Learning-centered Teaching Practices

Valencia educators will implement diverse teaching and learning strategies that accommodate the learning styles of students and that promote both acquisition and applications of knowledge and understanding.  

Resources and Courses

  • Resources for Learning-centered Teaching Practices include professional literature, practical examples, and applications in diverse disciplines. 
  • Faculty development Courses are designed to expand your expertise in Learning-centered Teaching Practices.  All courses related to Learning-centered Teaching Strategies begin with the prefix, LCTS. 
  • To search for the following LCTS course offerings click here. Please note:  Not all courses are offered every year.

Overview of Learning-centered Teaching Practices

Overview of Learning-centered Teaching Practices - Narrated Presentation

Courses

LCTS 2111 Cooperative Learning in the College Classroom
In this seminar, participants will examine the difference between group work and cooperative/collaborative learning strategies that promote active learning. Through an interactive approach that models-the-model of collaborative learning, participants will experience first-hand the power of the well-structured cooperative strategy. Participants will leave this seminar with strategies they can use in their next class. NOTE: This course is par of the TLA Core Seminar series and is open to all faculty.

LCTS 1110 Teaching in Our Learning College
This mixed-mode course introduces the Essential Competencies of a Valencia Educator and provides faculty with tools and resources to become more effective, learning-centered instructors. NOTE: This course is required for the Associate Faculty Certification.

Active Learning

 Resources

Courses

LCTS 1117 Using Metacognitive Strategies in Your Course
This online course focuses on practical strategies and techniques to enhance students’ reading and writing skills in any course. Participants will develop and revise a plan for implementation of these strategies. NOTE: This course is an elective course in the LifeMap Certification program.

LCTS 2211 Hands-On Math
Math manipulatives can promote student engagement and comprehension of mathematical concepts. This course demonstrates how to employ hands-on math activities in classroom instruction. The metacognitive processes of hands-on learning will also be explored and discussed.

LCTS 2214 Problem-based Learning
This course explores the learning of subject matter and skill acquisition through collaborative problem-solving. Emphasis is placed on using this method in community college courses.

LCTS 2217 Project-based Learning
In project-based learning, students answer a complex, open-ended question or solve an authentic problem through a collaborative process of investigation. Unlike traditional instruction where students are presented with knowledge and given an opportunity to apply that knowledge, project-based learning starts with the end in mind – a product that requires the learning of essential content and skills. In this workshop, faculty will be introduced to the seven characteristics of project-based learning, as well as techniques for managing a project-based learning experience in one’s classroom. Workshop participants will draft a driving-question and will begin developing ideas for project-based learning experiences in their disciplines.

LCTS 2221 Impacting Student Motivation
In this course, participants will discuss and apply strategies for helping students to understand motivation and how it influences their thoughts and behaviors. Participants will read Daniel Pink’s Drive as background for the discussions. In registering for this course, you are committing to attend two meetings, read the book, and develop one activity/lesson on motivation. NOTE: This is an elective course in the LifeMap Certification program and Seneff Certification program.

LCTS 2222 Case-based Teaching
Case studies can provide a rich basis for developing problem-solving and decision making skills. These critical thinking skills are necessary to meet higher level learning outcomes in the health sciences. This class will explore the most appropriate methods of integrating cased-based teaching strategies into your course.

LCTS 3213 Service Learning Across the Curriculum
Participants will create a plan to infuse service learning into a current course by linking course outcomes to meaningful service in the community. Participants will explore service learning opportunities and create assessment plans to measure student learning. Successful completion of this course will enable participants to add a service learning designation to their courses.

LCTS 3242 Developing Interactive Web-based Courses
This orientation to online pedagogy includes an analysis of the best practices of online education from the perspectives of students, faculty and institutions as it relates to adult learning theory, (continued) development of online learning communities, technology usage, expectations, assessment, evaluation, communication and diversity. The participant will establish an understanding of best practices and establish practical applications for use in their online classrooms. NOTE: This course is required for Digital Professor Certification.

LCTS 6313 City as Text: A Model for Active Learning
City as Text™ is the National Collegiate Honors Council signature program that provides the opportunity for participants to “read” an urban landscape and find meaning through walkabouts and active exploration of the environment. Basic tenants of active learning will also be covered. NOTE: This is an optional course for the Seneff Faculty Development program.

Collaborative and Cooperative Learning

  Resources

Courses

LCTS 2111 Learning-centered Teaching Strategies
In this seminar, participants will examine the difference between group work and cooperative/collaborative learning strategies that promote active learning. Through an interactive approach that models-the-model of collaborative learning, participants will experience first-hand the power of the well-structured cooperative strategy. Participants will leave this seminar with strategies they can use in their next class. NOTE: This course is par of the TLA Core Seminar series and is open to all faculty.

LCTS 2211 Hands-On Math
Math manipulatives can promote student engagement and comprehension of mathematical concepts. This course demonstrates how to employ hands-on math activities in classroom instruction. The metacognitive processes of hands-on learning will also be explored and discussed.

Critical Thinking

 Resources

Courses

INDV 2254 The Art and Science of Learning and the Brain
In this course, participants will examine the relationship between the ways people learn and the biology of the brain.

LCTS 1117 Using Metacognitive Strategies in Your Course
This online course focuses on practical strategies and techniques to enhance students’ reading and writing skills in any course. Participants will develop and revise a plan for implementation of these strategies. NOTE: This course is an elective course in the LifeMap Certification program.

