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Florida SouthWestern State College announces public meetings to which all persons are invited. In accordance with the Sunshine Law, the public is invited to listen and observe the Committee Meetings. Pursuant to the provisions of the Americans with Disabilities Act, any person requiring special accommodations to participate in this meeting is asked to advise the college at least 24 hours before the meeting by contacting Human Resources. Public Meetings ‹ First<84858687888990>Last › Category: Interviews Position Title: Professor, Chemistry Recruitment Number: 17-111 Date/Time: Friday, 4/13/18, 10:00am Location: Lee Campus, Room H-212 Category: Interviews Position Title: Professor, Anatomy & Physiology Recruitment Number: 17-107 Date/Time: Friday, 4/13/18, 12:00pm Location: Hendry Glades Center, Room A-116 Category: Interviews Position Title: Nursing Faculty - Collier Recruitment Number: 18-020 Date/Time: Wednesday, 4/11/18, 2:30pm Location: Collier Campus, Room N-102 Category: Interviews Position Title: Professor, Biology, Hendry Glades Curtis Center Recruitment Number: 17-106 Date/Time: Wednesday, 4/11/18, 12:30pm Location: Hendry Glades Center, Room A-116 Category: Interviews Position Title: Professor, English Recruitment Number: 17-105 Date/Time: Monday, 4/9/18, 4:00pm Location: Lee Campus, Room K-121 Category: Interviews Position Title: Professor, English Recruitment Number: 17-105 Date/Time: Friday, 4/6/18, 1:30pm Location: Lee Campus, Room K-121 Category: Interviews Position Title: Professor, Biology Recruitment Number: 17-108 Date/Time: Friday, 4/6/18, 1:30pm Location: Lee Campus, Room H-129 Category: Interviews Position Title: Professor, Anatomy & Physiology Recruitment Number: 17-107 Date/Time: Friday, 4/6/18, 10:00am Location: Lee Campus, Room H-129 Category: Interviews Position Title: Professor, Anatomy & Physiology Recruitment Number: 17-107 Date/Time: Friday, 4/6/18, 10:0am Location: Lee Campus, Room H-129 Category: Interviews Position Title: Professor, Biology Recruitment Number: 17-108 Date/Time: Friday, 4/6/18, 1:30pm Location: Lee Campus, Room H-129 ‹ First<84858687888990>Last ›

Meet The Team

Daulta NilesDaulta Niles is an Instructional Designer I in the Learning Technologies Department at FSW. She has been an instructional designer for a number of years, first at Pensacola State College and now at FSW. She loves working with people and being a part of this design team. The team has given her the opportunity to meet and work with some wonderful faculty.Jillian PatchJillian, or Jill as she prefers, completed her Master's in History from FGCU in 2016 and her Master’s in Interdisciplinary Medieval Studies at Western Michigan University in 2018. During that time, she developed several asynchronous and online-enhanced courses in collaboration with faculty and other graduate students to create a more accessible learning experience for learners. She enjoys serving the students and faculty of FSW by creating engaging, accessible, and visually appealing online courses. Jill was actually enrolled as a dual-enrollment student at FSW almost 15 years ago, so if you recognize her, please feel free to say, "Hi!".Kate DeSimoneKate is an Instructional Designer I in the Learning Technologies Department at FSW. She completed her Master's in Instructional Design and Technology from the University of Tampa in 2025. Kate's background includes instructional design, course development, and educational technology. During her graduate studies, she completed an internship with Florida Virtual School, where she gained experience developing online learning materials and applying best practices in digital course design. Through her academic and professional experiences, she has developed a strong interest in creating engaging, accessible, and learner-centered learning environments. In her role at FSW, Kate collaborates with faculty to design and develop high-quality online courses that support student success.Laura OsgoodLaura Osgood is the Director of Learning Technologies in the Office of Information Technology at FSW. She also teaches online courses as an adjunct for FSW, including Intro to Technology for Educators and Intro to Diversity for Educators. She has 24 years of experience in K-12 and higher education. In K-12, she was an elementary teacher, Technology Specialist, and Assistant Principal. Since transitioning to higher education in 2018, she has also served FSW as the Program Assessment Coordinator in the School of Education and the Director of Institutional Research on Team AASPIRE. She earned her AA at UF, has a Bachelor's in Elementary Education from USF, a Master's in Educational Technology, and an Educational Specialist degree in Educational Leadership from Nova South Eastern University.Nancy SchumacherNancy joined FSW as an Instructional Designer in 2018. Prior to FSW, Nancy served as an Associate Professor of Adobe Photoshop and Illustrator at SUNY Fashion Institute of Technology (FIT) for 19 years, and developed several digital design courses for Fashion Design during her tenure there. She has a deep passion for online learning, educational technology, and partnering with faculty to create innovative course content. Nancy holds a BFA in Footwear Design from the Fashion Institute and is pursuing an Ed Tech M.A. from Florida Gulf Coast University.Teri WrightTeri is an Instructional Designer II in the Learning Technologies Department at FSW. She has been working in online education for over 25 years. Prior to FSW, she worked in the Kansas City area at the University of Kansas City Medical Center and Park University, both pioneers in online education. She considers herself a semi-native Floridian, moving to the Bradenton-Sarasota area while in grade school. She holds a BFA in Illustration from Ringling College of Art and Design and a M.Ed. in Instructional Technology from the University of South Florida. Florida SouthWestern State College participates in the State Authorization Reciprocity Agreements.

