This 4 week course will provide an emphasis on the understanding and application of learning research and the cognitive-psychological, social-psychological, and cultural-psychological foundations of human learning as it applies to learner-centered teaching.  Students will examine the characteristics of college learners and design of successful learning environments that respond to the changing patterns of college learners. The QM Rubric will be introduced as a foundational step to establishing quality learning opportunities and ensuring recognized practices in course design.

Course #2: Best Practices in College Teaching

This 4 week course will examine the art of culturally responsive teaching and the use of varied pedagogical strategies, best practices, action research, and implementation of these practices in the classroom.  Students will explore the components involved in engaging diverse college learners, managing behaviors, reaching students with motivation strategies, ensuring adherence to policies, and designing courses using innovative practices and technologies.

Course #3: Assessment of Learning and Evaluating Teaching

This 4 week course will explore culturally responsive teaching as it applies to the evaluation and assessment of college learning. Emphasis will be placed on multi-method approaches to capture learning both qualitatively and quantitatively. The application of the scholarship of teaching and learning will be emphasized and student learning outcome assessment will be highlighted as they inform quality curriculum. The use of action research to make informed curricular changes that meet the needs of varied learners will be introduced.

Participants will acquire the foundational skills to begin to:

• Demonstrate the use of learning science principles and beginning application to the diverse needs of college learners in the college environment.
• Recognize and begin to seek evidenced-based strategies and approaches to engage diverse college learners using a learner centered approach. 
• Identify and ascribe to best practices, effective pedagogical strategies, meaningful application of technology, and action research in curriculum and course development
• Identify when evaluation and assessment of learning is in alignment with course outcomes.
• Identify the need for self-reflective behaviors to determine the effectiveness of the teaching and learning experience. 

Class will meet weekly in a live on line synchronous environment to support the building of community for learning, discussions and engagement. Lectures will be recorded with closed caption and available for the participants to view asynchronously for the duration of the course. 

Each course is estimated to take 8 hours of asynchronous learning each week (less for those who have extensive expertise with current teaching literature in higher education) in addition to the  hour each week of synchronous time.  

Students engage in relevant assignments and work on your own course improvement throughout all 3 courses. Put the action research cycle to use, as you learn new strategies, models and designs for promoting success with the new majority learner in higher education.

Resource readings and supplemental media will be available for participants interested in exploring concepts and content in more depth.