Statement of purpose: Include major functions and ...



1. Purpose of College Training & Development (CTD).

The main purpose of the College Training and Development (CT&D) service area is to provide opportunities to Miami Dade College faculty, staff and administrators to develop the skills needed for current jobs, assist them in effectively responding to job changes and prepare them for future job requirements.

2. Significant changes during the last year.

The most significant changes in CTD were in the area of personnel. CTD filled the position of Sr. Trainer for Learning Outcomes Assessment and Student Learning Improvement with Ms. Barika Barboza; Instructional Designer & Technology Trainer Mr. Eduardo Martinez returned to CTD from extended duty in the Air Force Reserve. These two positions returned CTD to the level of staffing of two years ago and helped the area achieve its goals. The second major change was that the Student Achievement Initiatives (SAI) program moved from design into an implementation mode which required the extensive use of CTD for support of training. SAI provided many resources to make this possible including Training Director Ms. Veronica Zayas who works directly with CTD.

3. Expected outcomes of CTD services.

A. CTD offered training content that focused on current job skills, including courses and workshops such as Preventing Harassment on Campus; Customer Service; multiple offerings for Public Safety Officers, from Emergency Preparedness, Patrol Techniques, Traffic Control, CPR, etc.; Custodial Services; Odyssey Finance and ASTRA; Policies and Procedures for Supervisors; EDG 5325 Graduate Course in Analysis of Teaching; CTD0800 Adjunct Faculty Orientation.

B. CTD offered training content that addressed the changing work environment, some highlights include new approaches to student advising and orientation such as CTD0559a Academic Coaching & Mentoring, CTD0021 New Student Orientation 2.0, and CTD0022 Advisement 2.0; CTD CTD0707a Mental Health First Aid in the Workplace; CTD0795c Student Services Planning Day; CTD0521b Dealing with Difficult Situations; CTD0742 Optimal Functioning series of positive psychology workshops.

C. CTD offered training content that focused on future job requirements; highlights include CTD0416 Honors College Faculty Certification; CTD0419a BAS Applied Teaching Methods; CTD0695e Classroom Observation: Virtual Class; CTD0320 ANGEL Introductory Training; CTD0333 Strategies for Developing Blended Courses.

D. Faculty, staff and administrators were satisfied with the overall quality of the workshops and seminars.

E. Faculty, staff and administrators achieved the intended learning objectives of the training sessions.

4. Assessment of CTD outcomes.

Trend in CTD workshops, seminars, training events enrollment over recent years:

| |2009-10 |2010-11 |2011-12 |2012-13 |

|Total Participants |8792 |10,540 |12,204 |13,230 |

The trend in employee participation shows a positive increase each year.

A. CTD offered training content that focused on current job skills.

Some specific programs that focus on current job skills include CTD0380 Preventing Harassment on Campus (301 participants); Customer Service trainings (772); CTD0180 Odyssey Finance (54); CTD0181 Odyssey Time & Attendance (48); EDG 5325 Graduate Course in Analysis of Teaching (26); CTD0800 Adjunct Faculty Orientation (845).

CTD0380 Preventing Harassment on Campus (301) is an online workshop that is interactive, features audio and video, and requires participants to respond to scenarios that are relevant to a college campus. CTD worked with Human Resources to ensure that the content of this product aligned with MDC policies and procedures. 2012-13 marks the debut of this totally new and revised version of Preventing Harassment on Campus. This is a form of compliance training intended for all employees. The online course includes a knowledge quiz that ensures mastery learning of the course content, participants must pass the quiz with 100% correct answers to complete the training.

CTD Customer Service trainings (772) are comprised of a number of separate titles that are customized to the needs of a campus or department. CTD0535e Proactive Service (261) is one example; employees who work directly with students are engaged in an “appreciative inquiry” approach to defining excellent service, drawing upon the employees’ experiences of when students are served properly which leads to role play scenarios to practice the ongoing implementation of the best service practices. Other CTD workshops in this area target specific concerns about records confidentiality, teambuilding, and cultural inclusion.

