ON COURSE: On-Campus Faculty Development

Since 1996, more than 17,000 college and university educators have attended On Course Professional development events. After reading the information below , if you have questions or would like to schedule an On Course Workshop for your educators, simply CLICK HERE and send us an email.

I only wish I had learned about the On Course program and faculty development workshops years ago. They are exactly what I have been looking for to help our students be more successful! --George Daniel, Director, Student Success Center, University of Tennessee-Martin (TN)

OVERVIEW OF ON-CAMPUS OFFERINGS

On Course Professional Development Workshops range in length from one to four days, and all of these events present and model the best of learner-centered educational practices. Importantly, all workshops also address effective strategies for empowering students to maximize the benefit they receive from a learner-centered educational environment. The desired outcome of these events is greater student engagement, improved academic success, and increased retention (click HERE to see supporting data). These highly interactive workshops are ideal for instructors in all disciplines, student services personnel who work directly with students, and administrators charged with academic programming and retention. And, of course, they are perfect for educators who teach or coordinate student success or first-year experience courses. On Course professional development workshops are highly interactive and designed to accommodate up to 50 participants.

ONE- and TWO-DAY WORKSHOPS

The 1-day workshop provides a foundation in learner-centered education and provides participants with an experience of many practical and proven educational strategies that they can implement immediately. The two-day workshop offers the same foundation in learner-centered education, but the longer instructional time allows for the presentation of many more strategies. Both the 1- and 2-day workshops provide an opportunity for participants to identify exactly how they plan to use strategies learned in the workshop. At the end of the workshop, participants are provided a source of hundreds of innovative ways that the workshop strategies have been employed by other educators across the curriculum (from Advising to Zoology and all educational roles in between).

The 1-Day Workshop Schedule

9:00-10:15	SESSION 1: CHARACTERISTICS OF SUCCESSFUL STUDENTS: Identifying the inner qualities that distinguish students who are successful in college (and beyond) from those who struggle.
10:15-10:30	Break
10:30-12:00	SESSION 2: CHARACTERISTICS OF LEARNER-CENTERED EDUCATION: Identifying how learner-centered educators actively engage students, empowering them to become equal partners in the creation of their own education.
12:00-1:00	Lunch (provided at the National On Course Conference)
1:00-2:30	SESSION 3: PROMOTING SELF-RESPONSIBILITY AND SELF-MOTIVATION: Strategies for empowering students to take greater responsibility for their outcomes and experiences in college...and beyond. Plus, strategies for empowering students to discover their own intrinsic motivation for academic achievement.
2:30-2:45	Break
2:45-4:00	SESSION 4: ADDING TO YOUR LEARNER-CENTERED TOOLBOX: Each participant develops a specific plan to implement one or more strategies learned in the workshop.

I want to thank you for your wonderful workshop on Friday. I found a lot of good ideas during the day, and I am looking forward to conducting my own faculty training incorporating some of your learner-centered activities. I can certainly understand why you have such a devoted following of professionals, and I have already received an inquiry about when you will be back. Thank you for your skill and passion. It is always invigorating to be with someone who believes strongly in the craft of education, and puts those beliefs into action. --John Coliton, Director, Center for Teaching and Learning, Montgomery College (MD)

This is the second 1-day On Course workshop I have attended (and I attended the four-day On Course I Workshop), and I'm still learning and relearning. Thanks! --Christine Umali Kopp, Faculty, Psychology, Santiago Canyon College (CA)

What a wonderful one-day workshop! The next week people were talking about it all over campus! I am beyond thrilled with the enthusiasm your workshop generated. I was inundated with requests for "clean" copies of the handouts from your session at our division meeting. Thank you for all of your practical, as well as fun, teaching strategies. --Dawn Haden, Quality Enhancement Plan Coordinator, Thomas Nelson Community College (VA)

