Distance Learning, Online Teaching [19+ Years] • Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development. • Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager. • Create a safe, respectful, and welcoming learning environment. • Specialize in working with new students, first generation students, and academically under-prepared students. • Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism. • Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others. Dissertation Chair and Mentor [Remote, 11+ years] • Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process. • Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation. • Participate in the Defense process of a student’s Prospectus and final Dissertation. • Facilitate the successful completion of all IRB protocols. Faculty Development [Remote, 10+ years] • Served as a Trainer and Mentor for New Faculty Members. • Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories. • Inspired faculty to improve their facilitation practice by leading online faculty workshops. Curriculum Development [Remote, 12+ years] • Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses. • Strong knowledge and application of adult cognitive learning theories and instructional design methodologies. • Develop content and assessments that met learning objectives, including discussions and assignments. Background Includes: Various Online Schools (08/05 – Present) Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.

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Training Syllabus
Faculty New Hire Online Orientation Syllabus 2018
This course syllabus is a contract between you and the Center for Teaching and Learning. It represents the
minimum expected learning outcomes for this course.
COURSE DESCRIPTION: This Faculty Orientation Course is designed to prepare faculty for the requirements and
expectations in their role as an online faculty member.
Course Outcomes:
Upon successfully completing this Faculty Training Course, the faculty participant will be able to:
1. Demonstrate proficiency in the online classroom Learning Management System.
2. Acknowledge receipt and understanding of the Faculty Handbook requirements.
3. Demonstrate a basic understanding of institutional policies and procedures.
4. Identify the elements necessary to create a student-focused classroom.
5. Demonstrate proficiency in communication that is appropriate for an academic environment.
6. Identify the elements necessary to create substantive classroom discussion posts.
7. Demonstrate proficiency with meeting the expectation for substantive feedback.
8. Identify the elements necessary to create substantive instructor guidance.
9. Explain the 12 Performance Standards listed with the Faculty Performance Model.
10. Develop an individual action plan in preparation to teach at .

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Faculty New Hire Online Orientation Training Course Plan
Course Week Assigned Reading Assigned Learning Activities
Module 1 Module One: Getting Started
Faculty Requirement: Orientation Course Syllabus Acknowledgement
Faculty Assignment: Moodle Profile Photo
Faculty Requirement: Introduction Discussion Thread
Module 2 Module Two: Faculty Handbook
Faculty Assignment: Handbook Acknowledgement
Faculty Assignment: Handbook Treasure Hunt
Module 3
Module Three: Developing a Student-
Focused Class
Faculty Assignment: Developing a Student-Focused Class
Faculty Assignment: Communication Scenarios
Module 4
Module Four: Developing Substantive Class
Discussions
Faculty Assignment: Participation Scenarios
Module 5
Module Five: Creating Substantive Student
Feedback
Faculty Assignment: Feedback and Plagiarism Scenarios
Module 6 Module Six: Preparing to Teach for
Faculty Assignment: How Do You Manage Your Time?
Faculty Assignment: Faculty Signature Block
Faculty Assignment: Developing Substantive Instructor Guidance
Module 7 Module Seven: Faculty Performance Model
Faculty Assignment: Individual Action Plan
Module 8
Module Eight: s Subject Matter Knowledge
(If Required)
Faculty Assignment: Basic s Quiz
I have received and read a copy of this Training Course Syllabus. I understand completion of all assigned learning
activities is a requirement for successful completion of this Training Course.
____________________
Faculty's Printed Name
____________________
Faculty's Signature
____________________
Date Signed
The signed original copy of this acknowledgment should be given to management as it will be filed in your personnel file.