B. CTD offered training content that addressed the changing work environment.

CTD0559a Academic Coaching & Mentoring (155), CTD0021 New Student Orientation 2.0 (161) and CTD0022 Advisement 2.0 (147); CTD0023 Developmental Education Updates for Advisement (253); CTD CTD0707a Mental Health First Aid in the Workplace (224); CTD0795c Student Services Planning Day (174); CTD0521b Dealing with Difficult Situations (40); CTD0742 Optimal Functioning series of positive psychology workshops (377).

The Student Services division has faced more changes in the work environment than other areas of the college in the past year. CTD has supported the Student Achievement Initiatives (SAI) work in this area with a high volume of new workshops (some are listed above) designed to build capacity among employees to change how students are advised and supported throughout their time at MDC.

CTD0559a Academic Coaching & Mentoring (155) is a unique workshop that combined the efforts of academics and student services personnel in learning a new form of advising. This training included hours of practical “job shadowing” with experienced Student Services Peers (professional advisors) that provided an opportunity for the direct application of the knowledge and skills from the workshop to the advising situation with real students. Assessment of the learning objectives is built into the training framework.

CTD0742 Optimal Functioning series of positive psychology workshops (377). The application of the findings of positive psychology research to the workplace is a cutting edge topic in organizational training and development. MDC is in the lead among colleges providing this kind of support to the staff. The goals are to increase employee self-efficacy and optimism so that they are more proactive on the job and in their lives. Positive psychology is also an essential part of the knowledge base for academic advisors because many of the obstacles faced by MDC students are non-cognitive in nature and can be positively influenced by advisors and academic coaches who understand and can apply the principles related to “locus of control” and “self-efficacy.” The methods used in these workshops have been validated in recent research. Two MDC psychology professors conducted follow up assessments using validated survey instruments and the results are encouraging: there are statistically significant measures of growth on key indices such as the Multifactor Emotional Intelligence, Workplace Stress, and Empathy surveys. This assessment indicates that participants are able to apply the knowledge and skills from the workshop to their workplace.

C. CTD offered training content that focused on future job requirements.

CTD0416 Honors College Faculty Certification (42); CTD0419a BAS Applied Teaching Methods (37) CTD offers many opportunities for professional growth that prepares employees for the future. A few are highlighted here, such as faculty training that prepares professors to teach in the Honors College (CTD0416), or to teach upper-level courses in the School of Business (CTD0419a).

CTD0320 ANGEL Introductory Training (194); CTD0333 Strategies for Developing Blended Courses (85). One of the most profound changes affecting teaching and learning is the use of online modes of instructional delivery. This is a future oriented area of CTD training and support. The CTD Technical Team provides introductory training for all usage of the ANGEL Learning Management System (LMS) at MDC. Additionally, CTD provides faculty instructional and technical support for all web-enhanced and blended courses Instructional Designers and Lab technicians at each campus meet one-on-one with faculty to assist in course copy, creating assessments, managing students, grade book setup and more. The number of courses using ANGEL continues to grow. In 20121, 20122 and 20123, there were 4676 Web-enhanced courses, representing a 15 percent increase over last year and 769 Blended courses, representing a 22 percent increase. Participants apply the skills from training directly to instructional practices. The CTD0333 Blended Courses workshop is very highly praised by participants; this workshop has resulted in a growing repository of blended course lessons produced by participants which meet the criteria of the workshop objectives.

CTD0695e Classroom Observation: Virtual Class (69 from 2011-2 to 2012-2). All academic department chairs and school directors attended training between 2011-2 to 2012-2. The first classroom observation of virtual classes was implemented by department chairs in 2012-2. Following the first round of implementation, CTD, with Virtual College and Faculty Initiatives, held a feedback session attended by 35 department chairs. Chairs stated that process of classroom observation was positive, recommendations to improve the forms used were put forth, and the training was held to be useful. A suggestion was made to provide training (and refresher training) in a timeframe very close to the actual implementation of observations. These suggestions will be used to improve the training and the online classroom observation process. [Note: as a pre-requisite all chairs and directors had to complete CTD0320 ANGEL Introductory Training to ensure familiarity with the online teaching and learning environment.]

D. Faculty, staff and administrators were satisfied with the overall quality of the workshops and seminars.

All CTD workshops and seminars are evaluated via online survey at the end of the sessions. These evaluations indicate that the overall of quality of CTD training and workshops is high and participants are satisfied with them (95% agreement rate).