FSW Online Course Quality Assurance Plan

Academic Technology Committee and Learning TechnologiesProgression: the process of developing or moving gradually towards a more advanced state.ContentsPurposeIntroductionStakeholdersThe Course Review CycleFSW Online Master CoursesReference DocumentsPurposeThe purpose of this document is to define the roles of various stakeholders in the online course review process; outline the criteria used for prioritizing course reviews; distinguish between FSW Online master courses and faculty courses; and identify all asynchronous online courses to be included in a tiered review cycle. This is a “living document” that will be collaboratively maintained by FSW Online, Learning Technologies and the faculty-led Academic Technology Committee (ATC). Updates may be warranted by changes to policy, college operating procedures, or the course catalog.View the Online Course Quality Review ScheduleIntroductionIn the decade since FSW adopted Canvas as our Learning Management System (LMS), the consistent growth in FSW Online enrollment and course offerings speaks to the importance of distance education in achieving the Florida SouthWestern State College’s Mission and Strategic Plan goals.Through shared governance, faculty and administrators have developed policies and practices to ensure the collaborative development of online courses that meet a set of defined quality standards. This has resulted in a mature and rich catalog of quality online course offerings developed by FSW faculty with support from Learning Technologies. Figure 1: A Decade of Growth in Courses Offered Online Academic Year Percentage of FSW Online Courses 2011-2012 26% 2012-2013 26% 2013-2014 27% 2014-2015 29% 2015-2016 30% 2016-2017 36% 2017-2018 39% 2018-2019 41% 2019-2020 41% 2020-2021 46% 2021-2022 54% 2022-2023 47% As of AY 20-21, nearly half of the courses FSW offers can be taken in an asynchronous online option (Fig.1), demonstrating the faculty’s commitment to realizing our strategic initiative to engage in best practices to expand educational delivery techniques and skills to make learning broadly accessible, and responsive to best practices in higher education. As the demand for new online course development declines, the need for a quality assurance plan has emerged to ensure that established online courses engage in continuous improvement to keep up with rapidly evolving technology and distance learning pedagogy.Furthermore, FSW is committed to upholding the standards set forth by national [02] and regional entities that govern distance education. The Council of Regional Accrediting Commissions (C-RAC) Interregional Guidelines for the Evaluation of Distance Education (2011) [03] informs the policies of regional accreditors [04], including the Southern Association of Colleges and Schools on Colleges (SACSCOC). The C-RAC interregional guidelines are outlined in SACSCOC’s Guidelines for the Evaluation of Distance Education (On-Line Learning) [05] approved in September 2020 and the statements excerpted here make clear the expectation that:The institution's plans for developing, sustaining and, if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation processes as evidenced byDevelopment and ownership of plans for on-line learning extend beyond the administrators directly responsible for it and the programs directly using it.Plans for expanding online learning demonstrate the institution’s capacity to assure an appropriate level of quality. Online learning is incorporated into the institution’s systems of governance and academic oversight as evidenced byThe institution’s faculty have a designated role in the design and implementation of its online learning offerings.The institution ensures the rigor of the offerings and the quality of the instruction.Approval of online courses and programs follows standard processes used in the college or university.Online learning courses and programs are evaluated on a periodic basis. Curricula for the institution's online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats as evidenced byThe curricular goals and course objectives show that the institution or program has knowledge of the best uses of online learning in different disciplines and settings.Course design and delivery supports student-student and faculty-student interaction. Faculty responsible for delivering the online learning curricula and evaluating the students’ success in achieving the online learning goals are appropriately qualified and effectively supported as evidenced byOn-line learning faculties are carefully selected, appropriately trained, frequently evaluated, and are marked by an acceptable level of turnover.Faculty members engaged in online