The 2-Day Workshop Schedule
DAY 1
9:00-10:15	SESSION 1: CHARACTERISTICS OF SUCCESSFUL STUDENTS: Identifying the inner qualities that distinguish students who are successful in college (and beyond) from those who struggle.
10:15-10:30	Break
10:30-12:00	SESSION 2: CHARACTERISTICS OF LEARNER-CENTERED EDUCATION: Identifying how learner-centered educators actively engage students, empowering them to become equal partners in the creation of their own education.
12:00-1:00	Lunch
1:00-2:30	SESSION 3: PROMOTING SELF-RESPONSIBILITY: Strategies for empowering students to take greater responsibility for their outcomes and experiences in college...and beyond.
2:30-2:45	Break
2:45-4:00	SESSION 4: PROMOTING SELF-MOTIVATION: Strategies for empowering students to discover their own intrinsic motivation for academic achievement, thus promoting greater perseverance when they encounter inevitable challenges in college or elsewhere in their lives.
DAY 2
9:00-10:15	SESSION 5: PROMOTING SELF-MANAGEMENT: Strategies for empowering students to make wise choices regarding their time, choosing purposeful and persistent actions necessary to stay on course to their goals and dreams.
10:15-10:30	Break
10:30-12:00	SESSION 6: PROMOTING INTERDEPENDENCE: Strategies for empowering students to develop mutually supportive relationships necessary for achieving most of life's lofty goals, including academic success.
12:00-1:00	Lunch
1:00-2:30	SESSION 7: PROMOTING SELF-AWARENESS AND LIFE-LONG LEARNING: Strategies for empowering students to understand unconscious beliefs as well as develop critical and creative thinking skill that lead to deep and lasting learning.
2:30-2:45	Break
2:45-4:00	SESSION 8: ADDING TO YOUR LEARNER-CENTERED TOOLBOX: Each participant develops his/her own specific plan to implement one or more strategies learned in the workshop.

There were so many wonderful techniques & strategies that were fun yet educational. These will transfer well to both the classroom and the workplace. Participatory/hands-on learning is so very powerful. The only way to improve on this 2-day workshop is to go to a 3-day workshop. This content is something we should have every faculty member and administrator exposed to. --Maddy Jeffs, Vice President, Columbia Basin College (WA)

Since first attending one of the summer workshops, I've held nine 3-day On Course staff development trainings for our college, and I plan to offer more. They are invaluable! I strongly recommend this workshop for all faculty, counselors, and administrators. --Philip Rodriguez, Dean, Cerritos College (CA)

THREE-DAY ON COURSE I WORKSHOP (Our Most Requested Event)

This is the same event as the highly acclaimed On Course I Workshops that have been offered since 1996 at conference centers throughout North America. A long list of testimonials reveals the powerful impact this workshop has had on past participants. While this 3-day workshop presents the same foundational principles as the 1- and 2-day workshops, the strategies presented in this workshop are different and the extended schedule provides an immersion in learning-centered education that brings about significant changes in the way participants interact with students. Participants leave with literally dozens of proven strategies that they can implement immediately. Additionally, participants are provided a source of hundreds of innovative ways that the workshop strategies have been employed by other educators across the curriculum (from Advising to Zoology and all educational roles in between). Another very positive outcome of the interactive nature of the workshop is the creation of community that lasts long after the event has ended. Expect workshop participants to return to their positions informed, inspired, and rejuvenated!

The 3-Day On Course I Workshop Schedule
DAY 1
8:30-10:00	SESSION 1: GETTING ON COURSE: Identifying the characteristics that distinguish students who are successful in college (and beyond) from those who struggle...and identifying the seven domains of influence available to educators.
10:00-10:15	Break
10:15-12:00	SESSION 1: GETTING ON COURSE (Continued): Getting students on course to success from their very first day.
12:00-1:00	Lunch Break
1:00-2:45	SESSION 2: GREATER PERSONAL RESPONSIBILITY: Guiding students to take greater responsibility for their education and for the outcomes of their lives.
2:45-3:00	Break
3:00-4:30	SESSION 3: INCREASED SELF-MOTIVATION: Guiding students to discover intrinsic motivation for academic achievement, thus promoting greater perseverance when they encounter inevitable challenges in college or elsewhere in their lives.
DAY 2
8:30-10:00	SESSION 4: IMPROVED SELF-MANAGEMENT: Guiding students to make the most of their time, choosing the purposeful and persistent actions necessary to stay on course to their goals and dreams.
10:00-10:15	Break
10:15-12:00	SESSION 5: ENHANCED INTERDEPENDENCE: Guiding students to develop the mutually supportive relationships necessary for achieving most of life's lofty goals, including academic success.
12:00-1:00	Lunch Break
1:00-2:45	SESSION 6: HEIGHTENED SELF-AWARENESS: Guiding students to revise limiting beliefs and self-defeating habits, empowering them to make the wise choices necessary to achieve success.
2:45-3:00	Break
3:00-4:30	SESSION 7: EFFECTIVE LIFE-LONG LEARNING: Guiding students to use critical and creative thinking that leads not only to academic knowledge and skills but also to the wisdom required to create a rich, full life.
4:30-6:00	Dinner Break for those staying for optional evening session
6:00-9:00	WALKING THE TALK: This optional session is designed for participants who want the opportunity to improve their own lives, personally as well as professionally. Many participants report this session to be extraordinarily valuable in helping them discover their next steps for creating the rich, full life they want.
DAY 3
8:30-10:15	SESSION 8: GREATER EMOTIONAL INTELLIGENCE: Guiding students to manage their strong feelings wisely: replacing emotional, self-defeating choices with mature, well considered decisions.
10:15-10:30	Break
10:30-12:00	SESSION 9: HIGHER SELF-ESTEEM: Guiding students to develop greater self-acceptance, self-confidence, self-respect, and self-worth, thus greatly expanding the possibilities of what they can achieve in their lives.
12:00-1:00	Lunch Break
1:00-2:30	SESSION 10: STAYING ON COURSE: In preparation for your return home, you will create a personal plan for implementing new educational strategies at your college, strategies designed to empower your students to achieve more of their potential...academic, personal, and professional.
2:45-3:00	Break
3:00-4:30	Session 10: Staying On Course (continued)

