Teaching & Learning Academy
Anchored in the ACC Faculty Values and developed by twenty-five faculty for faculty, the Teaching and Learning Academy (TLA) contributes to student success by expanding faculty teaching practices. The program is designed to support faculty based on evidence-based teaching strategies, reflective practice, and teaching innovation. Essential to the Teaching and Learning Academy is the creation of a cohort of faculty who will learn from each other by exploring the scholarship, art, and passion of teaching.
The Teaching and Learning Academy offers faculty 4 courses. Each course is 15 hours that includes 12 hours of asynchronous online coursework. The remaining 3 hours are completed in a Cohort Meeting the last Friday of each course from 8:30 to 11:30 AM. The Cohort Meeting is dedicated to faculty sharing, learning, and collaborating with each other about the art and heart of teaching.
Please Note: The Cohort meeting will be face-to-face if permitted, otherwise it will be held synchronously online.
There are two ways faculty may complete the Teaching and Learning Academy. Most comprehensive is the option offered over fall and spring semesters. The other option, for those for whom a yearlong commitment is not possible, provides faculty the option to complete two courses in one summer and then the remaining two courses the following summer.
If you have any questions about the Teaching and Learning Academy, please contact Gale Spear, email@example.com.
Summer 2020 Program
Faculty may enroll in one or both courses. If faculty wish to complete all 4 courses in the TLA Academy by the end of Summer 2021, it is recommended to enroll in both Summer 2020 courses.
Teaching to the Brain
Saturday, June 6th to Friday, June 12th, 2020
Building a Community of Learners
Saturday, June 20th to Friday, June 26th, 2020
Upon successful completion of each course, participants will receive a stipend of $300.
Participants completing all 4 courses in the Teaching and Learning Academy will be recognized by the Provost and TLED as a Teaching & Learning Champion.
Note: Summer 2020 faculty will have an opportunity to complete the remaining two courses in Summer 2021. Participants will have to re-apply but will receive priority.
Fall 2020 & Spring 2021 Program
The yearlong program begins with a retreat to establish a community of learners that explores the scholarship, art, and passion of teaching and continues over Fall and Spring semesters through hybrid coursework. The 2020-2021 retreat is scheduled for Friday, September 11th, 2020.
Fall 2020-Spring 2021 Compensation
Upon successful completion of the year-long version of the TLA, participants will receive a stipend of $1200.
Scholarships to NISOD, the Lilly-Austin Conference, or SXSWedu will also be provided. If preferred, a scholarship to another local conference that strengthens teaching may be possible. Participation in one of these conferences is optional.
Participants will be recognized by the Provost and by TLED as a Teaching & Learning Champion and will receive digital badges for each course completed.
TLA Course Descriptions
Teaching to the Brain
In this course, faculty members will examine innovative teaching strategies supported by research and evidence-based practices within the psychology and neuroscience of learning. Tools for improving students learning, whether in a face-to-face or distance education course, will be presented. Topics covered include the neuroscience of learning, how memory works, metacognition strategies that promote students’ reflection and persistence, and innovative techniques to foster a growth mindset. Faculty members will reflect on and share ideas with colleagues for implementing the strategies presented.
Building a Community of Learners
Learn to design a community of learners in the classroom, whether teaching face-to-face or a distance education course. In this course faculty members will examine approaches for constructing an inclusive, welcoming learning community for all students. Topics covered include setting the tone of the learning environment to foster interaction, communication, and inclusion; universal course design; culturally responsive teaching; applying an equity lens to examine power imbalances and conflicts in the learning environment. Faculty members will reflect on and share strategies with colleagues for creating inclusive classrooms.
Engaging Students for Learning
Find out how to engage students to become more active learners, whether in a face-to-face or distance education course. This course examines evidence-based teaching practices that engage students and deepen student’s understanding of course material. Topics covered include the impact of adult learning on curricular design, using active learning strategies in the classroom, interactive lectures and collaborative learning approaches Faculty members will reflect on and share with colleagues strategies and teaching practices to increase students’ learning.
Assessing Students’ Learning
Examine evidence-based practices in assessment to enhance student learning in face-to-face and distance learning courses. This course provides an overview of assessments and evaluation methods that enable robust and fair results about student performance. Topics covered include an overview of different approaches to effective instructional assessment, designing equitable assessments, tools to assess learning, and using course outcome data to enhance teaching practices. Faculty members will reflect on and share with colleagues assessment strategies to increase students’ learning and their professional development plans.
TLA Module Developers
Module 1: How students learn: Understanding the Brain and Learning
Dr. Richard Griffiths: Adjunct Professor, Psychology
Module 2: Getting Students to Remember Course Material: Using Memory Techniques that Work
Module 3: Deepening Students Learning: The Role of Metacognition
Tobin Quereau: Adjunct Professor, Student Development
Module 4: Students’ Mindsets and Learning: Innovative Classroom Techniques That Foster A Growth Mindset
Cheryl Thompson-Price: Assistant Adjunct Professor, Student Development
Module 1: Setting the Tone of the Classroom: Techniques that Promote an Inclusive Classroom
Module 2: Developing Inclusive Course Materials: Using Universal Design Principles
Dr. Shih-Ting Lee: Adjunct Professor, Student Development
Module 3: Recognizing the Importance of Students’ Cultural References: Culturally Responsive Teaching
Charlotte Gullick: Associate Professor and Department Chair, Creative Writing
Module 4: Teaching with an Equity Lens: Examining Bias, Conflict and Micro-Aggressions in the Classroom
Dr. Shirin Catterson Khosropour: Department Chair, Interdisciplinary Studies; Director, Center for Peace & Conflict Studies; Professor, Psychology
Dr. Grant Potts: Department Chair, Philosophy, Religion, and Humanities; Associate Professor, Religion and Philosophy
Module 1: Using How Adults Learn to Deepen Student’s Learning
Module 2: Teaching to Engage Students
Dr. Missi Patterson, Professor, Psychology
Module 3: Building a Repertoire of Teaching Strategies for Student Engagement: Interactive Lectures
Module 4: Building a Repertoire of Teaching Strategies for Student Engagement: Collaborative Work
Module 1: Are your students learning what you want them to be learning
Dr. Ron Johns, Associate Dean, Assessment & Evaluation
Module 2: Tools to Assess Learning
Dr. Herb Coleman, Adjunct Professor, Psychology.
Module 3: Designing Equitable Assessments
Module 4: Assessing Your Teaching and Designing Improvements Using Course Outcome Data
Dr. Carleen Sanchez, Professor, Anthropology