LCTS 2214 Problem-based Learning
This course explores the learning of subject matter and skill acquisition through collaborative problem-solving. Emphasis is placed on using this method in community college courses.

LCTS 2217 Project-based Learning
In project-based learning, students answer a complex, open-ended question or solve an authentic problem through a collaborative process of investigation. Unlike traditional instruction where students are presented with knowledge and given an opportunity to apply that knowledge, project-based learning starts with the end in mind – a product that requires the learning of essential content and skills. In this workshop, faculty will be introduced to the seven characteristics of project-based learning, as well as techniques for managing a project-based learning experience in one’s classroom. Workshop participants will draft a driving-question and will begin developing ideas for project-based learning experiences in their disciplines.

LCTS 2218 Speaking Across the Disciplines
This workshop explores how to integrate oral presentations into a course in any discipline. It will focus on how to develop an assignment, how to prepare students, and how to assess the presentation. Participants will practice assessing a sample student presentation, brainstorm ideas for their class, and leave with sample assignments and rubrics for reference.

LOBP 2230 Core Competencies: Think, Value, Communicate, Act (TVCA)
This seminar examines strategies that facilitate student growth in thinking critically; communicating effectively; articulating and applying personal values and those of the various disciplines and appreciating the values of others; and applying learning and understanding effectively and responsibly.

LOBP 3230 Thinking Things Through: Critical Thinking Theory and Practice
Over 2 two-hour meetings, participants will discuss and apply the concepts of Paul and Elder’s critical thinking model outlined in Gerald Nosich’s book Learning to Think Things Through: A Guide to Critical Thinking Across the Disciplines. The text offers both a practical model that can be applied to any discipline as well as exercises and activities for teaching students how to think more critically. Each participant will receive a copy of the book after registering. In registering for this course, you are committing to attend two meetings, read the book, and integrate the model into one activity/lesson in your class. NOTE: This course is an elective course in the LifeMap Certification program and Seneff Certification program.

LOBP 3231 Critical Thinking: Intellectual Standards
Faculty will deepen their understanding of the Paul and Elder critical thinking model by examining the personal qualities of a strong critical thinker and learning the standards by which to analyze a position. Participants will identify strategies to incorporate these skills into class activities, course assignments, and assessment methods. NOTE: This course is recommended for those who have completed LOBP 3230.

Motivation and Engagement

 Resources

Courses

LCTS 2221 Impacting Student Motivation
Over two-hour meetings, participants will discuss and apply strategies for helping students to understand motivation and how it influences their thoughts and behaviors. Participants will read Daniel Pink’s Drive as background for the discussions. In registering for this course, you are committing to attend 2 meetings, read the book, and develop one activity/lesson on motivation. NOTE: This is an elective course for the LifeMap Certification program.

LCTS 3242 Developing Interactive Web-based Courses
This orientation to online pedagogy includes an analysis of the best practices of online education from the perspectives of students, faculty and institutions as it relates to adult learning theory, (continued) development of online learning communities, technology usage, expectations, assessment, evaluation, communication and diversity. The participant will establish an understanding of best practices and establish practical applications for use in their online classrooms. NOTE: This course is required for Digital Professor Certification.

Undergraduate Research

Courses
LCTS6317 Introduction to Undergraduate Research
This course will give participants an overview of undergraduate research opportunities, a high-impact practice, across all disciplines at Valencia College including the definition, research types and models, resources and logistics, and ethics.

LCTS6417: Creating an Embedded Undergraduate Research Experience
This course will give participants an opportunity to create an embedded undergraduate research (UR) experience unique to their course outcomes. Participants will become acquainted with the logistics of the embedded model and the IRB process at Valencia College, as well as complete CITI Training and create an UR experience for their classroom.

LFMP6340: Mentoring Students in Undergraduate Research
This course will provide the essential skills required to mentor honors students enrolled in the Undergraduate Research Track (IDH2912) course. Mentoring students in this track requires that the faculty member facilitate students in determining their research, establishing a research question and conducting research specific to the mentor's own discipline. In addition, mentors will be responsible for guiding students in the presentation of their research in a formal setting in accordance with the guidelines set by that forum. 

Other Topics

Learning-centered Teaching Practices for Online Learning

LCTS 3211 Strategies for Academic Integrity
This course will explore plagiarism and academic integrity. Participants will develop a comprehensive plan to avoid and detect plagiarism and encourage students to engage in behaviors supportive of academic integrity. NOTE: This course is optional for Digital Professor Certification.

LCTS 3242 Developing Interactive Web-based Courses
This orientation to online pedagogy includes an analysis of the best practices of online education from the perspectives of students, faculty and institutions as it relates to adult learning theory, (continued) development of online learning communities, technology usage, expectations, assessment, evaluation, communication and diversity. The participant will establish an understanding of best practices and establish practical applications for use in their online classrooms. NOTE: This course is required for Digital Professor Certification.

 

Learning-centered Teaching Practices for Honors

LCTS 6313 City as Text: A Model for Active Learning

City as Text™ is the National Collegiate Honors Council signature program that provides the opportunity for participants to “read” an urban landscape and find meaning through walkabouts and active exploration of the environment. Basic tenants of active learning will also be covered. NOTE: This is an elective course for the Seneff Faculty Development program.