learning share in the mission and goals of the institution and its programs and are provided the opportunities to contribute to the broader activities of the institution.In 2020, the National Council for State Authorization Reciprocity Agreements (NC-SARA) assumed a leadership role in the revision of the 2011 C-RAC interregional guidelines and proposed a new set of 21st Century Guidelines [06]. As a member institution, FSW agrees to comply with these guidelines and, of direct relevance here, the expectations that:The academic team includes individuals with expertise in the subject-matter, instructional design, interaction with students, and assessment of student learning.Learning activities and assessments are aligned with measurable learning outcomes. Formative and summative assessments of student learning provide feedback to students and serve as a basis for program improvement.Programs offered through distance learning are reviewed on a regular cycle that includes external perspectives.With the ratification of the 2022-2025 Collective Negotiations Agreement (CNA) [07] FSW adopted the Quality Matters (QM) Higher Ed. Rubric for Course Design to align our standards with Florida’s Statewide Online Course Quality Initiative and modified the model for online course development to distinguish between “FSW Master Online Courses” and faculty-owned courses, of which both are required to meet adopted quality standards as outlined in Article 8 of the CNA:All new online courses must be evaluated using a QM rubric and must meet the Quality Matters Review Expectations to be placed on the schedule. A tiered schedule for existing courses will be developed in collaboration with FSW Online, Learning Technologies and the Academic Technology Committee (ATC).The following sections provide information on the Online Course Quality Assurance Plan stakeholders and criteria used in establishing the priority of course reviews.StakeholdersThe successful implementation and execution of this quality assurance plan are dependent on representatives from Academic Affairs and Learning Technologies. The commitment and engagement of the key faculty, staff and administrators outlined below are necessary to sustain the process of continuous improvement. Table 1: Role and responsibilities of stakeholders in FSW’s Online Quality Assurance Plan. Stakeholder Department Responsibilities AVP, Strategic Innovation and Online Learning VPAA’s Office Ensure resources are available to support the Quality Assurance Plan and facilitate the process of continuous improvement Director, Learning Technologies Office of Information Technology, Learning Technologies Oversee the project management for online course developments. Instructional Designers Learning Technologies Facilitate and participate in internal QM reviews and provide support for faculty developers Faculty Online Course Reviewer Coordinators FSW Online Complete internal and official QM course reviews and provide support for faculty developers Faculty QM Certified Peer Reviewers Academic Affairs and FSW Online Complete internal and official QM course reviews Faculty Course Developers Respective Academic Departments Develop, revise and maintain online courses to meet QM Rubric Standards and engage in the process of continuous improvement Academic Deans Academic Affairs Evaluate the need for online course development and “master” status in collaboration with faculty The Course Review CycleThe Online Course Quality Review Cycle provides a tiered schedule of course reviews. In accordance with the CNA, each online course will be reviewed upon its initial development to ensure it meets quality standards before being placed on the schedule. At a minimum, each course should undergo a subsequent review again in five (5) years in order to retain any Florida Online Course Design Quality Designations and/or Quality Matters certifications. As a member of the Florida Quality Matters Consortium, FSW course reviews follow the Quality Matters review model, which relies on collaboration between stakeholders to ensure the course meets expectations. (Fig. 2).Figure 2: Quality Matters Course Review ProcessIncremental course updates over time are normal and expected, but courses may be prioritized for earlier review if there are significant changes to the course design. These may include, but are not limited to:More than 20% of the course or module learning outcomes have changed.More than 20% of the course as a whole has changed.Instructional materials are converted to Open Educational Resources (OER).New textbook adoptions. Textbook edition updates typically do not result in a significant change to course design and can be made without a full re-review. Instructional