E. Faculty, staff and administrators achieved the intended learning objectives of the training sessions.

Participants in CTD workshops and seminars are asked to rate the degree to which they have achieved the learning objectives of the session. These evaluations also indicate high levels of agreement (90% agreement rate) that the learning objectives have been met.

Additionally, many workshops require the development of a product that meets the criteria of the workshop such as the creation of an online course shell, video, podcast, lesson plan, or other demonstration of the ability to apply the knowledge and skills addressed by the learning objectives. All workshops and seminars approved for Faculty Professional Development credit (FPD) require such a product or demonstration; in 2012-13 CTD provided 119 FPD approved workshops for faculty.

CTD has an ongoing partnership with MDC Earth Ethics Institute (EEI) to provide faculty development in the area of sustainability education. In the past year EEI and CTD provided 9 workshops with 173 participants and the production of lesson plans to implement the knowledge and skills acquired (see EEI website). Fifty-one faculty responding to a follow-up assessment indicated that they have incorporated the knowledge acquired at the workshops into their classroom teaching.

CTD annually offers an opportunity for participation in a Faculty Learning Community during the “spring break” intercession between spring term and summer term, known as “Design Your Own Spring Break.” This multi-day, 26 hour intensive training session allows faculty to create new learning designs. CTD Director of Technology Training Rhonda Berger and CTD District Director Patrick Nellis co-authored a study of this faculty learning community. Overall quality of the seminar was rated as “excellent” by 95% of the participants; the vast majority (99%) agreed that they were able to demonstrate expertise in at least three new technologies and apply new skills in a learning module. [Berger, R., & Nellis, P. (2013). Learning Technology in a Community: Design Your Own Spring Break. In S. Sipple & R. Lightner (Eds.) Developing Faculty Learning Communities at Two-Year Colleges. Sterling, Virginia: Stylus.]

Another significant external recognition of CTD is reflected in the Chronicle of Higher Education “Great Colleges to Work For” assessment program. The Chronicle of Higher Education, for the fifth year in a row, named MDC to its Great Colleges to Work For program. Miami Dade College is the only public college or university in Florida named to the list, and joins Duke, Stanford, University of Michigan, Notre Dame and other prestigious institutions on the list of colleges recognized. The Chronicle's two-part assessment process consisted of an institutional audit that collected demographics and workplace policies and practices, and a survey administered to a randomly selected group of hundreds of administrators, adjunct and full-time faculty, and professional-support staff. For the fourth time in five years, the College also made the Chronicle's Honor Roll, a distinction given to institutions cited most often across all of the recognition categories. MDC was recognized in nine categories, six of which relate to the programming supported by CTD: Diversity; Job Satisfaction; Professional/Career-Development Programs; Respect and Appreciation; Supervisor or Department-Chair Relationship; and Teaching Environment.

Summary: CTD conducts assessments of the individual trainings as well as various forms of needs assessment from college stakeholders to identify areas of need. Results of assessments lead to revisions and improvements of particular offerings and the creation of new training to meet newly identified needs or to support college initiatives.

5. Support and resources.

CTD fosters creative partnerships with college entities such as the SAI project, the Earth Ethics Institute (EEI), service learning (ICED).

6. CTD initiatives and special activities.

A. NBC Learn

MDC created a partnership with NBC to obtain use of their database of video recordings of broadcasts. CTD provided leadership to the project beginning with a pilot study among faculty members to establish the degree of interest in entering into the NBC partnership. CTD made presentations at the Board of Trustees, Campus Convocations, Campus Cabinets, Adjunct Faculty Orientations, etc. CTD0207 NBC Learn: 80 years of Broadcast History – was created and approved by the Academic Leadership Council for 3 Faculty Professional Development hours on 10/4/12. CTD0333 Strategies for Developing Blended Courses was redesigned to incorporate the inclusion of an NBC Learn lesson requirement. In 2012-13, 15,051 videos were played by faculty, staff and students. More than 150 faculty members have participated in professional development seminars that produce classroom ready lesson plans featuring NBC Learn.

