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As an Instructional Specialist at the Faculty Center for Teaching and Learning, I teach IDS 6513, Preparing Tomorrow's Faculty, graduate course in the College of Graduate Studies. This course is for new faculty members and it addresses effective teaching at the university level as well as best practices in teaching and learning. In this class, I mentor new faculty and Graduate Teaching Assistants in their Doctoral programs on teaching pedagogies and their appropriate uses across academic disciplines, effective teaching methods; engaging and interactive lecture, presentation skills, flipped classroom, Socratic questioning, and facilitating classroom discussions. A focus in this class is to educate new faculty members on various teaching strategies: active-learning, inquiry-based, case-based, problem-based, and project-based learning and on the design of university courses; syllabus, schedule, lesson plans, and learning activities.

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Within my lessons, I foster the use of Bloom’s Taxonomy of Educational Objectives to create student learning outcomes, teach course design methods such as Backwards Design and the Universal Design for Learning, and explore the behavioral, cognitive, social, and humanistic approaches to student motivation. Regarding assessment, I teach new faculty members how to design rubrics to measure attainment of student learning outcomes and how to create diagnostic, formative, summative, and authentic assessments. The final section of the course explores educational technologies, inclusive classroom management techniques, and guiding faculty in creating career and professional development tools, such as a teaching philosophy statement and a digital teaching portfolio.

I have redesigned this course in accordance with the Quality Matters rubric, inclusive of the standards outlined for a course overview introduction, learning objectives, assessment and measurement, instructional materials, course activities and learner interaction, and course technology. The textbook we use in this class is titled Teaching At Its Best, by Linda B. Nilson, an excellent book that outlines best practices in teaching and learning.

Course Redesign: New Course Slides and Learning Activities

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Introduction to Preparing Tomorrow's Faculty

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Building Critical Thinking Into A Course Design

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Creating A Welcoming Classroom Environment

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Preserving Academic Integrity

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Leading Effective Discussions

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Inquiry-Based Learning

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Self-Regulated Learning and Metacognition

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Best Practices in

Multimedia Learning

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Cognitive Development and Adult Learning Theories

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Deciding What Technology To Use in the Classroom

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Enhancing Student Motivation

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Teaching Methods

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Coordinating Experiential Learning

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The Case-Based Method

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Ensuring Your Students Prepare For Class

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Assessment, Feedback, and Grading

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Course Design

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Creating Your Syllabus

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Preventing and Responding to Classroom Incivility

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Lecturing Techniques

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Managing Productive Groups

In Class

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Problem-Based Method

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Synchronous and Asynchronous Teaching

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Career Development: Documenting Teaching Effectiveness

New Course Outline I Created with QM Standards

Newly Designed Home Page


  1. New Home Page with Affordability Counts Badge

  2. New customized buttons for the Announcements, Modules, and Syllabus tabs.


Newly Designed Welcome Module:


  1. Revised Welcome message

  2. New Your Instructor section

  3. New Professional Communication section

  4. New Technology Requirements section


Newly Designed Content Across All Modules


1.       New Welcome and Course Introduction page

2.       New Module Introduction pages per module, including:

a.       New Banners

b.       Module Overview

c.       Learning Objectives (per chapter)

d.       Required Readings (linked to UCF Libraries OER Materials)

e.       Corresponding FCTL Videos (via HTML)

f.        Activities section

g.       Expandable toggle button at the bottom of each Module, including suggested readings

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