Quantifiable Measures Narrative
and Supporting Documentation

Quantifiable Measure 1

Professional Development Hours Narrative

Within each three year period, starting from the initial date of employment in a continuing contract eligible position, Faculty members shall complete 36 clock hours or 3 semester hours graduate and/or undergraduate study in their discipline, and/or relevant instructional skill fields, or equivalent educational experience, or a combination of the preceding (CBA Article 7.40 Professional Development).

Narrative

After four years as full-time temporary faculty, I entered a continuing-contract-eligible position in August 2022. My associate dean and I developed a three-year professional development plan centered on Harvard Extension School’s 16-credit Graduate Certificate in Learning Design and Technology, which directly strengthens my work as an online faculty member and course developer.

Based on the 2023–2025 CBA, my three-year cycle was deemed complete on July 31, 2024, and I moved to the annual requirement of 12 clock hours. I met that requirement each year through four-credit graduate courses, DGMD E-60, Designing Online Courses (Spring 2025), and EDUC E-103, Introduction to Instructional Design (Fall 2025). I completed the graduate certificate in December 2025, and it was conferred in January 2026. I completed a total of 16 graduate semester hours against a requirement of 3 graduate credit hours. In addition, I also completed the ACUE Certificate in Effective College Instruction, two industry certification courses, and the College-credited sessions recorded on my My Learning transcript.

Evidence of completion can be seen in my Professional Development section, as documented by the following:

Quantifiable Measure 2

Activities for the College Narrative

Each Faculty member is expected to engage in activities for the College, including, but not limited to: teaching, student consultation, preparation, committee work (e.g., College Standing Committees, College Academic Area Meetings, Campus Department Meetings, Faculty Senate, activities related to the implementation of the Collective Bargaining Agreement or in service to the College, and community service) [i.e., the amount of committee work, service, etc. is quantifiable/countable] (CBA Article 7.20 Professional Obligations).

Narrative

My work for the College goes well beyond my teaching load, as quantified below:

Teaching and student consultation: I taught roughly twice the normal annual load every year (Measure 3), with weekly virtual office hours and one-on-one Zoom help when students need it.
Committees: I have served on the Online Campus Grade Appeal Committee since fall 2022. In 2022–2023, I also served on the Online Campus Professor of the Year selection committee. I served on the ad hoc college-wide Digital Divide Committee (2022–2024), and I currently serve on the Environmental Sustainability Committee, where I chair the New Initiatives Subcommittee and proposed the E-Waste Collection Initiative at three campuses.
Leadership and programs: I have been the College’s Certification Institute Manager since 2024, building five CompTIA certification shells for student participation; served as faculty advisor to the Latinos in Action club (2022–2024); and delivered AWS workshops for the Cybertech NSF ATE Grant boot camps (2024–25).
Meetings and events: I attend Pathway, department, and college-wide meetings, and Professional Development Day each year.
Community service: I have volunteered with the Fort Lauderdale Beach Sweep since October 2025, I supported and rode in four charity and cycling-safety rides, and I support the arts (Measure 11).

Demonstrated by the evidence presented in my College Activities & Service, Faculty Evaluation, and Professional Development sections, including the following documentation:

Quantifiable Measure 3

In-Load Requirement Narrative

The Faculty member has met his/her in-load requirement or equivalent.

Narrative

I have met and exceeded my in-load requirement every year. A full-time faculty member’s normal load is 30 credit hours per academic year, and my load has been roughly double that across fall, spring, and summer.

2022–2023: 17 sections, 65 credit hours, 553 student enrollments
2023–2024: 16 sections, 61 credit hours, 538 student enrollments
2024–2025: 19 sections, 74 credit hours, 625 student enrollments
2025–2026: 18 sections, 71 credit hours, 618 student enrollments

Compliance with this measure is evidenced in the Meeting and Exceeding Faculty Load portion of my Faculty Evaluation section, as documented by the following load reports:

Quantifiable Measure 4

Timely Completion of Obligations Narrative

The Faculty member completes his/her obligations within established time lines.

