Overview of the Core Practices

SCC Faculty Core Practices 

(Revised May 2021)

 

This image provides a decorative visual image of the list detailed below.  

The Faculty Core Practices are designed to further the Teaching and Learning Center’s mission: to facilitate an atmosphere of collaboration, collegiality, inclusivity, diversity, and recognition of peer excellence by providing space and resources for the SCC community to nurture teaching and learning strategies in support of student success.

The following list is grounded in academic freedom; its purpose is to empower individuals to make progress in areas they choose. It is also aspirational; faculty may never master all identified areas. It is for faculty at all career stages; continual professional development is both for new faculty working to overcome impostor syndrome and for experienced faculty looking to revitalize their work with students. It is based on both the science and the art of teaching and learning; it both relies on  evidence-based strategies and recognizes the need for improvisation to meet student needs.  

This non-evaluative list is designed to:

  • foster a culture of teaching and learning that supports student success
  • communicate high-priority professional development skills to all faculty 
  • support individual goal-setting and reflection
  • promote strategies for continuous improvement of equity-minded instruction and the use of educational technology approaches
  • guide and evaluate TLC programming

 

Learning-Centered Teaching Practices: Faculty members use evidence-based teaching and learning strategies to promote active learning and student success. Effective faculty: 

  • Employ student-centered, equitable teaching practices
  • Continually improve strategies to engage students in all teaching modalities
  • Utilize appropriate strategies based on subject matter and instructional modality
  • Maintain familiarity with current instructional technology as applicable
  • Develop transparent course documents that provide information about course policies, learning materials, communication and other vital information 
  • Implement course design strategies that promote student success
  • Maintain defined presence and availability that benefits both instructors and students

Assessment of Student Learning and Performance: Faculty members use evidence-based assessment strategies to encourage student growth and success. Effective faculty: 

  • Compose equitable student learning objectives at the course, and possibly program, level
  • Align courses and programs to college-wide outcomes
  • Ensure alignment of assignments with student learning objectives though backward course design
  • Utilize evidence-based formative and summative assessment techniques 
  • Adapt instruction based on data from assessments, both formative and summative
  • Provide opportunity for self reflection/assessment
  • Continually review course materials for clarity, equity, and accessibility
  • Develop relevant curriculum that helps students get jobs and helps the community 

Holistic Student Support: Faculty members create opportunities to support student learning. Effective faculty: 

  • Continually increase knowledge of programs and student pathways to better provide academic advising or consulting, and understand resources for in-depth academic planning
  • Employ available resources to increase student success, including Early Alert
  • Maintain knowledge of resources that support student needs, including academic, mental health, financial aid, food and housing, and others
  • Create equitable opportunities for all learners, especially those from historically underserved populations
  • Recognize the unique learning needs of SCC’s diverse student population
  • Regularly research and use the best education technology to support learning 

Inclusive Classroom Climate: Faculty members work to create engaging, well-managed courses. Effective faculty: 

  • Intentionally design practices that encourage student academic confidence and a sense of belonging at the institution
  • Review course data to improve student success, especially for historically underrepresented groups
  • Frequently adopt new education technology to improve student learning and engagement, especially our LMS
  • Employ appropriate strategies to manage student behavior, including facilitating effective discussions and disagreements, as well as addressing and de-escalating problematic behavior 

Continuous Professional Development: Faculty members continually update their knowledge and expertise for both classroom and college service. Effective faculty: 

  • Continually develop both disciplinary expertise and instructional skills 
  • Contribute to department, division, college, and district committees and processes
  • Employ leadership strategies within and across disciplines in order to collaborate, support and mentor peers, and broaden networks
  • Explore discipline-specific antiracist approaches to curriculum and assessment 
  • Utilize and expand discipline-specific media literacy and information literacy 
  • Apply appropriate discipline-specific education technology tools




Developed by the Faculty Development Committee:

Angela Rasmussen, Chair and TLC Coordinator

Anna Gamble, Basic Education for Adults

Jeannie Isern, Arts & Sciences

Tina Jones, Health and Environmental Sciences

Rachel Kendoll, Health and Environmental Sciences

Camille Kovarik, Basic Education for Adults

Stacy Kowtko, Arts & Sciences

Ray Lackey, Technical Education

Helen Murphy, Health and Environmental Sciences

Amie Schaumberg, Extended Learning 

Jeff Williams, Basic Education for Adults

Ben Whitmore, ex-officio, eLearning