design support is available as needed and can be requested using the Instructional Design Support Request form.When a course is due for a quality review, Learning Technologies will contact the Dean and work with stakeholders (Table 1) to coordinate the review as indicated in the course review cycle timeline (Table 2). At the conclusion of a review the course either does or does not yet meet standards and follows the Post-Review procedures in Table 3. Table 2: Course Review Cycle Timeline Pre-Review One (1) month prior to the start of the course review cycle Courses due for review are identified in the Online Course Quality Review Schedule. Learning Technologies notifies key stakeholders by email and provides an outline of the review process. Type of review is determined (e.g. internal or official QM review). Peer reviewers are selected (minimum of two per course for internal reviews). Active Review Week 1 (Semester Start) Reviewers are added to a copy of the course in the student role. Review is opened in the QM Course Review Management System Weeks 2-8 Individual reviews are conducted. Communication occurs as needed. Post-Review Week 9 (Mid Semester) Faculty developer and/Dean is provided a Course Review Report with helpful recommendations from the reviewers. The outcome of the review is determined. The course either does or does not yet meet standards and follows the procedures in Table 3. 14 Weeks after Course Review Report If required, the course enters the amendment phase and follows the procedures in Table 3. Table 3: Post-Review Procedures Based on Review Outcome Post-Review Outcome Post-Review Procedures The review indicates the course does meet quality standards The course permissions, quality designation, date of last review and date of next review are updated in the Online Course Quality Review Cycle. Learning Technologies will notify appropriate stakeholders that the course can remain on the schedule. Learning Technologies will offer the faculty developer an opportunity to submit the course for QM Certification, following QM processes and protocols. The official QM external review leads to QM certification. The review indicates the course does not yet meet quality standards The faculty developer and/or academic dean will be notified of the review outcome and provided the following documentation: An outline and timeline of the course amendment process. A Course Review Report with helpful recommendations from the reviewers. An Amendment Form outlining the quality standards that need to be addressed in the course. An instructional designer will be assigned as a contact for the faculty developer to provide support in amending the course as needed. The faculty developer will complete the Amendment Form to record the changes made to the course to meet expectations. Instructional design support will be provided as needed. The amendment process must be completed within 14 weeks of the Course Review Report notification and before being placed on the schedule (CNA, Article 8). In the event a course needs a full redesign, the course development timeline will be extended to 20 weeks. Once the course has been amended, a certified peer reviewer will review the changes and approve the Amendment Form. This process is repeated until the course meets standards. There is no difference between a course that meets expectations upon the initial review and one that meets expectations upon revision. The procedures outlined above for courses that do meet standards are executed. FSW Online Master CoursesThe definition and processes for determining, developing, distributing and compensating FSW Online master courses are outlined in the current CNA [07] and in College Operating Procedure (COP) 03-0802 Course Development and Course Redesign for Courses Requiring Online Content (PDF) [08]. Selected excerpts are highlighted here:Reference Documents[01] Dedicate to Graduate: Florida SouthWestern State College’s Strategic Plan 2020-2023 (PDF)[02] U.S. Department of Education, Distance Education and Innovation Federal Regulation (34 CFR § 600)[03] Council of Regional Accrediting Commissions (C-RAC) Interregional Guidelines for Distance Education (PDF)[04] SACSCOC Distance Education and Correspondence Courses Policy Statement (PDF)[05] SACSCOC Guidelines for the Evaluation of Distance Education (On-Line Learning) (PDF)[06] National Council for State Authorization Reciprocity Agreements (NC-SARA) Proposed 21st Century Guidelines[07] Florida SouthWestern State College Collective Negotiation Agreement (CNA) 2022-2025[08] COP 03-0802 Course Development and Course Redesign for Courses Requiring Online Content (PDF)Academic Technology Committee Approved: 10/15/2021Updated 6/14/2024