Narrative

I complete my obligations on time, and usually early. My courses are open and ready at least two weeks before each term begins, student grades are kept current, and my summative evaluations document daily course management and timely responses to students. I strive to answer student email within 12 hours, well beyond the College’s 24–36 hour standard. In a sample of eleven student email threads from 2022 through 2026, every first reply was sent within 11 hours, with one exception of about 15 hours that spanned an overnight.

I also meet administrative and College deadlines. My grades and attendance verifications are always submitted on time. Each assessment cycle I submit final exam results to the program managers working on our Institutional Effectiveness plan (Measure 12), and just after my September 2026 design review of ISM 3309C, I returned written feedback requested by the Senior Instructional Designer within two days.

Evidence of compliance with this measure can be found in my Faculty Evaluation section, the Participation in Assessment portion of my Course Success Data section, the Course Design portion of my Effective Teaching Practices section, and my Student Success Indicators section, as documented by the following summative evaluations, early course openings, student reply times, and timely responses to College data requests:

Quantifiable Measure 5

Prompt and Regular Attendance Narrative

The Faculty member is prompt and regular in attendance at classes, office hours, department meetings, and college-wide meetings unless there are overriding reasons to forgo these.

Narrative

Because I teach fully online and asynchronously, my “class attendance” is daily presence in each course. Therefore, I manage my D2L courses every day, post weekly module announcements, hold a live Zoom orientation at the start of each term (recorded for students who cannot attend), and keep virtual office hours every week. My online course observations rated faculty presence and communication as Exceeds Expectations every year from 2023 to 2025.

I also attend Pathway, department, and college-wide meetings, the Faculty Welcome Back each August, Professional Development Day annually, and at least one graduation annually. Since fall 2024 alone, I have participated in more than 20 grade appeal hearings. My summative evaluations and the letter from Acting Dean Rudy Jean-Bart confirm this record.

Evidence can be found in the Faculty Evaluation, Student Success Indicators, College Activities & Service, and Professional Development sections, as documented by the following:

Quantifiable Measure 6

Lead Indicators of Student Success Narrative

Success: Lead indicators of student success which shall include the following:

1. Regular and frequent response to students’ academic needs both in and out of the classroom;
2. Use of student engagement strategies in class;
3. Prompt feedback which includes but is not limited to return of exams and papers within one week, frequent graded assignments to assist students in monitoring progress, concrete and constructive feedback provided and class discussion of results of assignments and exams;
4. Provide adequate time on task which includes but is not limited to having set due dates for assignments, make up requirements, time management skill discussions, weekly reading schedules and realistic expectations with relevant assignments;
5. Using the course outline as a minimum standard, setting high expectations which includes but is not limited to clarification of course expectations, explanations of consequences for not completing work, expectations of student participation, and referrals to support services such as Academic Success Centers, Seahawk Support and tutoring;
6. Employ diverse teaching methods to accommodate various student learning styles and various levels of academic preparation;

Narrative

The six lead indicators are the center of my teaching practice; each is documented on my Student Success Indicators page.

a. Response to academic needs. I strive to answer student email within 12 hours, well beyond the College’s 24–36 hour standard (Measure 4). Students reach me by email, weekly virtual office hours, appointments, and the course café forum, and I move to a live Zoom call when that solves a problem faster.

b. Engagement. I build coursework around realistic workplace scenarios, such as designing a $2,000 workstation for a photography studio, and require substantive peer responses in discussions. Weekly announcements, hands-on virtual labs, and micro-lectures keep students moving through the course.

c. Prompt feedback. I return informal feedback within 24 hours when possible and always within a week, by providing students specific written guidance via the D2L comments field. Students may submit early, revise, and resubmit, and frequent quizzes, labs, and practice exams let them track their progress.

d. Time on task. My courses are open and ready at least two weeks before each term begins. I publish all due dates in the syllabus and calendar, keep a consistent weekly module structure, and encourage students to work ahead to help prepare for their exams.

e. High expectations. My syllabus, early-opening messages, and live Zoom orientation make expectations and consequences clear from day one. When students struggle, I submit early alerts and refer them to the library, online tutoring, Academic Success Centers, counseling, and Seahawk support.

f. Diverse methods. Each certification course I design pairs an e-text with videos, virtual labs, and certification-style practice exams, following the Universal Design for Learning principle of multiple means of representation.

