The Values Framework provides faculty an opportunity to reflect upon an ACC College or Faculty Value or one of their own professional or teaching values. Use the following prompts for your reflection.

    • describe how the value guides your teaching or other work at ACC; discuss your goals for enacting this value
    • cite examples of how this value is demonstrated in your teaching, course materials, other ACC work, or your professional service
    • discuss any challenges you may have encountered while enacting this value and any support or resources you may need to achieve your goals
    • consider how one or more of the college values of courage, compassion, joy, and yes relate to how you pursue this value

You can see below for some examples of how our ACC Faculty Values may be demonstrated.

Please note: During their first three years at ACC, faculty are encouraged to concentrate on how the value guides their exemplary teaching as well as practices that contribute to the success of all students. Faculty in their first three years may choose to develop a statement of teaching philosophy instead, if approved by the department.

The format you use to answer the reflection prompts above is up to you (check with department requirements). A few short paragraphs could be sufficient.

Faculty Values

Below are the ACC Faculty Values, a description of the value, and some examples of how our ACC Faculty Values may be demonstrated in our teaching, our other ACC work and service.

Teaching: Exemplary teaching is core to student success. We strive to implement evidence-based practices that promote active and engaged lifelong learning.

    • incorporating strategies that encourage active and collaborative learning into lectures or learning activities; for example, classroom-based discussions, case studies, problem-based learning
    • reviewing course and program data to redesign a course for improved student learning
    • adding service learning into a course
    • developing OER materials for a course
    • creating and using a variety of assessment measures and techniques, both formative and summative, to obtain a more complete picture of learning in your courses (e.g., classroom assessment techniques, authentic assessments, oral presentations, exams, student portfolios, journals, projects, etc.
    • implementing more low-stake assessments
    • completing the Teaching and Learning Academy and implementing new teaching strategies.
    • participate in peer-to-peer teaching observations
    • incorporating digital fluency badging into curriculum

Inclusion: Access and inclusion are imperative to serve the full range of our diverse communities. We infuse responsive teaching practices in our work to honor every individual’s potential.

    • implementing responsive teaching and materials into a course to meet the needs of the students enrolled
    • designing and supporting learning experiences that address students’ unique strengths and/or needs
    • revising all course materials so that the principles of universal design for learning (UDL) principles are met
    • examining your own biases and the implications of that for teaching practices
    • creating a sense of belonging in the classroom that includes peer-to-peer feedback and/or collaboration

Scholarship: Regularly reflecting on our academic and pedagogical/andragogical approaches is essential as we assess our work as a faculty of educators and counselors. We engage in continual improvement in our fields of expertise and teaching in general.

    • publishing scholarly work
    • presenting at conferences, internally or externally to ACC
    • demonstrating use of current evidence-based teaching and learning practices
    • participating in a Faculty Interest Group or Faculty Learning Community
    • using and openness to constructive feedback from students and colleague
    • collecting and employing course outcome data for improved teaching and learning

Collaboration: Learning from each other and respecting varied viewpoints is vital to accomplishing shared goals and is a hallmark of a healthy college. We seek civil collegiality within our college and community.

    • collaborating with other faculty to address a college or department need
    • working with other departments to improve ACC student outcomes
    • mentoring other faculty
    • sharing resources and expertise with faculty teaching new courses.
    • incorporating service-learning opportunities into courses taught
    • creating partnerships in the local community that tie into coursework and/or bring opportunities to the ACC community
    • encouraging teamwork and collaborative learning/problem solving in the classroom

Service: Faculty engagement encourages student engagement and success. We actively support our students, departments, college, and community by sharing our time and expertise.

    • chairing or contributing significant work to a department or collegewide committee or task force
    • participating in a community project as an ACC representative
    • advising students
    • sponsoring a student club
    • completing the Service Academy
    • leading Faculty Senate or the Adjunct Faculty Association
    • undertaking a project that requires significant time and contributes to ACC or your department
    • having a leadership role in a professional organization related to your teaching discipline

Empowerment guides all the examples mentioned above. As educators we use our academic freedom to focus on designing and creating the student learning experience.