Daytona State College is committed to supporting the pursuit of scholarship through faculty participation in professional development activities. The College provides a number of in‐house professional development opportunities designed to assist faculty learn and implement new practices, enhance professional achievements, and update skills. These activities are coordinated by the Office of Professional Development, whose mission includes enhancing the teaching and learning environment of the college by coordinating and promoting internal and external opportunities and resources that support the college’s mission. The Office aids the development and growth of the individual and the institution through:
Adjunct faculty are welcome to participate in:
The Academic Excellence Symposium provides a forum for intellectual discussion and presentation that demonstrates innovation in teaching and/or research, as well as expertise and creativity in faculty disciplines. The intent of the Symposium is to open up discussions on topics of interest in higher education, provide a day of faculty development, and showcase talented members within the Central Florida higher education community.
Each year, a theme for the Symposium is developed in response to current trends and issues in higher education. A call for proposals is developed and distributed to all Daytona State College faculty and staff in addition to other institutions of higher education in the area. The Academic Excellence Symposium takes place on the first Friday of March during the spring semester each year.
The Academic Excellence Symposium is organized by a committee which develops each year’s theme, distributes the call for proposals, reviews proposals, identifies keynote speakers, and supports the facilitation of the Symposium on the day of the event.
Organized through Faculty Senate, the Community of Practice in Teaching and Learning (https://www.daytonastate.edu/faculty_senate/communityofpractice.html) provides a forum for faculty to collaborate informally in an environment that encourages synergistic idea generation, trust, and knowledge sharing to enhance teaching and learning, faculty development, and a stronger sense of community among faculty.
Through a Community of Practice, faculty members share ideas, best practices, and concerns; discuss topics of common interest; and promote a sense of community. The Community of Practice uses an informal approach of mutual engagement to discuss important issues in an unstructured way. Discussions evolve naturally, encourage exploration and investigation, and do not have rigid structures or timelines. Consequently, faculty work collaboratively to share tacit knowledge, learn from each other, and draw on their diverse experiences and expertise. The methods used by the group include storytelling, observation, and open dialogue, sharing personal experiences and research, and experiential learning exercises. The Community of Practice promotes authentic communication; enables dialog, self‐reflection, and mentoring; and helps members improve their skills and expertise in a shared area of interest.
(b) Selected Topics
Cross Training sessions are provided each Friday morning on a wide variety of topics relevant to the college community. Originally designed to facilitate the exchange of information within the Enrollment Division, these trainings have grown in popularity and are currently offered to all college employees. Cross Training sessions are provided in a face‐to‐face and online format (via Microsoft Teams). Previous Cross Training Sessions are archived and available on demand via the Cross Trainings Page but can soon be found in the Document Repository.
To receive email notifications of Cross Trainings, please email Monica Buxo.
The Faculty Development Program for Inclusive Excellence is a component of the Title III Project: Learner Engagement, Navigation, and Support (LENS) and is designed provide professional development for faculty to increase diversity awareness, build skills and capacity for advancing equity and inclusion in the classroom, and enrich the educational experience.
The program's curriculum is grounded on current diversity, equity, and inclusion scholarship and incorporates faculty and student narratives to highlight the lived experiences of underrepresented student populations. Participants will be guided through the curriculum by Faculty Fellows in Inclusive Excellence (IE) who will frame the training through local historical contexts and provide faculty with current evidence-based pedagogical practices in diversity, equity, and inclusion. Participants will be required to incorporate evidence-based pedagogical practices in diversity, equity, and inclusion into their course(s).
Please direct any questions to John Brady.
The Faculty Fellows Program is a faculty designation that provides recognition of and a pathway for faculty leadership at the college through various peer-to-peer professional development programs. Currently, Faculty Fellows can earn credentials through the Faculty Innovation Center, the WAC/WID Program, the Service-Learning Professional Development Program, and the Faculty Development Program for Inclusive Excellence. Once credentialed, they are eligible to work as peer mentors. Faculty earning program credentials will also earn professional development credit for the purposes of continuing education, continuing contract, and promotion. Faculty Fellows are further eligible to earn a stipend or course release when they work as a peer mentor in the Faculty Fellows Program.