Attendees who participate in the entire workshop are eligible to enroll in a follow-up graduate course: ED 582: Strategies for Empowering Students to Become Active, Responsible Learners. This 3-credit course is conducted on-line and offered by Goucher College, a fully accredited 125-year-old liberal arts college in Baltimore, Maryland.

We are thrilled with the feedback from our [3-day] workshop participants. Truthfully, I have been at BCC for many years, and this is the best feedback that I have ever seen! We did a great deal of faculty and staff professional development when I was BCC's Title III Director, but never have I seen any feedback with 100% in any area, let alone 5 areas. The comments are glowing as well. I do want you to know that the excitement continues with the faculty, even three weeks later. They are emailing back and forth. The faculty are creating products to use within their classrooms and copying each other--sharing--and talking about results. These results are the signs of an effective workshop.... I do want to thank you for inspiring our faculty, many of whom had become cynical over the years. They are re-invigorated! --Patricia Hare, Academic Dean, Brevard Community College, (FL)

During my nine years at College of the Mainland, I have not witnessed such a successful workshop, embraced with abundant enthusiasm by participants. During the past eighteen months, our College has been through some difficult transitional times, and I believe the 3-day On Course I Workshop made a significant contribution to creating a positive environment for our faculty and staff who participated. College of the Mainland is completing our third year as an Achieving the Dream institution. In my opinion, the workshop succeeded in a significant way by elevating the awareness of AtD concepts fostered in this national initiative. --Katherine Moser, Dean, College of the Mainland (TX)

Message to the Director of Professional Development and the Academic Vice President: Thank you, thank you for offering the 3-day On Course I Workshop to Sierra College educators. What a fabulous experience! Not only did it provide faculty with many meaningful, interactive activities to use in our classrooms, but it also showed us how to empower students in ways that will make them more responsible and productive learners. I hope that this same workshop can be offered again, so that more Sierra College staff can have the opportunity to profoundly change the way they teach, work with colleagues, and---more importantly-- live their lives. --Janet Quinlan, Faculty and Co-Chair, Department of Human Development, Sierra College (CA)

Thank you very much for the work that you have done for the Holomua [developmental education] unit at KCC. I cannot tell you how great your impact has been on the faculty. You've energized and revitalized even those that I thought would never be able to change. Personally, it's been a pleasure to work with you. You set a high standard for us all! --Mona Lee, Dean, Kapiolani Community College (HI)

The workshop last week was a resounding success, and everyone appreciated [the facilitator's] expertise, willingness to hear and work with varying points of view, and great sense of humor. I'm sure our college will want to host another workshop in a year or so, and we're already working on identifying people to attend the On Course II Workshops, as well as the On Course National Conference. Everyone who was there wants to be subscribed to the On Course Newsletter--that says it all, doesn't it? --Diana Babayan, Chair and Faculty, ESL, Santiago Canyon College (CA)

FOUR-DAY ON COURSE II WORKSHOP

This advanced workshop is the same event as the public On Course II Workshops held at conference centers throughout North America. A review of the testimonials will quickly show the value that participants have gained from this workshop. NOTE: All On Course II Workshop participants must have completed an On Course I Workshop.