B. Program Learning Outcome Assessment

In partnership with Learning Outcomes Assessment in Institutional Effectiveness, CTD provided the workshop CTD0900a Area Effectiveness Reports (172) to help academic, student services and support areas understand how to describe and assess the intended outcomes of their areas. This is especially important for the academic disciplines and areas of co-curricular learning.

C. Student Achievement Initiatives (SAI)

CTD supported SAI throughout the year, including two very large events that provided training to all full-time employees with direct impact upon students:

College wide Student Success Convocation in August 24, 2012 (1,120) featured a keynote presentation by Dr. Uri Triesman of University of Texas, Austin. Following the plenary meeting there were 50 breakout sessions featuring panel presentations by faculty, student services staff, and students involved innovative practices that foster student success and completion. Afternoon sessions for academic disciplines and schools were held for faculty and administrators to discuss next steps to implement student success practices.

The Student Achievement Initiative (SAI) college wide event, Making it Happen: Partnering Academics and Student Services was held on March 8, 2013 (1,170). Over 30 training sessions were offered, organized around four themes: Supporting Students; Teaching & Learning; Engaging Students; Leading the Way; were provided, with expert facilitation by various in-house experts as well as consultants.

D. CTD and UFMDC Academic Symposium, CTD0415a Systems Thinking (94) featured award winning educator John Hunter who presented the World Peace Game. This symposium is a joint effort between United Faculty of Miami Dade College (UFMDC) and CTD.

7. CTD Goals 2012-13

• Implement a training and development program for department chairs and school directors. This goal was met; see below, however it remains a challenge to gain the chairs’ time for training and development.

o CT&D partnered with the Academic Deans and the office of Faculty Initiatives to provide training for Chairs and Directors. These included the Policies and Procedures workshop that now contains modules on emotional intelligence, harassment prevention, and supervisory skills, and several hands-on workshop topics designed to support Chairs’ work with faculty.

▪ CTD0795o Academic Leadership (SAI) (60)

▪ CTD0611 Faculty Performance Review (12)

▪ CTD0614 Creating Cooperation (7)

▪ CTD0695d Using Data (10)

▪ CTD0603a Policies & Procedures (30)

o CTD0622 Collegial College (18), an Academic Leadership Seminar with Dr. Robert Cipriano, was an intensive, two-day course on communication and influencing skills that placed chairs in role-playing scenarios and provide them with behavioral tools to foster a more collegial academic department. The evaluations of this seminar were very highly rated by the participants. Medical Campus was well represented, but other campuses did not attend at the same high rates. Supervisors of Chairs must provide the support to allow them the time to obtain the ongoing training and skill development that they both need and desire.

o The Virtual Classroom Observation effort was successful (see above).

• Collaborate with SAI to establish strategic training and development opportunities for faculty and staff. This goal was met; see detail above regarding two major college events.

o In addition to those large events, a total of 79 SAI related workshops (including the Optimal Functioning series of positive psychology workshops) garnered 1,293 participants.

o One measure of success is that changes are in fact being implemented in advising and in the creation of curricular pathways.

o The effectiveness of the training will be shown to some degree through the outcomes of the SAI project in terms of student success and persistence toward a degree or certificate. Those measures will become available in the coming years.

• Provide strategic planning retreats for campuses and administrative units on an as requested basis. This goal was met.

o A number of retreats for strategic planning that included leadership development as well as teambuilding were conducted throughout the year.

▪ Hialeah Campus Strategic Planning Retreat

▪ Kendall Campus President’s Cabinet Strategic Planning Retreat

▪ Honors College Strategic Planning Retreat

▪ School of Science Strategic Planning Retreat

▪ School of Business Strategic Planning Retreat

▪ Student Services Planning Day

▪ Kendall Student Services Strategic Planning Retreat

▪ SAI College Leadership Seminar (Gettysburg Seminar)

▪ IAC Academic Affairs Retreat

▪ IAC President’s Cabinet Retreat

▪ Learning Resources Strategic Planning Retreat

o Retreats are developed on an as-requested basis. A more systematic approach to meeting this need should be developed.

