Distance Learning, Online Teaching [19+ Years] • Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development. • Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager. • Create a safe, respectful, and welcoming learning environment. • Specialize in working with new students, first generation students, and academically under-prepared students. • Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism. • Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others. Dissertation Chair and Mentor [Remote, 11+ years] • Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process. • Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation. • Participate in the Defense process of a student’s Prospectus and final Dissertation. • Facilitate the successful completion of all IRB protocols. Faculty Development [Remote, 10+ years] • Served as a Trainer and Mentor for New Faculty Members. • Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories. • Inspired faculty to improve their facilitation practice by leading online faculty workshops. Curriculum Development [Remote, 12+ years] • Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses. • Strong knowledge and application of adult cognitive learning theories and instructional design methodologies. • Develop content and assessments that met learning objectives, including discussions and assignments. Background Includes: Various Online Schools (08/05 – Present) Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.

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Center for Teaching and Learning
Development of Substantive Instructor Guidance
Participant Guide
This course syllabus is a contract between you and the Center for Teaching and Learning. It represents the
minimum expected learning outcomes for this course.
COURSE DESCRIPTION: Would you like to learn tips and strategies with the development of your Instructor
Guidance? Would you like to practice the development of Instructor Guidance with a mentor and coach? This five-day
workshop is designed to provide faculty with an easy-to-follow, step-by-step approach to the development of Instructor
Guidance following the steps in the Writing Process. More importantly, faculty will receive feedback and coaching
through each step of the process. By the end of the workshop, faculty will feel more confident with this important
weekly responsibility.
Course Outcomes:
Upon successfully completing this Faculty Training Course, the faculty participant will be able to:
1. Explain the purpose and importance of developing Instructor Guidance.
2. Identify the steps in the writing process used to create Instructor Guidance.
3. Apply each of the steps of the writing process to the development of Instructor Guidance.
4. Summarize what was learn and create a final self-assessment action plan.
Development of Substantive Instructor Guidance Training Course Plan
Course Plan Assigned Reading Assigned Learning Activities
Day One
Module One: Purpose of Instructor
Guidance, Foundational Concepts
Faculty Requirement: Introductions
Faculty Discussion: Substantive Instructor Guidance
Faculty Assignment: Writing Center Handbook Treasure Hunt
Day Two
Module Two: Development of Instructor
Guidance Phase One
Faculty Discussion: Brainstorming and Research Resources
Faculty Assignment: Brainstorming and Research Ideas
Day Three
Module Three: Development of Instructor
Guidance Phase Two
Faculty Discussion: Outline Review and Feedback
Faculty Assignment: Instructor Guidance Outline
Day Four
Module Four: Development of Instructor
Guidance Phase Three
Faculty Discussion: Initial Draft Review and Feedback
Faculty Assignment: Instructor Guidance Draft
Day Five
Module Five: Development of Instructor
Guidance Phase Four
Faculty Discussion: Lessons Learned
Faculty Assignment: Instructor Guidance Final Draft
Faculty Assignment: End of Workshop Action Plan
Bonus Module: Using an Outline for
Substantive Instructor Participation
Faculty Optional Assignment: Practice Substantive Discussion
Post Development with Mentoring Feedback Received

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Module One Faculty Requirement:
Introduction Discussion Thread
Hello Faculty:
For this discussion requirement, you are asked to post an introduction. This should be similar to the introduction you will
post in your classroom. Consider the following as you develop your introduction:
• Share your professional background and experience.
• Share your academic accomplishments and achievements.
• Share any relevant career accomplishments and achievements.
• Share highlights of subject matter expertise and training.
• Share personal hobbies or anything else appropriate for an academic environment.
Here's a helpful suggestion: You may want to create your post within the body of a Word document first so you can take
advantage of spelling and grammar checkers, to manage the mechanics of what you've written.
Below you will find my introduction. I have maintained a professional disposition. You are welcome to include personal
information as outlined above.
Dr. J
Module One Faculty Discussion:
Substantive Instructor Guidance
Hello Faculty:
For this discussion, you are asked to post a substantive reply to the following discussion prompts:
What are the advantages of developing substantive Instructor Guidance?
Are there any potential disadvantages for development of substantive Instructor Guidance?
What have been the elements of your most successfully written Instructor Guidance?
What have been the elements of your least successfully written Instructor Guidance?
How often should Instructor Guidance be updated?
Please answer all questions in your discussion response.
You are also encouraged to post a reply to another faculty member’s response.
Dr. J
Please Click: Add a New Discussion Topic to post your response for this discussion.

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Brainstorming Worksheet
Brainstorming: Consider the following questions to help you begin the Brainstorming process and keep in mind that you do not have to
worry about proper mechanics at this time:
• What is are the course topics?
• What are the assigned course resources?
• What are your areas of expertise?
• What is your specialty?
There is a Brainstorming worksheet provided below to help you begin to notate your ideas and thoughts. It is similar to a concept or mind
map, which will allow you to group your ideas together by topics and subjects.
As you read through the course topics for the week, write down those that are the most interesting, need further explanation, are part of your
skillset, and/or can be written about from your subject matter expertise.
Research Worksheet
Instructions: Now that you have some initial topics and subjects, along with your initial thoughts and ideas, you can begin to consider what
additional resources you might want to include. If you have authored articles or videos that are related to these topics, you may consider
utilizing these resources. If not, this is a time to decide if you want to conduct further research. It will depend upon how extensive your own
knowledge is of the subjects and how much supplemental information you want to provide for your students.
Module Three:
Writing Worksheet
This is the part of the process where you move from writing in short phrases to writing an initial draft.
If you have completed the prior steps, this step should flow naturally from the outline.
You can take the outline and now write with complete sentences, filling in the details.