At the On Course I Workshop, participants learn dozens of strategies for empowering students to become active, responsible learners. At this advanced On Course II Workshop, participant not only add more than 100 additional student-empowerment strategies to their repertoire, they also learn the essential design and facilitation skills necessary for being an effective learner-centered educator who can empower students to move from superficial to deep learning. These advanced design and facilitation skills also provide the knowledge and resources for participants to help colleagues provide more effective educational experiences for their students. The skills presented in this workshop are drawn from best practices in academic curriculum design, brain research, learning styles, active-learning principles, corporate training methodology, and personal development strategies. This work shop is ideal for educators who want to help students become active, responsible learners and/or you want to take a leadership role in helping their college or university become more learner-centered!

The 4-Day On Course II Workshop Schedule
DAY 1
1:00-2:30	SESSION 1: GETTING ON COURSE: Reviewing the characteristics of successful students and introducing the foundational concepts of the workshop (in learner-centered ways, of course).
2:30-2:45	Break
2:45-5:00	SESSION 2: DESIGNING LEARNER-CENTERED EXPERIENCES (I): Assessing participants' learning preferences, understanding the variety of students' learning preferences, introducing Problem-Based Learning (PBL), and forming teams that will work together on a self-determined learner-centered curriculum design, one they will present on the final day.
DAY 2
8:30-10:00	SESSION 3: DESIGNING LEARNER-CENTERED EXPERIENCES (II): Learning and experiencing the four components of an effective learner-centered design.
10:00-10:15	Break
10:15-12:00	SESSION 4: USING LEARNER-CENTERED STRUCTURES AND STRATEGIES: Defining the building blocks of learner-centered practices, introduction to more than 100 structures and strategies, and a second design team meeting to continue the creation of each team's learner-centered design.
12:00-1:00	Lunch Break
1:00-2:30	SESSION 5: FACILITATING LEARNER-CENTERED EXPERIENCES (1) Learning the three steps of effective learner-centered facilitation and practicing some of their associated skills.
2:30-2:45	Break
2:45-5:00	SESSION 6: DESIGNING LEARNER-CENTERED EXPERIENCES (3): Learning and applying to the design teams a number of theories for creating productive teams of learners; a third design team meeting.
DAY 3
8:30-10:00	SESSION 7: FACILITATING LEARNER-CENTERED EXPERIENCES (2) Practicing additional skills for effectively facilitating powerful learner-centered experiences.
10:00-10:15	Break
10:15-12:00	SESSION 8: DESIGNING LEARNER-CENTERED EXPERIENCES (4): Learning and practicing strategies for helping teams of learners work more effectively; a fourth design team meeting.
12:00-1:00	Lunch Break
1:00-2:30	SESSION 9: FACILITATING LEARNER-CENTERED EXPERIENCES (3) Learning and practicing skills to effectively debrief a learning-centered experience and provide empowering feedback to learners.
2:30-2:45	Break
2:45-5:00	SESSION 10: DESIGNING LEARNER-CENTERED EXPERIENCES (5): Learning and practicing strategies to help students think about their thinking (metacognition) and draw out transformational lessons from their learning experiences; the final design team meeting to put finishing touches on the design.
5:00-6:00	Dinner Break for those staying for optional evening session
6:00-9:00	WALKING THE TALK: This optional session is designed for participants who want the opportunity to improve their own lives, personally as well as professionally. Many participants report this session to be extraordinarily valuable in helping them discover their next steps for creating the rich, full life they want.
DAY 4
8:30-10:15	SESSION 11: STAYING ON COURSE: Presentation of learner-centered designs; feedback on the designs; design team celebrations!

Attendees who participate in the entire workshop are eligible to enroll in a follow-up graduate course: ED 588: Designing and Delivering Professional Development Events that Promote Student Success. This 3-credit course is conducted on-line and offered by Goucher College, a fully accredited 125-year-old liberal arts college in Baltimore, Maryland.

ON COURSE WORKSHOPS HAVE BEEN HOSTED BY...