Best Workshop Award

Best Workshop AwardThe faculty professional development committee created this award to recognize the outstanding work of our volunteer presenters and facilitators in the TLC.Campus Safety: Active Shooter Training - Rick Parfitt (Spring 2016)Personality Type: Discovering Your Preferences - Dr. Melissa Rizzuto (Fall 2015)Constructivist Pedagogy and the Student-Centered Classroom - Dr. Eileen DeLuca (Fall 2014)SafeZone Ally Training - Bonnie Lawler, Dr. Sarah Lublink, Dr. Caroline Seefchak, and Dr. Catherine Wilkins (Fall 2014)Mental Health Workshop Series - Stacey Brown (Spring 2014)The Democratization of Knowledge and the Use of Wikis in the Classroom - Dr. Sarah Lublink and Dr. Catherine Wilkins (Fall 2013)Ethics: Facilitating Ethical Conduct in the Classroom - Dr. Phil Wiseley (Spring 2013)Diversity on the College Campus and Beyond - Dr. Rebecca Gubitti (Fall 2012)

Master Teacher Recognition Award

Master Teacher Recognition AwardThe Master Teacher Recognition Program was created to recognize outstanding full-time faculty who have a track record of exceptional teaching in higher education and are interested in passing along their knowledge and love of teaching and learning, but have limited discretionary time to do so. The Master Teacher Recognition Awards program allows full-time faculty one three- or four-hour course reassignment for two semesters to research and design workshops for the Teaching and Learning Center. Past topics have included group learning to facilitate learning, syllabus language and tone, teacher immediacy behaviors and student engagement, and effective teaching styles.Dr. Sarah Lublink, Philosophy (2019)Dr. Scott Ortolano, English (2019)Laurice Garrett, Mathematics (2018)Jim Langlas, English (2018)Terri Housley, Psychology (2018)Dr. Katie Paschall, Speech Communication (2017)Dr. Mary Myers, First Year Experience (2017)Dr. Rebecca Gubitti, Mathematics (2017)Marty Ambrose, English (2017)