Demonstrated by the evidence presented in my Teaching Philosophy, Effective Teaching Practices, and Student Success Indicators sections, including the following documentation:

Quantifiable Measure 7

Professional Development Plan Narrative

Professional development shall be an integral component of continuing contract consideration for a Faculty member. Pursuant to CBA Article 7.40 (Professional Development) “…a Faculty member shall submit and complete a professional development plan.”

Narrative

In October 2022, shortly after I became continuing-contract eligible faculty, I submitted a three-year professional development plan. I reviewed it with my associate dean, Mitch McBee, and we agreed I would complete the Harvard Extension School’s Graduate Certificate in Learning Design and Technology.

I completed the plan, finishing the 16-credit certificate in December 2025, with conferral in January 2026. My annual self-assessments for 2023 through 2026 record my progress toward the plan each year, and my transcript documents the completed graduate coursework and certificate earned.

Completion is demonstrated in my Professional Development and Faculty Evaluation sections by the following documentation:

Quantifiable Measure 8

Currency in the Discipline Narrative

Faculty shall maintain currency in and scope of their discipline area knowledge by pursuing coursework and/or equivalent educational activities (e.g., professional conference attendance) (CBA Article 7.40 Professional Development).

Narrative

Since joining Broward College as a full-time temporary faculty member in fall 2018, I have kept my discipline knowledge as current as the certifications my students pursue. I have held the CompTIA A+ and Network+ certifications since 2001, and I have continued to complete industry coursework: Security+ SY0-701 (2024), Cloud+ (2022), Microsoft Azure Administration (2021), Linux+ (2020), Security+ SY0-501 (2019), and Windows desktop deployment (2018).

CompTIA revises its exams about every three years, and each revision requires me to master the new objectives before my students can. Under five course redesign agreements, I rebuilt CTS 1133C (A+), CTS 1134C (Network+), and CTS 2120C (Security+) around the most current exam objectives. My associate dean’s letter notes that I continuously update course materials in cybersecurity, networking, and cloud computing, and I applied that currency in the AWS workshops I designed for the Cybertech NSF ATE Grant boot camps.

Evidence of completion can be seen in my Professional Development section, as documented by the following coursework certificates, lifetime certifications, and course redesign agreements:

Quantifiable Measure 9

Feedback, Self-Evaluation, and Classroom Visitation Narrative

Feedback from Faculty and students, student opinion surveys, data received from a Faculty member’s self-evaluation, and classroom visitation by the immediate supervisor which is required at least annually of Faculty (CBA Article 7.50 Faculty Evaluation).

Narrative

My work has been evaluated every year, and the record shows consistent growth. My summative evaluations rated every category Strong in 2023 and 2024 and Exceeds Expectations in 2025. My associate dean’s annual online course observations rated every item Exceeds Expectations from 2023 through 2025. I completed a reflective self-assessment each year from 2023 through 2026.

Feedback from faculty and administrators includes letters from Acting Vice Provost Priscilla Suarez, Acting Dean Rudy Jean-Bart, Associate Dean Mitch McBee, and Dr. Luis Pentzke of the Cybertech NSF ATE Grant. In addition, the September 2026 peer faculty review of my ISM 3309C course design outlined how I met all required standards, to which I responded with agreement and compliance for all recommended improvements.

