Office of IDEAS
Faculty Learning Communities
Applications for the spring semester are now closed. You can read the descriptions below to learn more about each program as they may be offered again in future semesters.
Advancing Inclusive Mentoring (AIM)
The Advancing Inclusive Mentoring (AIM) program is a mentor training program developed at California State University Long Beach as part of the National Institutes of Health (NIH) Building Infrastructure Leading to Diversity (BUILD) Initiative. The overarching goals of AIM are to provide a variety of engaging faculty training resources to promote student success through positive and inclusive mentoring. Because student involvement in high impact practices such as research, scholarly, and creative activities boost student success – particularly when associated with strong mentorship, learning the best practices for mentoring is a critical component of facilitating student success.
Upon successful completion of the AIM program, you will receive $600 in professional development funds.
Contact Natalie Muñoz for more information
Digital Humanities/Digital Scholarship (DH/DS) Workshop Series
DH/DS is a diverse and interdisciplinary framework, bringing together the arts, humanities, and sciences within the scope of utilizing and developing digital tools to support the scholarly and teaching process. This workshop series, conducted over the Spring 2023 semester, offers faculty an introduction to the practices, methodologies, and techniques of DH/DS, including a consideration of accessibility and Universal Design for Learning. Faculty who complete the program, estimated at 20-25 hours, will receive a certificate and $750 in Professional Development funds.
Contact DH/DS Committee for more information
DISCOVERe Mobile Technology Program
The overall goal for faculty is to provide a transformed learning experience for students in a face-to-face classroom setting that leverages mobile technology to include opportunities for innovation and engagement. Faculty will explore and select appropriate technology that aligns with their pedagogy to enhance learning activities that meet student learning outcomes and model inclusive practices.
Participating faculty will receive a mobile device and up to $1200 in stipend or professional development funds.
If accepted, faculty will participate in a year-long professional development experience and faculty learning community (FLC) culminating in the implementation of web-based and mobile-learning activities, presented in a digital portfolio during a two-day professional development training institute.
Contact Jason McGensy for more information
Equity-Minded Pedagogy
Faculty will understand the specific structural barriers for underrepresented students as well as pell eligible students. Faculty will use Human-Centered and course design principles to redesign content, assignments, assessments, support, stories, and imagery in their courses. Faculty will engage in co-creation of their course with student input. Faculty will set data-driven goals to improve inequities in their classroom and positively impact retention and graduation at Fresno State.
Participating faculty will receive up to $1000 in stipend or professional development funds.
Contact William Hardaway for more information
Faculty Writing Community - New Opportunity Added!!
The Faculty Writing Community provides structure and a positive community of faculty interested in making weekly progress on their writing goals throughout the semester. Participants commit to attending one every other week, or two writing sessions each week. Each writing session is two hours long. (dates below) Each session will begin with a brief greeting, a writing tip and the sharing of writing goals, followed by individual writing time. Faculty Writing Communities help by creating structure and accountability in your writing routine, and providing the camaraderie that can even make your writing time fun!
Contact Natalie Muñoz for more information
ACUE - Designing Learner-Centered & Equitable Courses
This microcredential is part of the Effective Online Teaching Practices Course, so if you have completed the full course you are ineligible for this microcredential. Upon successful completion of this microcredential, you will earn $400 in professional development funds which will be sent to your department.
Learn evidence-based practices for designing more equitable and learner-centered course outcomes with aligned assessments, assignments, and learning experiences that prepare students for success. In addition, you’ll learn to use grading practices and syllabi design in support of equity.
ACUE’s microcredential in Designing Learner-Centered and Equitable Courses fully supports both instructors who are building a course from the ground up as well as those teaching a predesigned course.
Contact Mary Bennett for more information
CSU Online Course Services - Quality Learning & Teaching (QLT)
View the CSU-OCS Spring 2023 Course Training Flyer and Course Decision Tree as guides to help identify the course that fits your needs.
Registration for spring sessions opens January 9, 2023
- Spring Session 1: February 27 - March 19, 2023
- Spring Session 2: March 27 - April 16, 2023
All CSU-OCS courses are taught by Certified CSU Facilitators, 3-weeks in length, online, asynchronous, and require 15-20 hours. While you are able to move ahead in the course, you must follow the due dates as peer-to-peer collaboration is integral to each course.
Introduction to Teaching Online (Q1)
For faculty new to teaching online using the CSU QLT rubric. Content includes orienting students to the online course, setting up the structure and navigation, designing online modules for content delivery and engagement, developing discussions, developing assessment tools, and using technology tools.
Reviewing Courses Using the QLT Rubric(Q2)
Ideal if you have prior knowledge and familiarity with QLT and plan to review courses seeking QLT certification. Participants will engage in hands-on experiences using the QLT objectives to rate elements of a sample course, learn how to write helpful recommendations, and discuss examples for setting up a peer-review process on their campus.
Advanced QLT Course in Teaching Online (Q3)
Participants will complete a QLT Core-24 self review on their own course for reflection and to identify areas of improvement and will produce a final project showcasing three course changes made in the course while completing the training. Faculty will need to have a partially or fully developed online/hybrid course is required prior to registration.
Learn more about CSU Online Course Services