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.

 

Congratulations to our Valencia faculty and staff who have achieved the  Peace and Justice Practitioner Certificate! 


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

  1. INDV7317: Peace and Justice Institute
    Variable PD Hours

    Participants are asked to complete pre-reading and then invited to slow down, engage in reflective practices, explore the Principles for How We Treat Each Other and practice the art of asking honest and open questions as a means of knowing self and others. The retreat is in a one or two-day format, and offers quiet reflection, positive interactions with colleagues, and artistic expression, each of which helps us to renew ourselves for our work and lives. *This is a required course in the Peace and Justice Institute Practitioner Certification for faculty.

    For upcoming retreat dates, please email peaceandjustice@valenciacollege.edu as registration is completed outside of the EDGE.

  2. INDV7318: Community of Scholars
    25 PD Hours

    In this course, participants will meet with a cohort over multiple sessions to discuss topics in peace studies including conflict transformation, nonviolence, sustainability, belonging, and others. Through regular readings, reflections, and critical discourse, participants will explore these topics seeking connections to their lives and classroom practices.

    *This is a required course in the Peace and Justice Institute Practitioner Certification for faculty.

  3. 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 cohort.

    Note: *This is the final course in the Peace and Justice Practitioner Certificate for faculty. Participants must complete INDV7318 Community of Scholars and Peace and Justice Practitioner Certificate Electives prior to enrolling in this course. *This is a required course in the Peace and Justice Institute Practitioner Certification for faculty.

Electives

Faculty pursuing this certification will need to take at least 3 INDV courses and 2 LCTS courses from the list below. Courses you have previously taken may be used to fulfill this requirement of the certification.

  1. LCTS2111: Cooperative Learning in the College Classroom
    2 PD Hours

    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. LCTS2214: Problem Based Learning
    2 PD Hours

    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.

  3. LCTS2217: Project Based Learning
    2 PD Hours

    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

  4. LCTS2222: Case Based Teaching
    2 PD Hours

    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.

  5. LCTS2223: Asking the Right Questions
    2 PD Hours

    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.

  6. LCTS2227: Cultivating a Growth Mindset
    2 PD Hours

    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.

  7. LCTS7220: Introduction to Service Learning
    3 PD Hours

    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: This course is designed for full-time, non-temporary faculty interested in teaching SLS2940 and SLS2940H Service Learning independent study courses.

  8. INDV2151: Inclusion and Diversity
    2 PD Hours

    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.

  9. INDV2255: Multiple Perspectives
    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.

  10. INDV7310 Working with Conflict
    6 PD hours

    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.

  11. INDV7311: Creating a Safe Space for Dialogue
    10 PD Hours

    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.

  12. INDV7312: Mindfulness Tools for Educators
    3 PD Hours

    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.

  13. INDV7315: Authentic Conversations and Reflections on Privilege, Race, and Academic Achievement
    25 PD Hours

    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.

  14. INDV7316: How We Treat Each Other
    3 PD Hours

    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.

  15. 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.

  16. INDV3151: Culturally Responsive Teaching and Learning
    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.