The Online Campus has not administered Student Opinion of Instruction surveys during my review period, so student feedback comes from two other sources: my associate dean’s observations, which rated my communication and rapport with students Exceeds Expectations every year, and students’ own replies, revisions, and questions in my feedback samples (Measure 6).

Compliance with this measure is evidenced in my Faculty Evaluation, Effective Teaching Practices, and Student Success Indicators sections, as documented by the following evaluations, observations, self-assessments, letters from faculty colleagues and academic leaders, student feedback exchanges, and faculty peer review of my course design:

Quantifiable Measure 10

Application of Employer Feedback Narrative

Apply employer feedback for all A.S., A.A.S., B.S. and certificate programs, to enhance instruction and to effectuate curriculum change.

Narrative

Employers in information technology are always asking for industry certifications and current, hands-on skills. My certification courses support the Computer Information Technology A.S. program, and I keep them aligned with what employers need.

I redesigned CTS 1133C (A+) in online and blended formats, CTS 1134C (Network+) online, and CTS 2120C (Security+) in online and blended formats so that students learn current, exam-aligned content, and as Certification Institute Manager I build and maintain Broward College Online’s five CompTIA certification shells. I also connect students with employers and the workplace by sharing career fairs, campus IT jobs, and internship opportunities in my courses.

Evidence of compliance with this measure can be found in the Responding to Employer Needs portion of my Effective Teaching Practices section and in my College Activities & Service section, as documented by the following course redesign agreements, certification shells, and student career opportunities:

Quantifiable Measure 11

Service to the Department, College, and Community Narrative

Service to the department, college, and community pursuant to CBA Article 7.20 (Professional Obligations) that includes active participation in college-wide shared-governance (CBA Article 2.81), campus shared-governance (CBA Article 2.82), department shared-governance (CBA Article 2.83), and curriculum development (CBA Article 2.84).

Narrative

Shared governance: I take part in Pathway and department shared governance. I serve on the Online Campus Grade Appeal Committee (2022–present) and the Environmental Sustainability Committee, where I chair the New Initiatives Subcommittee (2024–present), and I served on the Online Campus Professor of the Year selection committee (2022–2023) and the ad hoc college-wide Digital Divide Committee (2022–2024).

Curriculum development: I developed ISM 3309C, Agile Product Ownership; redesigned the three core CTS CompTIA certification courses for A+, Network+, and Security+; and built and maintain the Certification Institute’s CompTIA shells.

Students and the College: I advised the Latinos in Action club (2022–2024), delivered AWS workshops for the Cybertech NSF ATE Grant boot camps, support College opportunities such as hackathons, career fairs, jobs, and clubs by encouraging my online students to attend these events, and give to the Broward College Foundation.

Community: I volunteer with the Fort Lauderdale Beach Sweep (since October 2025), ride in charity and cycling-safety events, sponsored the Eagle Point Elementary Orchestra’s May 2026 concert at Broward College, and support the Symphony of the Americas and Broadway Cares/Equity Fights AIDS.

Demonstrated by the evidence presented in my College Activities & Service and Effective Teaching Practices sections, including the following documentation of committee service, shared governance, student organization advising, co-curricular service, and curriculum development:

Quantifiable Measure 12

Participation in Assessment Narrative

Regular participation in executing Article 7.80 (Assessment) as a measure of student learning outcomes.

Narrative

I take part regularly in my program’s assessment of student learning outcomes. In each assessment cycle, I provide final exam results from my courses to the program manager for the Computer Information Technology A.S. program, who uses them to measure student learning outcomes in the program’s Institutional Effectiveness plan. The correspondence below documents my submissions for CTS 1111C (Linux+) in the 2022 and 2023 cycles and CTS 1133C (A+) in the 2025 and 2026 cycles.

I also review my course success data each term. Over the four completed academic years from 2022 through 2025, my fully online sections averaged a 72.3% success rate, compared with 70.3% for all sections of these courses across every campus and modality.

Evidence can be found in my Course Success Data section, as documented by the following course success reports and assessment correspondence: