagement.   Participants explore research-based principles and strategies for effectively teaching adult learners in a learner-centered environment specific to Franklin University.

Course Outcomes:

  1. Develop and implement effective communication strategies.
  2. Summarize significant aspects of Franklin's culture, expectations, resources,  policies, and procedures.
  3. Utilize the Learning Management System (LMS).
  4. Review technologies used for effective, learner-centered presentations in an online environment.
  5. Examine strategies for engaging adult learners.

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

 

INST513/514 Maximizing Student Learning in Canvas
2021 2022
ongoing enrollment ongoing enrollment

Maximizing Student Learning in Canvas is a self-paced course with approximately five hours of participant engagement.  In this course, participants are enrolled both as a student in order to gain valuable perspective into the student view of the Learning Management System (INST 513), and as an instructor to learn how to utilize key features as a faculty member in Canvas (INST 514).  Critical integrated technologies specific to Franklin are also included so that the instructor can maximize student-centered learning within the context-specific learning environment. 

Course Outcomes:

  1. Implement best practices for instructional strategies utilizing Canvas.
  2. Create and respond to communications in a way that maintains student engagement
  3. Apply feedback tools within Canvas to increase student learning
  4. Demonstrate the effective use of integrated technologies within Canvas, including attendance and final grade submission

Register here.

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INST540 Instructional Coaching (3 weeks)
2021 2022
Runs annually: enrollment by invitation

Instructional Coaching is a three-week course with approximately 15 hours of participant engagement. In this course, participants are certified as Franklin University Instructional Coaches (ICs) who work with coaching recipients (CRs) through an instructional protocol that seeks to support CRs in providing a high-quality learning experience to students. 

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. Implement the Instructional Coaching protocol.
  4. Construct an individualized coaching profile.

 

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INST585 Doctoral Teaching and Advising (9 Weeks)
2021 2022
5/17 (please register by 4/17) TBA
9/6 (please register by 8/6) TBA

Doctoral Teaching and Advising is a nine-week course with approximately 27 hours of participant engagement. This course explores the teaching and advising roles for doctoral faculty at Franklin University. Participants will examine the responsibilities of teaching as doctoral faculty members, survey faculty expectations, and investigate the important processes involved with the doctoral programs. In addition, participants will review current perspectives on how best to support doctoral students through the research and writing process and through their responsibilities as doctoral committee members. 

Course Outcomes:

  1. Describe roles and responsibilities related to doctoral teaching and advising.
  2. Advise students on dissertation research and the dissertation process.
  3. Foster critical reflection and student advancement through high-quality communication and feedback.

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

 

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INST601 Cultivating Effective Online Instruction to Maximize Student Learning*
2021 2022
5/17 (please register by 4/17) TBA
9/6 (please register by 8/6) TBA

Cultivating Effective Online Instruction to Maximize Student Learning is a three-week course with approximately 15 hours of participant engagement. This course serves as an opportunity to explore the nature of learning, the culture and contexts of the learner, the role of the instructor within these contexts, and how to best construct a learning environment based on these principles.  This course is meant to give instructors who may already have content expertise the fluency in and application of best-practices research around student learning. Additionally, this course will apply best practices and pedagogy to the online environment.  

Course Outcomes:

  1. Describe the foundational concepts of student-centered learning and the situated context of the learner.
  2. Define the instructor's role in the context of student learning.
  3. Construct a student-centered online learning environment.

Register here.

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INST602 Utilizing Feedback to Foster Student Growth*
2021 2022
6/7 (please register by 5/7) TBA
9/27 (please register by 8/27) TBA

Utilizing Feedback to Foster Student Growth is a three-week course with approximately 15 hours of participant engagement. 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. 

Course Outcomes:

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

Register here.

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INST603 Integrating Educational Technologies to Enhance Student Engagement*
2021 2022
6/28 (please register by 5/28) TBA
10/18 (please register by 9/18) TBA

Integrating Educational Technologies to Enhance Student Engagement is a three-week course with approximately 15 hours of participant engagement. This course supports participants in developing the skills and knowledge necessary to engage students using educational technologies that promote active learning. Participants will practice using technology to promote active learning strategies through 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.

Register here

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INST604 Incorporating Inclusive Pedagogy for a Classroom of Opportunity*
2021 2022
7/19 (please register by 6/19) TBA
11/8 (please register by 10/8) TBA

Incorporating Inclusive Pedagogy for a Classroom of Opportunity is a three-week course with approximately 15 hours of participant engagement. In this course, participants develop the knowledge and skills needed to engage and support students possessing diverse characteristics and behaviors that are embedded within systems of structural inequity. Through authentic self-assessment and reflection, participants will examine and practice behaviors that demonstrate the ability to adapt to the situated context of the learner.  This course includes explorations into research on how structural inequities disproportionately disadvantage students of color, first-generation students, and/or low-income students. Faculty will learn how to incorporate inclusive practices in order to reflect a student-centered learning environment. 

Course Outcomes:

1.    Recognize the ways instructors respond to diverse characteristics and behaviors of learners.
2.    Evaluate cultural competence and inherent biases.
3.    Develop strategies and behaviors to meet diverse learning needs.
4.    Apply inclusive practices to establish an equitable learning environment.

Register here.

 

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

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

  • INST601 Cultivating Effective Online Instruction to Maximize Student Learning
  • INST602 Utilizing Feedback to Foster Student Growth
  • INST603 Integrating Educational Technologies to Enhance Student Engagement
  • INST604 Incorporating Inclusive Pedagogy for the University of Opportunity

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 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.