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.
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
Courses
LCTS 1117 Using Metacognitive Strategies in Your Course (not currently offered)
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 (not currently offered)
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 (not currently offered)
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
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 part
of the TLA Core Seminar series and is open to all faculty.
LCTS 2211 Hands-On Math (not currently offered)
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
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 (not currently offered)
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 (not currently offered)
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
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 (not currently offered)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.