EDU 300 Courses for Faculty
EDU 300 courses are for all Delta College faculty members. These courses provide academic
credit while offering professional development in a range of specialty areas. Most
provide opportunities for developing personalized projects, which can be tailored
to your classroom.
Full Time Faculty
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- In accordance with the Delta College Tuition Waiver Program, Delta College will waive the tuition and registration fee for eligible students for classes in which the student receives a final grad of C (2.0) or better or a Pass (P) grade.
- The eligible Delta College employee must turn in the completed Tuition Waiver Program Agreement, signed by both the student and the employee, to the Student Finance Office by the applicable payment deadline each semester.
- All fees not covered under the waiver must be paid by the applicable payment deadline.
Adjunct Faculty
Please Note: All EDU 300 courses MUST go through the Adjunct Faculty Grant Application process in order to be paid by the college. No paper or email requests will be accepted.
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- Limit to 2 courses a fiscal year (July 1-June 30); determination is based on the ending date of the course.
- Grants are available on a first-come, first-served basis until funds are depleted for the fiscal year (July 1-June 30).
- Tuition and fees are paid by Delta College for all EDU 300 courses through the Adjunct Faculty Grant process and does NOT count towards your $300 allowance. Additional course materials can be reimbursed through the Adjunct Faculty Grant process by submitting a separate grant request as part of the annual $300 grant.
- Must be currently teaching or scheduled to teach in the next academic year.
- A passing grade “C” or better or a Pass grade (P) for courses taken as Pass/No Credit is required - see above for grade criterion.
Open to all full and part-time faculty and staff and by permission of instructor.
Assists educators in various aspects of global education, including exploring the
meaning of global education, developing and participating in learning abroad experiences,
and discussion how educators can help students, colleagues, and members of the community
become more globally educated.
Open to all full and part-time faculty and staff and by permission of instructor.
Assists educators in various aspects of global education, including exploring the
meaning of global education, developing and participating in learning abroad experiences,
and discussing how educators can help students, colleagues, and members of the community
become more globally educated. Requires participation in a learning abroad experience.
Open to all full and part-time faculty and staff and by permission of instructor.
Assists educators in various aspects of global education, including exploring the
meaning of global education, developing and participating in learning abroad experiences,
and discussing how educators can help students, colleagues, and members of the community
become more globally educated. Requires class module or project.
Prerequisite: EDU 399. Explores the program assessment process at Delta College, while
providing a forum for collaboration and development of program assessment projects.
Prepares participants for reporting assessment activities through the database, presentation
to the Academic Assessment Committee, and sharing with the greater College community.
Prerequisite: Permission of Instructor to register. Focuses on identifying, describing,
and then explaining communication between students and between students and instructor.
Explores aspects of verbal and nonverbal communication such as impact of voice, facial
expression, body language, body movement, and physical proximity. Includes research
highlighting the impact of an instructor's communication repertoire on student success.
Requires completion of a project focused on development of improved/refined communication
strategies for instruction.
Open to all full and part-time faculty and staff and by permission of instructor.
Explores, in a communal atmosphere of trust and thoughtfulness, the roles of reflection,
community, and creativity in the development of meaning and purpose in the personal
and professional lives of educators. Explores questions of pedagogical meaning and
purpose common to educators, and connects these with practices such as reflective
writing, readings in a variety of disciplines, and creativity intended as springboards
for personal and classroom applications. Includes a meaningful project such as a series
of self-guided readings, an introspective practice like meditation, a journal, memoir,
revamped syllabus, set of classroom practices, or other appropriate self-generated
project.
Open to all faculty and staff, community members by permission of instructor. Explores
all faucets of diversity by expanding the definition beyond race, class and gender
and focusing on common values. A variety of approaches for teaching diversity will
be modeled and practiced. ED 389 develops a project focused on course outcomes that
can be used in the classroom. This is an INET class that meets entirely online.
Prerequisite: Instructor permission to register. Addresses topics and skills essential
for effective and innovative teaching and learning practices. Explores the dynamics
of teaching and learning and provides models, strategies, and options that emphasize
active learning and reflective teaching.