Cabrillo College (CA)	Chemeketa Community College (OR)
The College of Saint Scholastica (MN)	Lonestar College District (TX)
Eastern Michigan University (MI)	Santa Monica College (CA)
University of Cincinnati (OH)	Columbia Union College (MD)
Belleview Community College (WA)	Woodbury University (CA)
Towson University (MD)	Santiago Canyon College (CA)
Concordia College of Alabama (AL)	University of Nebraska (NE)
Coastal Carolina Community College (NC)	College Reading & Learning Association (CRLA)
Neumann College (PA)	Southern New Hampshire University (NH)
University of New Mexico-Valencia (NM)	Guilford Technical College (NC)
Parkland College (IL)	Central New Mexico Community College (NM)
Santa Ana College (CA)	Southwestern Illinois College (IL)
Oakland University (MI)	Sierra College (CA)
University of the Ozarks (AR)	Chattahoochee Valley Community College (AL)
Cuyamaca College (CA)	Butte College (CA)
Paradise Valley Community College (AZ)	University of Rio Grande (OH)
Miami University-Middletown (OH)	Mount Hood Community College (OR)
Calhoun Community College (AL)	The Victoria College (TX)
University of Maryland-Baltimore Co (MD)	LaGuardia Community College (NY)
Western Kentucky University (KY)	Niagara County Community College (NY)
Northwest College (WY)	Spoon River Community College (IL)
Northeast Oklahoma A&M College (OK)	Adirondack Community College (NY)
Mt. Wachussett Community College (MA)	Frostburg State University (MD)
Northern Alberta Inst of Tech (Alberta, CN)	Illinois Valley Community College (IL)
Sheridan College (WY)	Chipola College (FL)
Cerritos College (CA)	Mid-Atlantic Career Counselors Association
Valencia Community College (FL)	Burlington County College (NJ)
Embry Riddle Aeronautical University (AZ)	Highland Community College (KS)
Bermuda College (Bermuda)	The Ohio State University ATI (OH)
Lake-Sumter Community College (FL)	Waubonsee Community College (IL)
El Camino College (CA)	Broward Community College (FL)
Harford Community College (MD)	Johnson and Wales University (RI)
Missouri State University (MO)	Heald College (CA)
Windward Community College (HI)	Eastern Kentucky University (KY)
University of the Virgin Islands (VI)	Hillsboro Community College (FL)
College of the Sequoias (CA)	Lassen Community College (CA)
Kapi'olani Community College (HI)	Hagerstown Community College (MD)
Daytona Beach Community College (FL)	Harrisburg Area Community College (PA)
Cabot Institute (Newfoundland, CN)	Montgomery College (MD)
Spokane Falls Community College (WA)	Delgado Community College (LA)
Detroit College of Business (MI)	New Jersey Career Counselors Association (NJ)
ACT 101 Conference (PA)	Jamestown College (ND)
Polk Community College (FL)	Lock Haven University (PA)
Mid-America Association of Educational Opportunity Program Personnel (TRIO)	New Jersey Educational Opportunity Fund Professional Association (NJ)
University of Maine (ME)	Foothill College (CA)
Conference of California EOP&S Counselors	North Central State College (OH)
New Brunswick Community College (CN)	Austin Community College (TX)
York College of the City Univ of New York	Pittsburgh Technical Institute (PA)
Abbie Business Institute (MD)	Developmental Education Association of MD
Metropolitan Community College (NE)	Maui Community College (HI)
Southwestern Community College (CA)	National Tutors' Association (NTA)
Oakton Community College (IL)	Mission College (CA)
Atlantic Colleges Development Inst (Canada)	Delaware State TRIO Conference (DE)
Rio Hondo College (CA)	Glendale Community College (CA)
University of Hawaii (HI)	Pasadena City College (CA)
Linn-Benton Community College (OR)	Greater Cincinnati Tech Prep Consortium (OH)
Madison Area Technical College (WI)	Brevard Community College (FL)
Lakeland College (Alberta, CN)	Kent State University (OH)
Penn State University-Altoona (PA)	MacEwan College (Alberta, CN)
Carroll Community College (MD)	Virginia Commonwealth University (VA)
Virginia/West Va State TRIO Conference	Howard Community College (MD)
Mountain Empire Community College (VA)	South Plains College (TX)
Reading Area Community College (PA)	Miami-Jacobs Career College (OH)
St. Louis University (MO)	Kauai Community College (HI)
Virginia Community College System (VA)	Community College of Aurora (CO)
College of the Desert (CA)	College Misericordia (PA)
Hawaii Community College (HI)	Anne Arundel Community College (MD)
Sisseton-Wahpeton Tribal College (SD)	Columbia Basin College (WA)
Everett Community College (WA)	University of Missouri-Rolla (MO)
Umpqua Community College (OR)	University of Tennessee-Martin (TN)
Modesto Junior College (CA)	Gateway Community College (AZ)
Arkansas Assoc of Developmental Educators	Corning Community College (NY)
New Hampshire Technical Institute (NH)	Mayland Community College (NC)
Washtenaw Community College (MI)	US Air Force Academy Prep School (CO)
Chaffey College (CA)	Thomas Nelson Community College (VA)
Lane Community College, (OR)	College of the Redwoods (CA)
Sacramento City College (CA)	Louisiana Technical College (LA)
Des Moines Area Community College (IA)	Baruch College (NY)
Mt San Antonio College (CA)	El Centro College (TX)
University of Hawaii-Hilo (HI)	University of Nevada-Reno (NV)
Berea College (KY)	Warren County Community College (NJ)
Chippewa Valley Community College (WI)	Southern State Community College (OH)
Brookhaven College (TX)	York Technical College (SC)
Cuyahoga Community College (OH)	New York College Learning Skills Association
Milwaukee Area Technical College (WI)	Glendale Community College (AZ)
Skyline College (CA)	San Diego City College (CA)
Anoka-Ramsey Community College (MN)	Bay de Noc College (MI)
Cuesta College (CA)	Solano College (CA)
Elgin Community College (IL)	Bellingham Technical College (WA)
North Central Michigan College (MI)	Reedley College (CA)
City University of New York (NY)	Mid-South Community College (AR)
Merritt College (CA)	Crafton Hills College (CA)
Central Lakes College (MN)	Howard College (TX)
Penn State University-Hazelton (PA)	Northwest State Community College (OH)
Durham College (Ontario, CN)	Pennsylvania College of Technology (PA)
Grays Harbor College (WA)	San Diego Mesa College (CA)
Fullerton College (CA)	College of the Mainland (TX)
University of Houston (TX)	College of the Redwoods (CA)
Northern Arizona University (AZ)	Union County College (NJ)
San Jacinto College (TX)	Saddleback College (CA)
Long Beach City College (CA)	Carolina College of Health Sciences (NC)
Loraine County Community College (OH)	H. Lavity Stout Community College (BVI)
College of the Canyons (CA)	College of San Mateo (CA)
Antelope Valley College (CA)	Clinton Community College (NY)
Davidson County Community College (NC)	East Los Angeles College (CA)
Ozark Technical College (MO)	Hutchinson Community College (KS)
Rose State College (OK)	Jackson Community College (MI)
New Mexico Highlands University (NM)	Grossmont College (CA)
Inver Hills Community College (MN)	Golden West College (CA)
Forsyth Technical College (NC)	National Park Community College (AR)
Prescott College (AZ)	Indiana East University (IN)
Mohave Community College (AZ)	Shasta College (CA)
NYC College of Technology (NY)	Heritage University (WA)

