Thanksgiving Break
Last Updated: 11/21/2022 07:00 AM

Valencia College will be closed for Thanksgiving break Wednesday, Nov. 23 through Sunday, Nov. 27. For assistance during this time, you can reach us at 407-582-1507 from 8 a.m. to midnight. The college and all services will reopen on Monday, Nov. 28, at 8 a.m.

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Equity-minded Practice Series


Through the series, we will work toward a shared understanding of equity-mindedness in teaching, counseling and librarianship. Areas of Exploration and Series Outcomes.

Categories of equity-minded practices to be explored are: inclusive learning environments; culturally responsive pedagogies and curricula; racialized patterns in the classroom; trauma-informed pedagogy; recognizing intersectionalities; and equity-minded assessment.

In this series, participants will:

• Critically reflect about how their own identity and background shape their teaching practice.

• Clarify language (including differentiation among inclusion, diversity, and equity).

• Evaluate current practices for patterns that sustain racial and intersectional inequities.

• Implement equity-minded practices in teaching, curriculum and assessment that advance equitable outcomes.

Click the links below to register for our current courses. Select Notify Me to be notified of upcoming sessions for that course.
LFMP3224: Sensing/Thinking Pedagogy                                                                                                                                                     12 PD Hours
One of Valencia College's values states, "Anyone can learn anything under the right conditions." What are we doing to create those conditions? How do we (faculty and students) contribute to these conditions?  What frameworks are available to help us reimagine these conditions? Using various works from experts in the field, participants will explore validation strategies, examine the underlying agreements we make in learning environments, and how these impact student learning as we look at ways to teach the whole person.
ASMT3142: Exploring Equitable Grading Practices                                                                                                                                6 PD Hours
Assessing student learning products is an inherent part of being an educator. However, research has shown that some grading practices unintentionally create inequity within the classroom. Through this course, participants will explore equitable grading through a variety of frameworks and concepts to determine strategies for their own curriculum.
INDV4242: Introduction to Curricular Processes                                                                                                                                       10 PD Hours
Curriculum consists of the instructional decisions made about what will be taught and the institutional decisions made about the content and outcomes. Faculty and staff at Valencia college engage in an interconnected set of curricular processes. This workshop introduces strategies for equity-minded curriculum intended for participants from varied levels of responsibility for the curriculum.
LFMP1151: Reading Circle: Defining Resilience Differently                                                                                                                      2 PD Hours
Participants will take part in a reading circle discussion exploring clinical psychology professor Dr. George Bonnano’s new research on resilience published as “The Resilience Paradox.” Participants will engage with each other, in the hope of prompting the use of new techniques around resiliency with their students. This course invites anti-deficit discussions of and responses to traumatic stress among students, faculty, and staff.
LFMP1151: Reading Circle: Resilience and Coping Strategies                                                                                                                              3 PD Hours
This reading circle discussion of George Bonanno’s “Regulatory flexibility: An individual differences perspective on coping and emotion regulation” raises awareness of the differing ways students, faculty and staff cope with emotions in varying situations and settings. Participants will engage with the text and with each other, as well as be willing to try new techniques with their students in order to promote more successful engagement in the learning environment.
INDV3151: Culturally Responsive Pedagogy                                                                                                                                             10 PD Hours
This course offers concepts, principles and a framework for thinking about culturally responsive teaching as an extension of brain-based learning. With a focus on developing meaningful learning partnerships with students, participants will explore the relationship between the brain and its influence on our social-emotional state and identify skills necessary in becoming a culturally responsive practitioner through critical reflection. The course concludes with the development of a plan to become a more culturally responsive practitioner. 
INDV3265: Preparing to be an Equity-minded Practitioner                                                                                                                 16 PD Hours
This course is an invitation to begin the journey of becoming an equity-minded practitioner. As you examine and reflect on your professional and personal experiences using a lens of equity, you will create an Equity-minded Practitioner Plan that includes exploring your personal definition of equity, identifying inequities in your teaching practices, and crafting a plan of action demonstrating your commitment to becoming an equity-minded practitioner.
INDV3126: LGBT+ Intersectionalities: Awareness & Allyship                                                                                                                   8 PD Hours
Equity-minded practitioners are called upon to increase their awareness of social and contextual factors that lead to inequity amongst student populations. Members of the LGBT+ community experience inequities related to race, as well as those related to their sexuality and gender identity, inside and outside of the classroom. The LGBT+ Intersectionalities: Awareness and Allyship course provides a reflection and active experience where you explore what it means to be part of the LGBT+ community, how this is impacted by dimensions of intersectionality and how to create safe spaces for the LGBT+ community in your learning environment and on your campus.
ASMT4242: Transparent Assessment                                                                                                                                                                 6 PD Hours

Transparent assessments help create equitable environments for student learning.  Studies indicate that by making assessments more transparent, students navigate their educational work more successfully, feel a greater sense of belonging, and have improved retention rates. In this course, participants will learn an equity-minded framework for transparent assessment design and, with feedback from their peers, apply this framework to their current practice by using either their draft Learning Outcomes Assessment Template or one of their own course assessments.

PRFC1151: Equity-minded Assessment: Reading Circle                                                                                                                           2 PD Hours
Participants will reflect on equity-minded assessment practices through exploration of culturally responsive, socially just, and critical assessment concepts. A reading circle discussion of a selected text to explore aspects of professional commitment. Participants will be expected to engage with the text and with each other, as well as being willing to try new techniques with their students and report back to the discussion about their results.
2 PD Hours includes pre-reading and reflection available in Canvas and (1) hour webinar.

INDV3121: Introduction to Implicit Bias and Microaggressions in the Learning Environment                                                       5 PD Hours
In this course we will explore implicit bias and how it manifests itself through microaggressions. We will reflect on our own implicit biases and how they might influence our attitudes and behaviors. Additionally, through the use of discussions, scenario-based activities, and other online resources, we will identify and explore how microaggressions can occur in the classroom. Participants will leave this course with strategies to make a more inclusive online learning environment.
INDV3127: Linguistic Diversity and Antiracism                                                                                                                                           12 PD Hours

Our tacit beliefs about spoken and written communication standards inform nearly every aspect of our interactions with students. But where do those expectations come from, why do we or don’t we enforce them, and can they be harmful? In this course, facilitators will explore these questions to uncover the racist ideologies underlying language standardization and code-switching pedagogies. Participants will be encouraged to learn about the links between language and identity and to explore their own linguistic identities; examine the underlying values that inform their own and their disciplines’ expectations for communicative practice; and identify concrete ways to enact antiracist linguistic policy and practice in their work at the college. 

LOBP4242: Equity-minded Assessment: Writing Equity-minded Learning Outcomes                                                                     4 PD Hours
This equity-minded assessment course concentrates on the development of equity-minded learning outcomes and evaluation of existing learning outcomes for patterns of inequity across race and intersectionality. Through readings, reflection, specific examples, and peer review, participants will evaluate learning outcomes for hidden expectations and language that excludes or creates barriers for student achievement.
INDV3215: Creating an Inclusive Syllabus                                                                                                                                                     6 PD Hours
The syllabus is often the first impression that students have of a course, and can create confidence or trepidation with regard to their ability to succeed. In this course, participants will get to review their own syllabus through equity-minded lenses such as tone, personalization, and linguistic choices that can impact students’ sense of belonging in the classroom environment.
INDV3252: Implicit Bias and Student Feedback on Instruction                                                                                                              5 PD Hours
This course is designed for deans, discipline chairs/coordinators, and faculty to create a space for informed conversation around the Valencia College Student Feedback on Instruction (SFI).