Services

Best Practices and Expectations for a Collaborative Course DevelopmentInstructional Designers and faculty developers partner to create FSW's online courses, with a common goal of delivering an engaging and outstanding learning experience for FSW students. At the start of an approved new course development or update, an Instructional Design partner will contact the Faculty Developer to begin the process and introduce the course development blueprint and timeline form. The timeline establishes milestones for content delivery and progress updates, while the course blueprint clearly delineates the responsibilities, deliverables, and expected actions for each development partner. To ensure timely progress and an efficient course development experience, we offer a few tips and guidelines.What can faculty expect from the Instructional Designer?The Instructional Designer will schedule an initial meeting, progress updates, and oversee the development to ensure timely completion and thorough review before the course is delivered in the intended semester.Recommend resources and tools that add variety and enhance student engagementAdvise about potential impacts on the course development, such as:Identifying assessments, activities, and content that do not align with a learning objectiveIdentifying changes to learning content that may impact the course objectives and assessmentsWhat can Instructional Designers expect from the Faculty Developers?Deliver course information and learning content in accordance with the Course Blueprint and associated timelineDevelop the Course Overview, Student Welcome, and Module OverviewsProvide feedback that helps develop the subject matterContribute to the continual update and improvement of the course contentMaintain Master Courses as neededSee CNA Article 8.1.1 sections C & DInstructional Design Levels of Service: Consultant, Collaborator, ConciergeLevel 1: Consultant For faculty seeking guidance and recommendations. Our Consultant service provides you with expert advice on instructional design best practices, course structure, and content development. The FSW Online template will be provided. You will receive feedback and suggestions to enhance your course on request, but you will be responsible for designing and developing content (creating the module structure, creating assignments, etc.) and ensuring the course meets QM essential standards, including the accessibility standards (closed captioning, alt text for images, PDF remediation). Once you complete the course development, it will be submitted for an internal review in its current state. Required and recommended revisions will be completed by the faculty developer.Level 2: Collaborator For faculty looking for a partnership. Our Collaborator service involves working together with an instructional designer to co-create and refine your course. In this service model, you will collaborate to create a course development schedule, providing the instructional designer with critical course resources (preliminary course map, textbook access, OER materials, courseware integration, etc.) up front, and establish required regular standing meetings for content development and shared course development responsibilities. An instructional designer will assist you in the creation of a variety of instructional materials, learning activities, and assessments and will help to ensure alignment with course and module learning objectives, and meet QM standards.Level 3: Concierge For faculty desiring comprehensive support. Our Concierge service offers end-to-end instructional design assistance. This level of service provides the most hands-on support. A structured schedule of deliverables will be established, such as a completed course map upfront. Faculty members are responsible for providing the course content (assignments, learning activities, assessments, etc.) and the instructional designer then creates and organizes the course content in Canvas and incorporates design elements, ensuring your course meets high standards of quality and engagement. Services Offered Services Offered Consultant Collaborator Concierge Expert Advice on Instructional Design Best Practices ✓ ✓ ✓ Feedback and Suggestions upon Request ✓ ✓ ✓ Banner image and implement DesignPlus course theme ✓ ✓ ✓ Design and Organize Content x ✓ ✓ Ensuring the course is ready for an internal QM review x ✓ ✓ Ensuring Accessibility Standards (Closed Captioning, Alt Text, PDF Remediation) x ✓ ✓ Co-creation and Refinement of Course x ✓ ✓ Creation of Course Development Schedule x ✓ ✓ Provision of Critical Course Resources (Textbook Access, OER Materials, Courseware Integration, etc.) x ✓ ✓ Establishing Regular Standing Meetings x ✓ ✓ Shared Course Development Responsibilities x ✓ ✓ Assistance in Creation of Instructional Materials, Learning Activities, and Assessments x x ✓ Ensuring Alignment with Course and Module Learning Objectives x x ✓ End-to-End Instructional Design Assistance x x ✓ Handling Detailed Work and Ensuring High Standards of Quality and Engagement x x ✓ Structured Schedule of Deliverables x x ✓ Responsibility for Developing Learning Content x x x Responsibility for Developing Assignments x x x

Success Stories

"Very professional, helpful course designers." "The ID was so wonderful with providing some excellent interactions to make the learning more meaningful. We were able to pare down content to get to the main issues." "The designer was very helpful. She went above and beyond with her aid throughout the process. Very satisfied." "The ID professionals were awesome! They were quick to respond to any questions, offered fantastic feedback, did phenomenal work, and were wonderful to work with!" 'The instructional design team gave me excellent support and guidance, I couldn't have done it without them." Florida SouthWestern State College participates in the State Authorization Reciprocity Agreements.

Resources

Florida SouthWestern State College participates in the State Authorization Reciprocity Agreements.