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Revision Questions Worksheet
Once you have received your first draft back, it is time to determine if additional revision is required based upon the feedback provided.
The following questions should be considered as you consider revising your draft:
Does the paper have a logical flow?
Is there anything you need to clarify?
Does the introduction accurately provide an overview of the draft?
Is the conclusion an accurate summary, without introducing any new ideas or thoughts?
Have you clearly stated your main point?
Is there anything within the body of the draft you can edit out for brevity and clarity?
Is your draft appropriate for the intended audience?
Have you used the right vocabulary for the intended audience within your draft?
Have you checked for spelling and grammatical errors?
Are any of the paragraphs too short or too long?
Do you need to support anything you have written with research and/or photographs?
Are there clear and concise transitions between paragraphs?
Module Five Faculty Discussion:
Lessons Learned
Hello Faculty:
For this discussion please address the following:
Describe the lessons learned in this workshop about the development of substantive instructor guidance.
Will you use this process now and if so, how will you use it?
Do you foresee any challenges with the continued use of this process? If so, how will you address those challenges?
What are the benefits of having learned about developing substantive Instructor Guidance?
Please answer all questions in your response and post a reply to at least two other faculty members.
If you have any questions about this requirement, please contact me.
Dr. J

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Module Five Faculty Assignment:
End of Workshop Action Plan
Hello Faculty:
For this final learning you are asked to develop a plan for implementing what you've learned in this workshop as part of your instructional
strategies.
To accomplish this goal, please use the chart below and identify areas of improvement now within your instructional practice that need
improvement, anything related to the use of instructional guidance which can now be improved upon because of taking this class.
Example:
Area for Improvement: I want to provide a better explanation of the weekly course concepts to students to help prepare them for the
upcoming week.
Action Plan Steps for Improvement: I will now utilize the writing process learned in this workshop to share my insight, knowledge,
experience, and subject matter expertise. I will begin revising my weekly Instructor Guidance, one week at a time, to create guidance that is
more thorough and prompts critical thinking.
If you have any questions about this final learning activity, please contact me.
Dr. J
Area for Improvement Action Plan Steps for Improvement
1.
2.
3.
4.
5.
Bonus Module:
ABCs for Faculty Participation Worksheet
Hello Faculty:
For this optional assignment, you are going to practice using the ABCs for Faculty Participation method.

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There are three student posts. For each student post, please create your own faculty discussion post using the ABCs for Faculty
Participation method.
Once you have completed the worksheet, please save and upload it as a Word document, and click submit, for this optional assignment.
Dr. J
A = Acknowledge something the student has written as you develop your instructional discussion response to the student.
B = Build upon what the student has written by sharing your subject matter expertise and insight. You can add in supplemental materials and
anything else relevant to the discussion topics.
C = Conclude with a follow-up question. This will help to ensure the conversation continues. Without a meaningful follow up question,
students may not respond to your post and the this means the thread will stop without any further discussion.
Discussion Prompt: Develop a response to the following questions: If you were responsible for developing a marketing campaign, and your
role was to analyze the business-to-business buying decision process, would you use the traditional business-to-business buying decision
process model or would you consider the need to update the traditional business-to-business buying decision process model? What are the
reasons for your decision?
Student Response: The traditional model has been great, but it’s time that the traditional model to gets updated. The traditional model is just
a little too outdated for today's market. The traditional model doesn’t really fit into today's market and that a reason why it needs to be
updated. With technology constantly changing and getting better. Also how people are shopping more online and using social media.
Your Discussion Post:
Discussion Prompt: Develop a response to the following questions: If retail and restaurant stores had the four strategies in place that create
and deliver value, along with a sustainable competitive advantage, why are so many closing? Can marketing strategies overcome the
ongoing trend with retail and restaurant stores closing? If so, what would it take?
Student Response: Sustainable competitive advantage can be described as a company or organization providing a superior or providing a
favorable long-term position over its competitors. It is a company's or organization's abilities that make it difficult to be duplicated. There are
four methods relating to sustainable competitive advantage. Those include cost leadership, differentiation, defensive strategies, and alliance.
If companies and organizations have in place to create and deliver value, they should not be closing. But, this does not seem to be the case
with so many companies and organizations closing going out-of-business. If the companies and organizations are going-out-business, I
believe it is because they are unable to compete with one another. While cost leadership is set up for companies and organizations to deliver
the lowest cost, it does not always help. When companies and organizations begin to lower their prices to compete, they begin to lose
money and eventually go out-of-business. Moving on, marketing strategies could help overcome this ongoing trend if and only if they have
strong marketing strategies to bring individuals back. Due to Amazon blossoming, it has really hurt companies and organizations. For
companies and organizations to make a comeback, marketing strategies will need to be improved such as in the advertising department.
There are so many companies that I have never heard about at 23 years old because they do not advertise.
Your Discussion Post:
Discussion Prompt: Develop a response to the following questions: What is the difference between a leader and a manager? Do you
consider yourself to be a leader or a manager? Explain the decision for your choice.
Student Response: Being a leader is much different than being a manager. I can be a good manager but that does not mean I know how to
be a leader. As a manager I know how to schedule weekly tasks and make certain there are enough people available to cover each of the
shifts. It is very procedural in nature. This is vastly different than being a leader to this group of employees. Leaders paint a picture of what
they see as possible and inspire and engage their people in turning that vision into reality. I try to be a role model to my employees and help
inspire them by embracing the organizational values and creating a sense of purpose in what they do each day.
Source: 9 Differences Between Being A Leader And A Manager
https://www.forbes.com/sites/williamarruda/2016/11/15/9-differences-between-being-a-leader-and-a-manager/#69a775344609
Module One

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Module Two

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Module Three

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Module Four

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Module Five