• Provide support to academic and student service areas for program level outcomes. This goal was met.

o In addition to CTD0900a Area Effectiveness Reports (172) discussed above, CTD participated in several discipline and school retreats including: Mathematics; School of Science; School of Business; English for Academic Purposes (EAP); Psychology; SLS Program; School of Continuing Education and Professional Development; Student Services Planning Day.

o Smaller consultations were held with several programs including: School of Criminal Justice; Aviation; ACCESS; Culinary & Hospitality.

o CTD is currently working with Learning Outcomes Coordinating Committee (LOCC) and Learning Outcomes Assessment Team (LOAT) to support the ongoing needs for assessment in academic and student services and to co-develop a core set of workshops for this area. Expanding CTD collaboration with the faculty-driven assessment committees, LOCC and LOAT, will lead to greater effectiveness in this area.

• Provide opportunity for faculty to innovate instruction with technology. This goal was met.

o See the NBC Learn discussion above.

o “Design Your Own Spring Break.” (30). This multi-day, 26 hour intensive training session allows faculty to create new learning designs. In post-workshop surveys participants described how the skills they learned and the projects they designed would be utilized in their classes. Listed below are a few examples:

▪ “Being introduced to non-linear presentation models in PowerPoint will be an invaluable tool as I continue to update and adapt my lecture presentations by making them more dynamic and malleable. Also, learning the presentation program Prezi will offer a much more dynamic alternative to my PowerPoint-based lectures.”

▪ “I created a YouTube channel and have already posted three videos that my students will be able to use! I plan to add much more content via this mechanism in the future.”

▪ “I plan to implement my project in the classroom in my "Narcotics and Dangerous Substances" class by having the students participate in a flipped classroom assignment during a day next week when there will be a scheduled guest speaker. The students will be responsible for listening to the lecture and watching the video. Upon arrival to class, we will study the parts of the brain that are affected by drugs before the guest speaker arrives.”

o The “Spring Break” approach to faculty development is a very durable and versatile vehicle. The limitation is that the time between Spring and Summer sessions seems to be the only viable space in the academic calendar to foster such professional growth. CTD is seeking to find additional times and venues to replicate this very positive experience for faculty.

• Expand the capacity of faculty to employ web 2.0 instructional technologies.  This goal was met.  

o Several new instructional technology FPD workshops were designed and implemented:

▪ CTD0205d Screen Capture (12)

▪ CTD0205f Text to Animation (7)

▪ CTD0205j Twitter (25)

▪ CTD0147 Prezi (37)

o Panopto Lecture Capture Video Technology - CTD co-administers the site with Medical Campus CIO, trains users, and creates accounts.  2012-13 usage:

▪ 656 folders (courses)

▪ From 7/1/12 to 6/30/13 – 1487 recordings were created totaling 1165 hours of video with 46,808 views.

o Qualtrics Online Survey Tool – CTD administers the Qualtrics site and trains users upon request.  2012-13 Usage:

▪ 162 users

▪ 272 new surveys  with 22,786 responses

o CTD Technology training keeps up with innovations in instructional delivery and helps find the “early adopters” to diffuse innovation across the college.

8. CTD Goals for 2013-14

Many of the goals reflect the ongoing need to provide training and development in key skill areas such as supervision, outcomes assessment, service excellence, technology, planning. Additional goals are responses to key college initiatives such as SAI, SACS review, and the new LMS.

• Collaborate with SAI to establish strategic training and development opportunities for faculty and staff.

• Provide ongoing training and support to staff, with special emphasis on service excellence.

• Implement a training and development program for department chairs and school directors.

• Provide support to academic and student service areas for program level outcomes.

• Provide strategic planning retreats for campuses and administrative units.

• Provide opportunity for faculty and staff to innovate with technology.

• Support college migration to the new Learning Management System, Blackboard.

• Support the college’s SACSOC 10 year reaffirmation of accreditation process.

CTD will conduct assessments of the individual trainings as well as various forms of needs assessment from college stakeholders to identify areas of need. Results of assessments lead to revisions and improvements of particular offerings and the creation of new training to meet newly identified needs and to support college initiatives.

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MIAMI DADE COLLEGE

OFFICE OF THE VICE PROVOST FOR INSTITUTIONAL EFFECTIVENESS

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