Daytona State College was awarded with a Title III - Strengthening Institutions Program Grant from the U.S. Department of Education in the fall of 2019. The grant will support a new project called "Learner Engagement, Navigation, and Support (LENS)", which will enable the College to increase retention and graduation rates of first-time-in-college (FTIC) students in associate degree programs. LENS is designed as a single project comprised of three strategies. One of the three strategies is focused on enriching the college environment to heighten cultural inclusion and community connection among students. The Faculty Fellows in Inclusive Excellence (IE) will serve an integral role for this strategy by assisting with the development and delivery of training programs designed to promote institutional practices that create an environment that welcomes and promotes success for all students. Faculty Fellows in IE worked during summer and fall of 2020 to finalize the training curriculum which was and will continue to be delivered to faculty and staff by Faculty Fellows in IE.
If you are interested in becoming a Faculty Fellow in the Innovation Center, contact John Brady, Director of Planning & Professional Development.
The Faculty Innovation Center is part of the Division of Online Studies. The mission of Online Studies is to ensure a high-quality online environment for faculty and student success. Faculty Fellows in Innovation will commit three hours per week to working in the Faculty Innovation Center creating teaching resources for the online environment. This work will then be presented to peers during the subsequent major semester.
If you are interested in becoming a Faculty Fellow in the Innovation Center, contact Cheryl Kohen, Director of the Division of Online Studies.
Service Learning (SL) has been identified as a high-impact pedagogical practice to increase student retention, assist students in identifying career paths and provide pathways for students to impact their local communities. Faculty Fellows in SL are committed to supporting faculty through the process of implementation of service-learning pedagogical approaches into their classes. Service as a Faculty Fellow in the SL program gives faculty members the opportunity to guide and collaborate with peers to strengthen the SL practice within classrooms and across the college.
If you are interested in becoming a Faculty Fellow in Service Learning, contact Sue Wheeler, Chair of the Service-Learning Committee.
The WAC/WID Program aims to prepare and support faculty to teach writing in their disciplines, within a framework of best practices in writing studies theory and pedagogy, in order to expand the writing expectations in their courses and foster student success. Faculty Fellows are responsible for facilitating the WAC/WID program, which includes mentoring other faculty members, performing classroom observations for program participants, and facilitating the online program.
If you are interested in participating in the Writing Center’s WAC/WID program as a Faculty Fellow, contact Kristen Bales, Associate Director of the Writing Center.
Planning weeks are offered prior to the start of classes during the fall and spring semesters. Traditionally, the President and members of the senior administration address the college community to launch planning weeks. Departmental and constituency meetings are organized during the remainder of the week, and special topic workshops are offered to inform the college community on a wide array of subjects.
The Professional Development Department organizes the planning weeks and solicits presenters interested in leading workshops. The department also facilitates the evaluation of planning week activities. Please direct any planning weeks related questions or requests to John Brady.
LEAD Academy is being refreshed during the 2021-2022 Acacemic Year. The next call for participants will occur in late spring 2022 for the cohort beginning September 2022.
The goal of leadership development at Daytona State College is to develop a college workforce comprised of people with the skills and knowledge to function effectively as leaders and positively impact the college and its students. The purpose of the LEAD Academy (Leadership Exploration and Development) is to develop employee competence in effective leadership through a program that emphasizes practical application of skills and knowledge and maximizes the participant’s ability to support the mission of Daytona State College.
The LEAD Academy is grounded in current literature and best practices. Program content is focused on how Daytona State College functions, how it fits into a larger system, and how decisions are made at the college. The LEAD curriculum is organized into six learning modules:
The LEAD Academy will meet one half‐day a month from September through May. Meeting locations will vary to give participants an opportunity to visit and tour each campus. Each session agenda will include time for reports and presentations by the participants, speakers or panels of experts who present on the learning topic(s) being addressed that day, interactive exercises or group projects, and discussions. In addition to the 10 scheduled sessions, participants will select and participate in six college immersion activities during the year (e.g., attend training or Lunch N Learn presentation, attend a board meeting, volunteer to work at an event sponsored by another department, or make a presentation on a leadership topic). Assigned readings will reinforce competencies and support discussions.
To receive recognition for program completion, each participant must
Program completers will receive a LEAD Academy certificate at a graduation ceremony in May.
The LEAD Academy will accept up to 40 participants for the 2019-20 round.
To be eligible for the program, employees must
Applications are due to John Brady each June. Application materials can be emailed to John Brady or sent via inter‐office mail to Daytona campus, building 100, room 212. Applications and additional details are available on the LEAD Academy page. Please direct any questions to John Brady at (386) 506-3837.