Thank you--This workshop was everything I was looking for and more! I especially appreciated that you "captured" the attention of some of our faculty who don't usually involve themselves in these types of professional development activities. --Sandy Beckwith, Director, Faculty Development, Lassen College (CA)

I am an administrator and I regularly talk about and stress active learning. This workshop has given me real and valuable tools to describe active learning and simple tips to use in teaching. --Peg Shroyer, Dean, Spoon River College (IL)

How can I ever thank you for the wonderful experience you gave me and my colleagues last week? Excitement is high among the participants, and they are not only spreading the word but are already using the strategies. Have you ever stopped to think of all the lives you touch? When I think of the number of people this one workshop at IVCC will touch, I'm in awe. Thank you for the wonderful job you do! --Marianne Dzik, Dean, Illinois Valley Community College (IL)

I extend my sincere gratitude to you and commend you on your life's work--a dedication to student success-- and the contributions you are making to students, faculty and staff throughout our country. Please call on me at any time to endorse, recommend or support your work to others. --Bob Bendotti, Vice President of Learning, Paradise Valley Community College (AZ)

A college hosting an on-campus On Course Workshop asked us to provide a list of the "Top Ten Reasons to attend an On Course Workshop" to share with their educators. We turned the request over to the On Course Ambassadors. Click HERE to read what some of them had to say.

INFORMATION: If you'd like information about bringing an On Course professional development workshop to your educators, send an e-mail.