Peace and Justice Practitioner Certificate
The Peace and Justice Practitioner Certificate is designed to support faculty members as they develop and/or refine their practice of peace and justice pedagogy for deeper learning in an inclusive environment.
The program supports all faculty members to integrate the PJI Principles and Commitments into their teaching practice.
To successfully complete the Peace and Justice Practitioner Certificate, the faculty member must complete the required courses and fulfill the requirements for the electives listed below.
Certification Planning Document
The planning document provides a list of required and optional courses, which can be used to plan your certification or program. It is available as a printer-friendly fillable PDF.
Required Courses (41 Hours)
INDV7318 Community of Scholars 25 PD Hours
In this course, participants will meet with a cohort over multiple sessions to discuss Peace and Justice Institute Practitioner principles/ commitments and personal connections to provided readings. Topics may include nonviolence, conflict transformation, and sustainability among others. Participants will practice relevant pedagogical methods and identify the ways that content and method can be applied to their courses. *This is a required course in the Peace and Justice Institute Practitioner Certification for faculty.
INDV7319 Peace and Justice Practitioner Certificate Capstone 16 PD Hours
Participants will design and implement a Peace and Justice active learning unit that
will engage students in pedagogical practices that promote inclusive behaviors. Participants
will submit and present their results during the Capstone Showcase at the end of the
*This is the final course in the Peace and Justice Practitioner Certificate for faculty. Participants must complete INDV7318 Community of Scholars and the Peace and Justice Practitioner Certificate Electives prior to enrolling in this course.
Faculty pursuing this certification will need to take at least 3 INDV courses and 3 LCTS courses from the list below. Courses you have previously taken may be used to fulfill this requirement of the certification.
2 PD hours
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.
2 PD hours
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.
2 PD hours
Case Based Teaching
Case studies can provide a rich base for developing problem-solving and decision making skills. These critical thinking skills are necessary to meet higher level learning outcomes. This class will explore the most appropriate methods of integrating case-based teaching strategies into your course.
2 PD hours
Asking the Right Questions
Well-designed questions function as critical thinking prompts for students. This workshop will explore how to construct questions for class discussion and written work that encourages critical thinking. Participants will be introduced to a theoretical framework for "preparing, posing and pondering" questions and then use that framework to examine sample questions and create questions for their classes.
2 PD hours
Cultivating a Growth Mindset
In this workshop, you will be introduced to Stanford University psychologist Carol Dweck’s research on achievement and success. Specifically, you will learn about mindset theory, how to deliver feedback and praise, and ways to integrate these principles into your practice.
2 PD Hours
Introduction to Service Learning
Service learning is a high-impact educational practice that creates opportunities for students to achieve the learning outcome(s) through partnership with the community. In this course, you will be certified to teach the service learning independent study courses (SLS2940 and SLS2940H) and gain access to the materials needed to successfully integrate an existing service learning project into your courses. NOTE: If you have previously completed LCTS3220 Service Learning Mentorship, completion of LCTS 7220 is not required to teach SLS2940 or SLS2940H. Part-time faculty will learn about service learning at Valencia College and further opportunities for curriculum advancement, but are only eligible to lead an independent study service learning course with dean approval.
2.5 PD Hours
Inclusion and Diversity
In this seminar, participants will investigate learning opportunities that acknowledge, draw upon and are enriched by student diversity and create atmospheres of inclusion and understanding. Participants will reflect on power differentials in the classroom, ways to increase inclusion and minimize exclusion and some theoretical underpinnings of Inclusion and Diversity.
2 PD Hours
In this workshop, participants will investigate teaching strategies to improve students' abilities to engage in conversation with alternative viewpoints. Participants will reflect on ways to reveal the importance of recognizing and engaging multiple perspectives as well as ways to motivate students to learn from reputable sources.
2 PD Hours
Creating an Environment for Inclusive Excellence
The diversity of our student perspectives grows each year, and the ways in which we create successful learning environments subsequently evolves. Through this course, you will engage with ideas and scenarios to help you create an environment inclusive of all learners while in consideration of individual differences. Course topics will vary.
6 PD Hours
Working with Conflict
In this course, faculty will learn about the components, roles and needs active in conflict, identify their own conflict style and be introduced to conflict resolution practices for the purpose of more productive and positive outcomes. Participants will engage in various exercises, including a self-assessment and mock negotiation for the purpose of integrating these skills into a working knowledge. The course will include two hours of reading prior to the session.
10 PD Hours
Creating a Safe Space for Dialogue
This course will demonstrate techniques for establishing a respectful and inclusive environment that promotes healthy classroom dialogue. Dialogue can assist students in moving information from a memorized or theoretical understanding, to a more integrated, tangible and lasting knowledge. Participants will engage in best practices designed to promote discussion as a pedagogical tool. In registering for this course, you are committing to two meetings across two terms (one 4-hour and one 2-hour), complete the required reading and integrate a conversation activity into your class.
3 PD Hours
Mindfulness Tools for Educators
Contemplative pedagogy involves a wide range of teaching methods designed to cultivate a capacity for deeper awareness, concentration and insight that create demonstrable neurobiological changes. Participants will be introduced to the nature, history and status of contemplative practices used in mainstream education as a complementary pedagogic tool that fosters depth in learning. Participants will have the opportunity to experiment with and create a contemplative-based classroom practice and reflect upon how contemplation may innovatively meet the needs of today's students.
25 PD Hours
Authentic Conversations and Reflections on Privilege, Race, and Academic Achievement
The purpose of this course is to invite faculty participants to begin/continue to examine their professional and personal experiences using the lenses of race and ethnicity. You will be afforded the opportunity to tell your story while hearing the stories of others. In order to create a hospitable and accountable community, our journey will be guided by the 13 Principles of How We Treat Each Other of the Peace and Justice initiative. Participants will meet face-to-face and interact online with their colleagues using personal stories, assigned readings, discussion forums, videos and a field experience. In addition, each participant will design a new or transformed lesson/unit plan to be shared with peers. As a result of completing this course, participants will be better equipped with tools to work effectively in a pluralistic society by improving the multicultural experience for themselves and their students.
3 PD Hours
How We Treat Each Other
How We Treat Each Other gives participants effective tools for engaging in difficult conversations, empathetic listening, perspective taking, self-reflection and relationship building. By using the principles and their practices, we increase our capacity to be peace builders. Participants will learn how to implement these techniques in Valencia's varied learning environments.
16 PD Hours
Peace and Justice Institute Staff & Faculty Spring Retreat
PJI's Faculty and Staff Retreat invites participants to reflect on living as the witness, utilizing a reflective practice, and exploring ways of knowing beyond the rational. The retreat offers two days of quiet reflection, positive interactions with colleagues, and artistic expression, each of which helps us to align with our purpose and renew ourselves for our work and lives.