EDU 300 Courses for Faculty

Open to all full and part-time faculty and staff and by permission of instructor. Assists educators in various aspects of global education, including exploring the meaning of global education, developing and participating in learning abroad experiences, and discussion how educators can help students, colleagues, and members of the community become more globally educated.
Open to all full and part-time faculty and staff and by permission of instructor. Assists educators in various aspects of global education, including exploring the meaning of global education, developing and participating in learning abroad experiences, and discussing how educators can help students, colleagues, and members of the community become more globally educated. Requires participation in a learning abroad experience.
Open to all full and part-time faculty and staff and by permission of instructor. Assists educators in various aspects of global education, including exploring the meaning of global education, developing and participating in learning abroad experiences, and discussing how educators can help students, colleagues, and members of the community become more globally educated. Requires class module or project.
Prerequisite: EDU 399. Explores the program assessment process at Delta College, while providing a forum for collaboration and development of program assessment projects. Prepares participants for reporting assessment activities through the database, presentation to the Academic Assessment Committee, and sharing with the greater College community.
Prerequisite: Permission of Instructor to register. Focuses on identifying, describing, and then explaining communication between students and between students and instructor. Explores aspects of verbal and nonverbal communication such as impact of voice, facial expression, body language, body movement, and physical proximity. Includes research highlighting the impact of an instructor's communication repertoire on student success. Requires completion of a project focused on development of improved/refined communication strategies for instruction.
Open to all full and part-time faculty and staff and by permission of instructor. Explores, in a communal atmosphere of trust and thoughtfulness, the roles of reflection, community, and creativity in the development of meaning and purpose in the personal and professional lives of educators. Explores questions of pedagogical meaning and purpose common to educators, and connects these with practices such as reflective writing, readings in a variety of disciplines, and creativity intended as springboards for personal and classroom applications. Includes a meaningful project such as a series of self-guided readings, an introspective practice like meditation, a journal, memoir, revamped syllabus, set of classroom practices, or other appropriate self-generated project.
 
Open to all faculty and staff, community members by permission of instructor. Explores all faucets of diversity by expanding the definition beyond race, class and gender and focusing on common values. A variety of approaches for teaching diversity will be modeled and practiced. ED 389 develops a project focused on course outcomes that can be used in the classroom.   This is an INET class that meets entirely online.
Prerequisite: Instructor permission to register. Addresses topics and skills essential for effective and innovative teaching and learning practices. Explores the dynamics of teaching and learning and provides models, strategies, and options that emphasize active learning and reflective teaching.
Open to all full and part-time faculty, community service partners, and by permission of instructor. Introduces academic service-learning pedagogy across the disciplines. Develops a service-learning community-based project focusing on course outcomes and/or general education components. Incorporates the essential elements of enhanced academic learning meaningful to the community, and heightened civic engagement; and develops a plan to access all three elements.
Open to all full and part-time faculty and staff and by permission of instructor. Provides those with basic internet skills the tools and knowledge to create strategies and practices that use Internet tools (e-mail, discussion list, WWW, search engines, chat programs) to enhance student learning.
Prerequisite: EDU 392 or at least one semester of teaching online or in a blended setting; or equivalent training and experience. Provides those who have had experience teaching online with an opportunity to revise one area of their online course(s) through incorporating advanced communication and media tools.
Explores the process of learning and provides fuller understanding of the biological and socio-cultural factors that influence human learning. Explores multiple intelligences and learning styles, neurological changes in the brain that accompany learning, cognitive development, motivation, and types of learning goals. Emphasizes the application of learning research to learning situations to encourage and enhance student learning.
Open to all full and part-time faculty and staff. Examines (in classroom seminars and by on-line listserv) learning communities theories and models, including concepts of interdisciplinary and community. Includes participation in on-line listserv interactive journaling about course readings and a capstone project to prepare a syllabus, one or two possible assignments, and at least one means of assessment for a proposed learning community. Designed for faculty, future teachers, and administrators.
Open to all full and part-time faculty with permission of instructor. Examines learning communities theories and models most closely resembling Interest Groups (often called Freshman Interest Groups and Clusters at other institutions). Discusses concepts of interdisciplinary, community, and continuing development and evaluation of Interest Groups both individually as separate learning communities and collectively as a distinct identity. Includes participation in on-line interactive journaling about assigned and recommended readings. Develops a capstone project to plan an interest group learning community.
Open to all full-time and part-time faculty or by permission of instructor. Introduces theory and practice of reading across disciplines including theories of reading development and strategies improving reading. Student may earn credit in ED 395 or ED 395R, but not both.
Open to all full-time and part-time faculty or by permission of instructor. Introduces theory and practice of reading across disciplines including theories of reading development and strategies improving reading. Provides instruction and support in researching content area reading in individual disciplines. Leads to development of annotated bibliography about reading process and pedagogy in their discipline. Student may earn credit in ED 395R or ED 395, but not in both.
Open to all full and part-time faculty and staff. Explores the process of assisting students in advancing from under-prepared to college-ready. Examines instructional methods conducive to promoting, developing, and sustaining student learning and success throughout the college curriculum. Synthesizes theory with best practices applicable to a variety of disciplines and learning levels. Credit may be earned in ED 396P or ED 396 but not in both.
Open to all full and part-time faculty and staff. Explores the process of assisting students in advancing from under-prepared to college-ready. Examines instructional methods conducive to promoting, developing, and sustaining student learning and success throughout the college curriculum. Synthesizes theory with best practices applicable to a variety of disciplines and learning levels. Course includes individual project. Credit may be earned in ED 396P or ED 396 but not in both.
Open to all full and part-time faculty and by permission of instructor. Introduces theory and practice of "writing to learn," (WTL) including informal writing strategies to promote student response to lectures, readings, fieldwork, labs, discussions, etc.; rehearsal for other activities including discussions and formal writing; reflection on learning progress and problems; and dialogue with peers and instructor.
Open to all full and part-time faculty and staff and by permission of instructor. Introduces classroom assessment techniques (CAT's) and their use across disciplines. Develops and applies a variety of CAT's to formatively assess different types of learning and student development. Includes investigation and development of CAT's as tools for classroom research.
Open to all full and part-time faculty and staff and by permission of instructor. Introduces classroom assessment techniques (CATs) and their use across disciplines. Develops and applies a variety of CATs to formatively assess different types of learning and student development.