Faculty and Instructional Development at Valencia

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Click the image below or this link to view the 2017 Faculty and Instructional Development Graphic.

Valencia College has a Teaching and Learning Division which houses Faculty and Instructional Development, the Teaching/Learning

Academy for tenure-track faculty, Online Teaching and Learning, and Strategic Learning Initiatives (such as our QEP). The division is led by an Assistant Vice President with five Directors overseeing specific work areas.

Faculty and Instructional Development at Valencia College typically runs roughly 450 professional development courses a year ranging from authentic assessment to teaching and learning with social

media. For 2015-2016, we had 1098 unique participants. The breakdown for attendees is approximately 45% part-time, 34% tenured/tenure-track, 10% staff, 9% contract instructors, and 2% administrator.

Valencia offers multiple certifications in the areas of Honors, Study Abroad, Digital Professor (online teaching), and LifeMap (student intervention and college success skills). We have just added a

certification in Active Learning this year, and are piloting courses now. In addition to courses and certifications, we have “concentrations” which allow our faculty and staff to explore additional areas of interest such as LMS fundamentals, Action Research, Peace and Justice, CARE (Continuous Assessment and Early Response), and Circles of Innovation.

We also have Centers for Teaching/Learning Innovation on

each of our campuses which saw nearly 7,200 visits from faculty, staff, and students in the 2015-2016 year. Each Center has a Director who oversees its operation as well as Faculty Developer/Instructional Designers and other staff. These Centers provide a place where technology can be learned, instructional design help can be sought, and faculty can meet to share their experiences.

While the Teaching and Learning Division offers a great variety of development opportunities, these are primarily run in the form of courses which take a good deal of time to develop and maintain. For quick innovation, another format was needed in order to meet real-time needs of faculty and to anticipate what future courses might need to be developed. Thus, Circles of Innovation was born…

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