Significant Program Development Sample Clauses

Significant Program Development. The Faculty Member will have been actively involved in developing curriculum/services/alternative methods of delivery of instruction at the College. Activity Support/Evidence PD 1 Develop new Program or certificate Verification from CCC PD 2 Negotiate articulation agreement (like a 2+2) Note: The Faculty Member may choose whether each agreement may be used for either section b. or c., but the same agreement cannot be used for both. Copy of agreement PD 3 (Library Faculty) Develop new or update existing web-based and/or paper research guides or class assignment guides for subdivision students in credit classes Copy of materials PD 4 Authoring a creative work that is published, or having work accepted at a juried exhibition. Author or co-author a published textbook in Faculty Member’s discipline. Copy of the publication (excluding self-publishing, vanity press publication, or published only on a website)
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Significant Program Development. The Faculty Member will have been actively involved in developing curriculum/services/alternative methods of delivery of instruction at the College. Activity Support/Evidence Points PD 1 Course creation/revision Verification from CCC Major revision of a course (must include substantial change to at least 50% of the course objectives) = 1; Creation = 2 PD 2 Developing a new course (one not currently offered) for CIL or Internet delivery Copy of all CIL course materials used the semester following field testing or the second semester the course is offered if there is no field test. CIL = 2; Internet = 2 PD 3 Major revision of an existing course for CIL delivery (for change of textbook) Copy of all CIL course materials used the semester following field testing or the second semester the course is offered if there is no field test. CIL = 1; Internet = 1 PD 4 Develop new Program or certificate Verification from CCC 3 PD 5 Negotiate articulation agreement (like a 2+2) Note: The Faculty Member may choose whether each agreement may be used for either section b. or c., but the same agreement cannot be used for both. Copy of agreement 2 PD 6 (Library Faculty) Develop library classes for Faculty and offer classes at least 4 times in TLC TLC advertising 2 (if done by individual) 1 (if done collaboratively) PD 7 (Library Faculty) Develop credit class research assignments with Faculty in subdivision Copy of Assignments 1 for every twenty assignments PD 8 (Library Faculty) Pattern of excellent collection development for subdivision Faculty/students over 3 years. See AA 16. (May only use in one category) As measured against any of the following standardized lists such as opening day collection, outstanding title lists from Choice, Booklist or other reviewing tools Recognition from accrediting agencies Comparison to library collections of similar libraries. 3 PD 9 (Library Faculty) Develop new or update existing web-based and/or paper research guides or class assignment guides for subdivision students in credit classes See AA 12.(May use for one only) Copy of materials 1 point for every twenty guides PD 10 (Library Faculty) Develop library class curricula for subdivision credit classes OR Develop materials for five off- campus groups like Community Organizations, the health service providers, high schools, Government, and legislative users Outline of materials 1 point for every five Activity Support/Evidence Points PD 11 Authoring a creative work that is published, or havi...
Sample 1

Related to Significant Program Development

  • Program Development NWESD agrees that priority in the development of new applications services by XXXXX shall be in accordance with the expressed direction of the XXXXX Board of Directors operating under their bylaws.

  • Curriculum Development This includes the analysis and coordination of textual materials; constant review of current literature in the field, some of which are selected for the college library collection, the preparation of selective, descriptive materials such as outlines and syllabi; conferring with other faculty and administration on curricular problems; and, the attendance and participation in inter and intra-college conferences and advisory committees.

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement.

  • Independent Development Receiving Party may currently or in the future be developing information internally, or receiving information internally, or receiving information from other parties that may be similar to the Disclosing Party's Confidential Information. Accordingly, nothing in this Agreement will be construed as a representation or inference that Receiving Party will not develop or have developed products or services, that, without violation of this Agreement, might compete with the products or systems contemplated by the Disclosing Party's Confidential Information.

  • Development 3.3 Within twenty (20) Working Days after the Commencement Date and in accordance with paragraphs 3.10 to 3.12 (Amendment and Revision), the Contractor will prepare and deliver to the Authority for approval the full and final Security Plan which will be based on the draft Security Plan set out in Appendix B.

  • Economic Development 1. The Parties aim to promote balanced economic growth, poverty reduction and the reduction of social-economic disparities.

  • Faculty Development Faculty who develop and/or teach Distance Education courses shall be provided with reasonable technical support and opportunities for Faculty development, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In the event that a Faculty member develops and/or teaches a Distance Education course for the first time, the Faculty member shall receive reasonable and appropriate professional development and technical support assistance, consistent with the needs of the Faculty and availability of Board resources and services for that purpose. In instances of succeeding assignments to teach Distance Education courses, the Faculty member is expected to demonstrate a level of technical competence sufficient to teach the course. Ongoing technical support assistance may be available to Faculty who teach succeeding offerings of the same course.

  • Workforce Development MPC’s technical training program is having a major impact in the region. Online modules, short courses, webinars, and on site/videoconferencing events are reaching state and local transportation department employees and tribal transportation planners. By harnessing the capabilities of the four LTAP centers located at the MPC universities and the multimedia capabilities of the Transportation Learning Network (which was founded and is partly funded by MPC) more than 76 technical training events were offered in the second half of 2015. These training modules and short courses are critical to transportation agencies that need to improve or renew the skills of engineering technicians and other frontline workers. Many MPC courses or training events result in the certification of workers. Even when certification is not required, TLN’s online learning management systems allow employees and employers to set learning goals and monitor progress towards these goals. MPC is making another major impact in workforce development. Altogether, 57 graduate students are working on MPC research projects under the tutelage of faculty researchers. These graduate students represent the researchers and technical analysts of tomorrow. Without the MPC program and the stipend funds that it provides, these students may not be specializing in transportation; but, instead would be seeking career opportunities in other fields. The MPC research program allows faculty to mentor graduate students while allowing the students to work on projects for federal and state transportation agencies—thereby, gaining valuable practical experience.

  • Professional Development Program (a) The parties agree to continue a Professional Development Program for the maintenance and development of the faculty members' professional competence and effectiveness. It is agreed that maintenance of currency of subject knowledge, the improvement of performance of faculty duties, and the maintenance and improvement of professional competence, including instructional skills, are the primary professional development activities of faculty members.

  • Staff Development ‌ The County and the Association agree that the County retains full authority to determine training needs, resources that can be made available, and the method of payment for training authorized by the County. Nothing in this subsection shall preclude the right of an employee to request specific training.

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