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FTLA Blog and Archive: http://ftla.laccdssi.org/
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Course Readings: Chapter one of The College Fear Factor by Rebecca Cox; What the Best
College Teachers Do by Ken Bain; “Connectivism” by George Siemens; other readings as assigned
2014
Course Details
F
T
L
A
FACULTY
TEACHING &
LEARNING
ACADEMY
COHORT 6
LACCD
Course Description and Objectives
The LACCD Faculty
Teaching and Learning
Academy, founded by the
Student Success Initiative, is
a joint effort between the
District Administration and
the District Academic
Senate to foster the highest
standards of teaching and
learning scholarship and to
encourage the development
of institutional cultures and
environments that are
learning-centered and
technologically advanced.
The FTLA is designed to develop a
widening community of faculty who:
• Explore and test methods of
teaching and learning;
• Facilitate the design of new
classroom approaches to student
success;
• Increase knowledge and skills in a
variety of new learning technologies;
• Contribute to an ongoing
dialogue about pedagogy, curriculum,
and technology
• Form strategic partnerships that
advance learning-centered
practices and encourage and
reward innovation in teaching
and learning
What’s Inside:
Course Requirements 2
Course Norms/Principles 3
Overview & Expectations 3
FTLA Model/Flow Chart of Topics 4
Each One Bring One; Each One Teach One.
Our
Professional
Learning
Program
is centered on key
principles, methods,
and conceptual
theories situating
teaching and
learning in a 21st
Century context.
Principles for
Learning
--Embrace an identity of
becoming a learner
--Remain open to the
power and possibility of
networking
--Consider learning in
the context of the 21st
Century
--Remain curious,
passionate, and
concerned with why
and how learning
matters
Vehicles for
Learning
--Syllabus Redesign
--First Day Lesson Plan
--Teaching Philosophy
--Peer Observation
--Linking Instruction & Student
Support Services Assignment
(Civic & Cross Campus
Engagement and Habits of
Mind)
--Project and Team-Based
Learning
--Instructional Technologies
and Online Resources
--High Impact Teaching
--Reading Apprenticeship
--ePortfolios/Capstone Projects
--Rubrics
Framework
for Learning
--Connectivism/Connectivity
--Growth Mindset
--Self-reflective/self-regulated
learning
--Flipping the classroom
--Engagement & Motivation
--Making practice visible
--Collaborative learning
--4 dimensions: social,
personal, cognitive, and
knowledge-building
Materials to bring with you to every
session:
1. Smartphone (if you have one)
2. iPad or tablet (if you have one)
3. Laptop (if you have one)
4. Pen & Paper
5. Headphones or earbuds
Course Requirements
The 2u14 Wintei¡Spiing FTLA
tiack meets the iequiiements of a
thiee unit Biiecteu Stuuies in
Euucation couise. This tianslates
to appioximately 42 houis of face-
to-face instiuction, with
appioximately 12 auuitional houis
spent on out-of-class collaboiative
woik on the teim pioject anu
inuiviuual online woik following up
on specific class topics. At the enu
of the piogiam, paiticipants will
ieceive a Boaiu-issueu ceitificate of
completion; if eniolleu foi
acauemic cieuit, they will also
ieceive thiee units applicable to
step¡column auvancement on the
salaiy scale.
In oiuei to be aumitteu to anu
ieceive cieuit foi FTLA, successful
applicants agiee to:

attenu all sessions uuiing
the Wintei¡Spiing 2u14
FTLA,

submit a ieviseu syllabus
anu uiafts of assignments¡
lessons anu agiee to use
this syllabus anu
assignments¡lessons in a
futuie LACCB couise,

submit a Peei Teaching
0bseivation anu Reflection,

submit a Teaching
Philosophy Statement,

submit a Team Pioject that
will subsequently be
piesenteu with theii
paitnei at a Bepaitmental
Council oi 0pening Bay
meeting at theii local
campus,

attenu one follow-up
meeting in Fall of 2u14
(uate anu time TBA) to
uiscuss iesults of Team
Pioject, syllabus, anu
assignments¡lessons
implementations, !"#

be willing to help theii
colleagues by offeiing
consultation oi
piesentations on any
innovations they have been
successful at implementing.

What to Expect:
During the first eight
seminars held in January,
presentations will be
hands-on and work will
be heavily focused on
instructional design and
assessment, with
participants creating
syllabi, assignments,
lessons, and evaluation
measures you will use
during the spring
semester in your
classrooms. These initial
sessions will typically last
six hours each, with
subsequent sessions
taking place on Fridays
during the spring
semester and lasting
typically three hours in
duration. Additional
optional classes to help
students with using
technology will be
offered throughout.
Overall, the FTLA program emphases include, but are not
limited to, giving faculty the necessary theory-and-practice
based skills to:

Utilize learning technologies effectively within the context of their
specific teaching or research to advance student engagement and
success in the classroom

Incorporate student academic reflection and self-assessment as a
means of deeper learning

Synthesize prior student learning to achieve new learning

Design and scaffold purposeful collaborative learning activities that
teach the discipline-specific and lifelong learning skills that students
need

Create a syllabus that stimulates deeper and more enthusiastic student
motivation and learning

Deploy learning strategies that result in the ability of students to
demonstrate acquisition of essential reading, writing, and/or speaking
skills within the context of the discipline

Increase the development of essential critical thinking and/or
quantitative reasoning skills in students through problem-solving and
learning-inquiry based activities

Integrate relevant campus support services or academic resources
that help students attain discipline-related academic and professional
objectives

Establish meaningful, inclusive, and long-lasting communities of
practice with fellow colleagues across the disciplines and the
campuses
2014 Instructors
Deborah L. Harrington,
harrindl@email.laccd.edu;
Bradley Vaden, bradley@3csn.org;
Scott Weigand, weigansm@lavc.edu;
Nika Hogan,
miHOGAN@pasadena.edu;
Shazia Khan, Khanst@lhac.edu;
Roza Ekimyan
Ekimyar@email.laccd.edu
Eddie Tchertchian,
tchertea@piercecollege.edu
Lilit Haroyan,
HaroyaL@lamission.edu
Bamdad Samii, samiib@lamission.edu
“I don’t see networks as a metaphor
for learning and knowledge. I see
learning and knowledge as
networks.” George Siemens
Sf State’s Key Principles of
Universal Design For
learning
--Faculty can offer various
ways to REPRESENT
essential course concepts
--Faculty can offer various to
encourage student
engagement
--Faculty can offer various
formats for expression of
Two models, coming from work completed by expert faculty practitioners under the auspices of
the Hewlett Foundation and RP Group, and the second coming from San Francisco State
University, inform the instructional design of the FTLA:
Bewlett Founuation anu RP uioup
Professional Learning
that is sustained and
intensive
Pedagogy that
promotes active,
collaborative learning
Support Services that
are integrated with
instruction
FTLA Flow Chart of Topics