Open to all full and part-time faculty, community service partners, and by permission
of instructor. Introduces academic service-learning pedagogy across the disciplines.
Develops a service-learning community-based project focusing on course outcomes and/or
general education components. Incorporates the essential elements of enhanced academic
learning meaningful to the community, and heightened civic engagement; and develops
a plan to access all three elements.
Open to all full and part-time faculty and staff and by permission of instructor.
Provides those with basic internet skills the tools and knowledge to create strategies
and practices that use Internet tools (e-mail, discussion list, WWW, search engines,
chat programs) to enhance student learning.
Prerequisite: EDU 392 or at least one semester of teaching online or in a blended
setting; or equivalent training and experience. Provides those who have had experience
teaching online with an opportunity to revise one area of their online course(s) through
incorporating advanced communication and media tools.
Explores the process of learning and provides fuller understanding of the biological
and socio-cultural factors that influence human learning. Explores multiple intelligences
and learning styles, neurological changes in the brain that accompany learning, cognitive
development, motivation, and types of learning goals. Emphasizes the application of
learning research to learning situations to encourage and enhance student learning.
Open to all full and part-time faculty and staff. Examines (in classroom seminars
and by on-line listserv) learning communities theories and models, including concepts
of interdisciplinary and community. Includes participation in on-line listserv interactive
journaling about course readings and a capstone project to prepare a syllabus, one
or two possible assignments, and at least one means of assessment for a proposed learning
community. Designed for faculty, future teachers, and administrators.
Open to all full and part-time faculty with permission of instructor. Examines learning
communities theories and models most closely resembling Interest Groups (often called
Freshman Interest Groups and Clusters at other institutions). Discusses concepts of
interdisciplinary, community, and continuing development and evaluation of Interest
Groups both individually as separate learning communities and collectively as a distinct
identity. Includes participation in on-line interactive journaling about assigned
and recommended readings. Develops a capstone project to plan an interest group learning
community.
Open to all full-time and part-time faculty or by permission of instructor. Introduces
theory and practice of reading across disciplines including theories of reading development
and strategies improving reading. Student may earn credit in ED 395 or ED 395R, but
not both.
Open to all full-time and part-time faculty or by permission of instructor. Introduces
theory and practice of reading across disciplines including theories of reading development
and strategies improving reading. Provides instruction and support in researching
content area reading in individual disciplines. Leads to development of annotated
bibliography about reading process and pedagogy in their discipline. Student may earn
credit in ED 395R or ED 395, but not in both.
Open to all full and part-time faculty and staff. Explores the process of assisting
students in advancing from under-prepared to college-ready. Examines instructional
methods conducive to promoting, developing, and sustaining student learning and success
throughout the college curriculum. Synthesizes theory with best practices applicable
to a variety of disciplines and learning levels. Credit may be earned in ED 396P or
ED 396 but not in both.
Open to all full and part-time faculty and staff. Explores the process of assisting
students in advancing from under-prepared to college-ready. Examines instructional
methods conducive to promoting, developing, and sustaining student learning and success
throughout the college curriculum. Synthesizes theory with best practices applicable
to a variety of disciplines and learning levels. Course includes individual project.
Credit may be earned in ED 396P or ED 396 but not in both.
Open to all full and part-time faculty and by permission of instructor. Introduces
theory and practice of "writing to learn," (WTL) including informal writing strategies
to promote student response to lectures, readings, fieldwork, labs, discussions, etc.;
rehearsal for other activities including discussions and formal writing; reflection
on learning progress and problems; and dialogue with peers and instructor.
Open to all full and part-time faculty and staff and by permission of instructor.
Introduces classroom assessment techniques (CAT's) and their use across disciplines.
Develops and applies a variety of CAT's to formatively assess different types of learning
and student development. Includes investigation and development of CAT's as tools
for classroom research.
Open to all full and part-time faculty and staff and by permission of instructor.
Introduces classroom assessment techniques (CATs) and their use across disciplines.
Develops and applies a variety of CATs to formatively assess different types of learning
and student development.