The program includes funds for conference travel and participation, a robust calendar of workshops and events, and numerous online training opportunities - all designed to support the continuous development of knowledge and skills for the Foothill campus community. Our programs are open to all FHDA district employees.
Attend workshops to learn how to use Canvas and how to migrate from Etudes to Canvas. The last time to use Etudes is Spring 2017!
Are you interested in earning one unit of PGA credit by writing about education, pedagogy, and student success?
The Professional Development Committee invites you to create 7 pieces of writing with 25 sentences or more over the span of 9 weeks beginning week two, Winter quarter (January 16th). Participants are invited to write about anything related to teaching, learning, and student success.
Deadline to express an interest is Friday, January 13th!
If you are interested, please send an email to Ben Stefonik (email@example.com).
Visit lynda.com to learn about some of the Adobe products, Camtasia, or Microsoft Office. There are a lot to choose from and you can watch them when you get a little time because each course is made up of a series of short videos. When you have completed a course, you will be eligable to receive a certificate from lynda.com.
Keynote speaker, Jeremy Adam Smith, editor at Greater Good The Science of a Meaningful Life, shared personal stories and practical tips about balancing life responsibilities with work obligations. Author of "The Daddy Shift" and co-editor of "The Compassionate Instinct", Jeremy addressed a diverse range of topics from the cultural shift of stay-at-home-dads to living a compassionate and ethical life in 2016.
Beth Rieken (Ph.D. candidate in Mechanical Engineering at Stanford) discussed mindfulness in the workplace.
The program will begin in summer 2016 with an intensive two-week training session.
Beyond Diversity was a powerful, personally transforming two-day seminar designed to help faculty, students, staff, and administrators understand the impact of race on student learning and investigate the role that racism plays in institutionalizing academic achievement disparities.
His workshop (a) expanded participants’ vision of the kinds of learning that are possible and (b) walked participants through a process of designing courses for Significant Learning, i.e., learning that truly makes a difference in the way students think, act and feel after college.
The challenge concluded at the end of Winter quarter 2016. The Professional Development Committee invites you to read 25 faculty and staff blogs about teaching, learning, and student success. These blogs have 7 pieces of writing, over the span of 9 weeks with 25 sentences.
We all function at three levels at the same time: the personal, the interpersonal, and the organizational. Because we want to believe that we treat everyone “the same,” we tell ourselves that we leave our thoughts and biases at home, yet they show up in our behaviors, our decisions, and our interactions every day. In this session we will explore the importance of being conscious of the attitudes we hold and the impact they have on our behaviors so that we are able to provide the best service possible to all of our students.
Presenter: Dr. Frances Kendall
Faculty and staff who have recently completed a Professional Development Leave, as well as some who have recently facilitated professional development opportunities for our campus, shared their experiences and what they learned.
The Professional Development Committee invites you to read 29 faculty and staff blogs about teaching, learning, and student success beginning Week 2 of the 2015 Winter Quarter (January 12th). These blogs will have 7 pieces of writing, over the span of 7 weeks with 25 sentences.
Keynote speaker, Dr. Brenda Williams, shared her extensive experience in helping schools promote retention and articulated how efforts from everyone on campus, staff, administrators, faculty, are needed to improve retention.
Several faculty members shared how they use authentic assessment in their classes and participants brainstormed and shared ideas on how they might shift their classes to incorporate authentic assessment.
Dr. Darla M. Cooper, Director of Research and Evaluation for the Research and Planning Group for the California Community Colleges (RP Group), delivered the keynote speech about the student achievement gap.