Students

Faculty and Staff

Faculty Development Curricula

For complete information about these workshops, be sure to visit the Center for Excellence in Teaching & Learning Course Descriptions.

Certification in Advising

Foundations of Advising

CETL/Advising 101: Advising is Teaching (2 contact hours of Professional Development)

This workshop introduces faculty to the concept of advising as a core component of teaching and learning within higher education. The course defines advising as a process that involves curriculum, pedagogy, and learning outcomes. Faculty are introduced to the pedagogical model of advising, basic best practices, and guided through the process of defining essential learning outcomes for students.

CETL/Advising 102: Advising in Practice (2 contact hours of Professional Development)

This workshop examines the essential policies, procedures, and institutional resources that impact advising at Reynolds. The session leads faculty through discussions about the nuances and challenges that often face advisors as they navigate issues of FERPA, academic and financial aid holds, student concerns, and other similar issues. The workshop also develops faculty skills in using the tools and resources within the Student Information System (SIS) and other college applications so that advisors are able to access information with ease, efficiency, and accuracy.  

Master Advisors

CETL/Advising 201: Advising the At-Risk Learner (2 contact hours of Professional Development)

This workshop examines the characteristics of high risk learners and some of their unique advising needs. Through current research and emphasis on collaboration and discussion among participants, the course emphasizes the exploration of the high risk learner profile within community college contexts, strategies for supporting such students through advising, and the roles and responsibilities of faculty advisors.    

CETL/Advising 202: Value-Added Advising: Fostering Success Skills (2 contact hours of Professional Development)

Advising 202 emphasizes the strategies and tools that advisors can implement to foster and support academic success skills among students. The workshop examines college data points to identify critical stages of student challenge. It also brings into conversation current research and evidence of best practices.

 

Certification in Honors Teaching

Foundations of Honors

CETL/Honors 101: Honors at Reynolds (2 contact hours of Professional Development) 

This workshop examines the core definitions of honors within higher education. Participants focus on developing shared values and understandings of what is expected of honors students and honors faculty at Reynolds. The workshop also examines the distinct expectations, recommended activities, and critical assessment elements for both Honors Designated and Honors Contract courses. Participants will be asked to complete an activity for review following the end of the workshop.

CETL/Honors 102: Best Practices in Teaching and Learning within Honors at Reynolds (2 contact hours of Professional Development) 

This workshop targets the best practices of teaching and learning within an academically rigorous context in higher education. The workshop content focuses especially on the four pillars of Honors at Reynolds:  the development of students’ critical thinking skills, an introduction to interdisciplinary learning, the fostering of disciplinary undergraduate research, and the development of student engagement both within the classroom and with the broader communities beyond the classroom. Faculty participants will engage in the development of interdisciplinary approaches for their specific Honors courses. Participants will be asked to complete an activity for review following the end of the workshop. 

Pedagogy of Honors

CETL/Honors 201: Engaging the Honors Learner through Research (2 contact hours of Professional Development)

This workshop explores resources and strategies that help to develop student engagement and spark student interest through undergraduate research activities. Integrating and promoting undergraduate research is integral to the Reynolds Honors Program; Honors 201 highlights theories and best practices for establishing foundational knowledge in academic research, guiding students through disciplinary research, supporting collaborative peer engagement, and promoting professional outcomes such as student presentations, poster sessions, and possible publications.

 

Certification in Teaching Online

Faculty who are interested in teaching online are encouraged to review Policy 2-1: Qualification of Distance Learning or Hybrid Learning Instructors. Faculty who have never taught online may complete TOTAL: Topics in Online Teaching & Learning, a series of online modules delivered through the Center for Excellence in Teaching & Learning; these modules are designed to develop skills and knowledge of online instructional practices and course design.

Completion of TOTAL Part One is an essential first step in the certification process; it is followed by the development of an online course for review. As faculty begin to teach online, they are highly encouraged to develop their skills further by completing TOTAL Part Two.

TOTAL Part One Modules (delivered and facilitated through Canvas)

  • Introduction to Teaching & Learning Online (3 weeks)
  • Canvas Basics (3 weeks)
  • Writing Directions (2 weeks)
  • Using Best Practices in Online Teaching (4 weeks)
  • Establishing a Social Presence (3 weeks)
  • Facilitating Discussion Forums (3 weeks)
  • Designing Meaningful Discussion Activities (3 weeks)

Open Educational Resources

Open Educational Resources at Reynolds

CETL/OER 101: Using OER in Reynolds Courses (2 contact hours of Professional Development)

OER 101 is a required workshop for faculty who plan to use an existing OER template developed by other faculty. The workshop provides participants with the following:  an introduction to OER; the development of Blackboard navigation skills; a demonstration of the customization features of the OER template; an introduction to creative commons licensing; guidance on issues of accessibility and ADA compliance concerns; and training on searching and embedding college database material within courses. This course offers brief presentations, augmented by a workshop in which faculty initiate the development of their own OER section(s). Offered both face to face and online.

CETL/OER 102: Open Educational Resources Course Development (2 contact hours of Professional Development)

OER 102 is a required workshop for faculty who would like to develop an OER template for a specific course.  The course is designed for small groups of faculty who wish to create OER for a course they teach.  The workshop provides participants with the following:  an introduction to OER; discussion and hands-on experience locating OER for the targeted course; a demonstration of the customization features of the OER template; an introduction to creative commons licensing; guidance on issues of accessibility and ADA compliance concerns; and training on searching and embedding college database material within courses. This course offers brief presentations, augmented by a workshop in which faculty work together to locate open materials.  This workshop is followed up by the faculty coordinator as the team works together to build the template.  Faculty are required to work with the course outcomes established for the targeted course.  

CETL/OER 103: Open Educational Resources for Program Heads (2 contact hours of Professional Development)

This workshop  introduces Program Heads to the value and purpose of Reynolds’ Open Educational Resources (OER) as instructional resources, and to the policy and procedures for implementing OER materials effectively within disciplinary programs.  The workshop guides participants into an understanding of OER, both as it is understood globally and at Reynolds.  Topics for discussion include the following: identifying academic quality in proposed OER materials; American copyright history and definitions; fair use guidelines; creative commons copyright; OER attributes within designated courses; procedural concerns such as section notes and course identification in SIS; and designations of Reynolds courses as OER compliant.


Assessment of Student Learning

Foundations of Assessment

CETL/Assessment 101: Faculty-Driven Assessment (3 contact hours of Professional Development)

Assessment 101 introduces faculty to the key concepts of course-level assessment of student learning and to the effective alignment of objectives, instructional practices, and assessment activities. Faculty are introduced to a variety of tools that support both formative and summative assessments; the workshop discussion also focuses on tools such as the assessment wheel and Bloom's Taxonomy. During the workshop, faculty have opportunity to develop at least one effective assessment plan and to work in collaborative discussion with colleagues.

CETL/Assessment 220:  Assessment Matters  (3 contact hours of Professional Development)

Assessment 220: Assessment Matters is a faculty-to-faculty workshop that supports the practice of direct, ongoing, and meaningful assessment of student learning. Framed within the contexts of instructors’ own assignments, the session emphasizes an active learning environment in which faculty share and comment on each other’s materials through a structured and organized workshop format. This interactive and interdisciplinary class gives faculty the opportunity to learn about assessment matters while engaging directly in the process of essential assessment activities.