2023 Conference

2023 Conference(PDF)June Conference(PDF)

Instructional Technology Tools

In today's fast-paced digital world, technology plays a vital role in enhancing the learning experience and equipping students and faculty with innovative resources. Here at FSW, we firmly believe in harnessing the power of instructional technology to facilitate interactive and engaging education through the fusion of technology and pedagogy, creating a synergistic approach known as techno-pedagogy. This page serves as a comprehensive guide to the wide array of cutting-edge tools and platforms available to our campus community. Instructional Technology Tools are designed to enhance productivity, foster creativity, and support a dynamic learning environment. Discover the limitless possibilities that technology offers and elevate your potential with FSW's Instructional Technology Tools.Ed Tech ToolkitsApproved LTI ListThe Learning Technologies department within the Office of Information Technology collaborates with the Teaching and Learning Center, FSW Online, and faculty tech champions to provide faculty support in implementing instructional technology tools in their online courses. The Learning Technologies team is here to:Identify Technology Tools: The Learning Technologies department identifies instructional technology tools that are appropriate for faculty to use in their online courses. This may involve researching and evaluating different tools, consulting with other departments or faculty, and keeping up-to-date with the latest trends and best practices in instructional technology.Provide Training: Once the technology tools have been identified, the Learning Technologies department provides training to faculty on how to use these tools effectively. This may include group workshops, one-on-one consultations, or online Ed Tech Toolkits. The training is designed to help faculty develop the skills and knowledge needed to integrate the technology tools seamlessly into their online courses.Offer Ongoing Support: The Learning Technologies department provides ongoing support to faculty as they implement the instructional technology tools in their online courses. This support may include troubleshooting technical issues, providing additional training or resources, or offering consultation services on how to optimize the use of the tools to enhance student learning.Evaluate and Improve: The Learning Technologies department also evaluates the effectiveness of the technology tools in enhancing student learning outcomes and making recommendations for improvement. This may involve collecting and analyzing data on student engagement, feedback from faculty, and other metrics to assess the impact of the technology tools on student learning. Florida SouthWestern State College participates in the State Authorization Reciprocity Agreements.

Resources

Florida SouthWestern State College participates in the State Authorization Reciprocity Agreements.

Course Delivery Flexibility for Students

Course Delivery Flexibility for StudentsMany methods include live, scheduled interaction with our phenomenal FSW faculty. FSW offers traditional, in-person classes on campus. Still, with options like FSW Live Online and Flex, where you meet with your professor and classmates at a scheduled time online, you can still get the individualized attention and assistance from our professors from the safety of your home! We hope that these delivery methods will meet our students' needs for flexibility and high-quality education that will prepare them for rapidly evolving and technologically advanced workplaces and continued education.Questions About...Course Delivery Methodsscheduling@fsw.eduDegree Requirements or Class ScheduleContact AdvisingStudent Mental Health and Well-Beingcare@fsw.edu • 239-432-7354 (non-emergency) Department Contact InfoBrowse ClassesCourse Delivery Descriptions & Technology RequirementsFSW Traditional What Are Traditional Courses?Traditional courses are courses where faculty and students meet on an FSW campus in an assigned room according to a schedule.Instruction occurs together in the classroom. What Technology is Required for Students?*Access to CanvasFSW OnlineWhat Are Online Courses?Online courses are courses where instruction occurs via Canvas or an equivalent learning platform. Faculty and students may never meet face-to-face.Instruction is asynchronous and no classroom is assigned. FSW Online courses may be assessed a Distance Learning fee per section 1009.24(17), Florida Statutes (F.S.). What Technology is Required for Students?*Laptop or desktop computer with an up-to-date operating system Stable high speed internet External webcam with microphone FSW BlendedWhat Are Blended On-Campus Courses?Blended on-campus courses are courses that mix online instruction with required, scheduled on-campus meetings.Some instruction will occur together in the classroom, and some instruction will be delivered online through Canvas and/or Zoom.What Technology is Required for Students?*Laptop or desktop computer with an up-to-date operating systemStable high speed internetExternal webcam with microphoneWhat Are Blended Online Courses?Blended online courses mix online instruction with required, scheduled virtual Zoom classroom meetings.Some instruction will occur together in the virtual classroom, and instruction will be delivered online through Canvas.What Technology is Required for Students?*Laptop or desktop computer with an up-to-date operating systemStable high speed internetExternal webcam with microphoneFSW Live OnlineWhat Are Live Online Courses?Live Online courses are a special version of an online course where instruction occurs via Zoom during a regularly scheduled time.Instruction happens together in a virtual classroom and never meets on campus.FSW Live Online courses may be assessed a Distance Learning fee per section 1009.24(17), Florida Statutes (F.S.).What Technology is Required for Students?*Laptop or desktop computer with an up-to-date operating systemStable high speed internetExternal webcam with microphoneFSW Live Flex What Are Live Flex Courses?Live Flex courses are courses where faculty and students meet at regularly scheduled times, but some of the students participate via Zoom and some attend on campus.Instruction happens together as a class with some students attending virtually.What Technology is Required for Students?*Laptop or desktop computer with an up-to-date operating systemStable high speed internetExternal webcam with microphone*Professors may require additional technology to meet the needs of their course. This information will be listed in the course syllabus.Can I switch courses if I do not like the delivery method?Yes, as long as any changes are made prior to the drop/add period for the course! If you would like to search the class schedule by a particular delivery method, select the filters for "Attendance Options" and "Delivery Method" that meet your needs, select the subject, and then select "Search." Ensure that your tuition and fees are paid in full if a change occurs to your schedule that incurs additional fees. For questions about the course schedule or your degree requirements, please contact your advisor. Dual enrollment students should contact their school counselor and submit a new registration form. For more information, explore the dual enrollment webpage.