The Center for Interactive Media/WDSC‐TV15 provides educational technology support to all faculty at no cost. Faculty and staff will be assisted in their pursuit of the latest equipment and applications available for instructional use including computers, web cameras, microphones, cameras, iPods, scanners, interactive whiteboards, and electronic boards, and video editing, etc.
The Office of Professional Development offers web-based, self-directed learning opportunities available to all Daytona State College employees. Details on these and other training opportunities are available at http://www.daytonastate.edu/professionaldevelopment/trainings.html.
Professional Development Opportunity Awards are suspended for the 2021-2022 fiscal year.
Launched in fall of 2013 and administered by the Office of Professional Development, the Professional Development Opportunity Awards provide funding of up to $1,500 in support of significant professional development activities that directly support the employee’s contribution at Daytona State College. These awards are intended to support non‐compulsory professional development activities that are not funded through other sources.
To be eligible to receive a Professional Development Opportunity Award, employees must be regular, full‐time, and not currently under a probationary period. Eligible employees will complete an application which includes a description of the professional development activity for which funding is requested and clearly articulates how participation in this activity will support the college’s mission and the outcomes of the applicant’s respective department. In addition, applicants provide a dissemination plan that clearly describes the strategy for sharing the knowledge gained from participation in the proposed activity with the larger college community. Employees are limited to one PDOA allocation per fiscal year.
Professional Development Opportunity Awards applications are available via the Professional Development Opportunity Awards website. Once received, applications are reviewed by the PDOA sub-committee of the Professional Development Committee and scored using the PDOA rubric. Once scored, proposals are ranked and allocated funding as available.
Additional funding might be available within your department. Please check with your Chairperson.
The Service-Learning Professional Development Program is designed to assist faculty with incorporating service-learning into their courses. Research shows that including a service-learning component in course curriculum can positively influence student retention, persistence, academic progress, personal growth, and career opportunities. Topics to be covered will include types of service-learning strategies, their goals and benefits, available resources, and how to assess outcomes and effectiveness. The Service-Learning Professional Development program is a two-semester experience, beginning with a fall semester course, followed by a spring semester mentorship led by the Faculty Fellow in Service Learning. This program is open to all faculty, including Adjuncts.
Additional details are available on the Service Learning website.
The Writing Across the Curriculum (WAC) and Writing-in-the-Disciplines (WID) Professional Development Program at Daytona State College prepares and supports faculty to use writing to learn strategies as a critical thinking tool for disciplinary content and/or to teach discipline-specific writing strategies. The ultimate goal of the program is to equip students with the literacy aptitudes necessary for a world that demands strong communication skills in a range of disciplines, in myriad genres, and for varied audiences.
There are four major components to the WAC/WID Professional Development Program. Each component is a separate professional development opportunity available to full-time faculty, adjunct faculty, and/or staff.
Faculty who have participated in all segments of the WAC/WID program are eligible to be Faculty Fellows. Faculty Fellows act as peer mentors and facilitators for the WAC/WID Program and are eligible for a course release or stipend.
Faculty interested in participating in any aspect of the Writing Center’s WAC/WID program should contact Jessica Lipsey at Jessica.Lipsey@DaytonaState.edu or Kristen Bales at Kristen.Bales@daytonastate.edu. For more information about the DSC Writing Center’s WAC/WID program, go to https://www.daytonastate.edu/cwc/wacwid.html.
This Professional Development program, launched in Spring 2014, offers faculty members the opportunity to work with an interdisciplinary group of colleagues to study critical thinking in more depth, to work with a widely accepted model, and to develop effective teaching strategies and activities that will foster the development of critical and creative thinking skills in their classes. A cohort of ten faculty members is selected each fall semester to participate in the program which runs primarily throughout the spring semester. The Critical Thinking Program aims to help faculty to integrate critical thinking practices more effectively and explicitly in their disciplines.
Additional details are available on the Critical Thinking Page: http://www.daytonastate.edu/professionaldevelopment/criticalthinking.html.
Launched in September 2013 and coordinated by the Office of Professional Development, the Lunch & Learn and Guest Lecture series aim to provide the college community with talks on interesting and relevant topics while highlighting the experience and expertise of faculty and staff. Topics change each academic year. Faculty members are encouraged to contribute by hosting a lecture or assisting in designing a series. Additional details including meeting times and topics are available on the Lunch and Learn Page: http://www.daytonastate.edu/professionaldevelopment/lunchandlearn.html.