Propose a Faculty Development Course


Download the course proposal form

PROPOSING A COURSE
The College of DuPage Faculty Professional Development Advisory Committee accepts proposals for courses and mini-courses that meet the following criteria:

  • are instructionally-focused
  • incorporate active learning
  • support collaboration
  • use models of effective practice
  • offer feedback and reflection
  • are of sustained duration/ongoing

To propose your FPD course, submit the Proposal Form to tlc@cod.edu. Please include “Course Proposal” in your subject heading.  

REVIEW PROCESS
A panel consisting of members of the Faculty Professional Development Advisory Committee will review your course proposal using an established evaluation rubric.

Within seven days of submitting your proposal, a member of the FPD Advisory Committee will contact you via email to confirm receipt. The panel will review your course proposal and notify you of its review within 14 days upon receiving your completed Faculty Development Course Proposal.

The Faculty Professional Development Advisory Committee has the right to alter details in the proposal to remain in compliance with the College’s mission and policies.

LOGISTICS
Once you have been notified by the Advisory Committee that your proposal has been accepted your next step will be to contact Pam McGowan, TLC Specialist, to schedule your course. You will need to provide the following information:

  • Course title
  • Presenter name(s)
  • Type of course (face to face, hybrid, online)
  • Dates and time(s) you think you want to hold your course
  • Type of room (i.e. general classroom, computer classroom, room with tables) and equipment needed (i.e. computer, project, flipcharts)

FACULTY DEVELOPMENT THEMES
COD faculty development courses should align themselves with the FPD Program’s themes:

  • Learning Centered Teaching- Faculty Professional Development will encourage COD faculty adopt diverse teaching and learning strategies that promote both acquisition and application of knowledge and understanding.
  • Community of Learners – Faculty Professional Development will encourage the design of learning opportunities that acknowledge, draw upon and are enriched by student diversity. Faculty Professional Development will foster the development of learning environments that create an atmosphere of diversity and inclusion, respect and understanding.
  • Inquiry-Based Practice – Faculty Professional Development will facilitate the development and sharing of teaching strategies and assessment tools that align student learning with program outcomes.
  • Professional Commitment – Faculty Professional Development will encourage COD faculty to stay current in their discipline through activities such as attending professional conferences, participating in research, and sharing disciplinary insights with the college community.
  • Reflective Practice – Faculty Professional Development will encourage COD faculty to continuously examine their teaching effectiveness with respect to student learning. Faculty Professional Development will provide opportunities to keep current in the scholarship of teaching and learning in all modes of delivery.

DESIGN & DELIVER STIPEND
Faculty course facilitators are eligible for “Design & Deliver” stipends. To qualify for a Design & Deliver Stipend, faculty members proposing a course must:

  • Design a faculty professional development course or mini-course that provides at least 3 hours of involvement, and/or
  • Deliver a faculty professional development course or mini-course that provides at least 3 hours of involvement;
  • Transfer documented course content to the Teaching and Learning Center in a manner that would allow other faculty members to deliver the content, and
  • Align course objectives with College of DuPage Academic Affairs initiatives and the COD Strategic Long Range Plan.
Minimum hours of involvement Maximum hours of involvement Eligible for Design & Deliver Stipend?
Course 10 120 Yes
Mini-course 3 10 Yes
Workshop none 2.5 No

BEST PRACTICES
Learning Outcomes
Learning Outcomes should be SMART

  • Specific – the outcome specifies what will be accomplished and who is involved
  • Measurable – progress toward the outcome can be reliably measured
  • Achievable – the outcome can be achieved with a reasonable amount of effort
  • Relevant – the outcome will have an impact on the learner and is aligned with Program goals
  • Time-bound – the timeline for achieving the outcome is realistic

Course Duration
Recommended course options:

  • 4- week
  • 6-week
  • 2-3 day intensive

Credit equivalence: 1 semester hour = 40 clock hours (including contact hours and out-of-class work).

ADDITIONAL RESOURCES
Course development services are available. For more information on brainstorming course content, structuring activities and other course design topics, contact TLC Instructional Designer Gina Wheatley.

See also:


Course Proposal Form
Course Proposal Evaluation Rubric

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