Canvas Gateway

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Adjunct Faculty Recognition

The purpose of the Adjunct Faculty Recognition is to acknowledge the contributions adjunct faculty make to the college. Faculty are honored at the annual Adjunct Faculty Institute held in August.Past honorees:Lamis Tawil (2025)Mary Trube (2025)Naira Bishop (2025)Shaun Clancy (2025)Susan Patti (2025) Todd Wilson (2025)Christopher Morales (2023)Roger Forsythe (2023)Lincoln Barton (2023)Sherry Blanset (2023)Jean Etcheverry (2023)Pricilla Doyle (2022)Christopher Strathman (2020)Carol Kennedy (2019)Sara Gottwalles (2018)Ernesto Lasso de la Vega (2018)David Robbins (2018)Doreen Baumeister (2017)Sandi Towers-Romero (2017)Vernita Batchelder (2016)George Harvey (2016)David Licht (2016)Martin Roland (2016)Blake Schmidt (2016)

Office of Field Experience

WelcomeField experiences for the Bachelor of Science in Education occur in three levels: Foundation, Practicum, and Internship. Foundation courses require 15 hours of small group and one-on-one instruction. In these courses, the teacher candidates practice specific skills that have been introduced by their college professors. Teacher candidates take a series of four Practicum courses, each requiring 15-20 field experience hours and the development and delivery of three whole-class lessons. During Final Internship, teacher candidates work their way up to full classroom take-over.In Order to be PlacedSubmit Field Experience Application prior to each semester. (Will be distributed through Canvas.)Follow fingerprinting guidelines for the district, available in the School of Education Canvas course.Send proof of clearance to Sherry Blanset.Placement information will be sent to students’ Bucs email at the start of the academic term.ContactDr. Sherry BlansetCoordinator of Clinical PlacementsOffice: U-214K Phone: 239-985-3468

Schools of Nursing & Allied Health

School of Health Professions FSW's New Schools. Florida SouthWestern State College (FSW) has restructured its School of Health Professions into the School of Allied Health and the School of Nursing to better serve Southwest Florida’s growing healthcare workforce. These schools offer hands-on training, industry-aligned programs, and cutting-edge technology to prepare students for careers in nursing, radiologic technology, respiratory care, and more. With affordable, high-quality education, FSW helps students launch or advance their healthcare careers. We are pleased to introduce: