Faculty Learning Certificates
Contact CETL (email@example.com) to be enrolled
SPRING faculty Learning CertificateS
Integrating Video Discussions Using FlipGrid Certificate
Collaborative Learning Strategies
Facilitated by Laura Jacobi
Assessments of Student Learning Certificate
Facilitated by Shaheen Ahmed, Ph.D., CPE, University Assessment Coordinator
Target audience: Faculty and anyone who is interested in developing their skills in assessing course-level learning.
This certificate program focuses on assisting faculty members to better assess course-level student learning, use data for ongoing improvement, and think strategically at a “systems” level. Topics to be addressed include: 1) Backward Design and Learner Outcomes, 2) Foundational knowledge of assessment, 3) Formative assessment, 4) Alternative Summative Assessment, and 5) Large-Group/Team Assessment. Examples will be provided specific to your disciplines.
Training Delivery Method: Self-Paced Asynchronous Online
Starts on the last Wednesday of January and continues for five weeks.
Program-Level Assessment Certificate
Facilitated by Shaheen Ahmed, PhD, CPE, University Assessment Coordinator
Target audience: Faculties, heads, chairs, directors, and assessment coordinators in curricular, co-curricular, and service programs.
This certificate program focuses on identifying key elements associated with assessing student learning at the program level. Participants will learn how to plan, guide, develop, and integrate student-learning outcomes across the curriculum addressing the program mission, vision and goals by closing the data gap, and apply findings that enhance student learning. This training will make the assessment process efficient and effective by saving a lot of time while providing the best-quality assessment for the external and internal accreditation purposes. Examples will be provided specific to your disciplines, including the externally accredited programs.
Training Delivery Method: Self-Paced Asynchronous Online
Starts on the first Wednesday after Spring Break and continues for five weeks.
Creating Interactive Online Lectures Certificate Certificate
Differentiating 400/500 Level Courses
If you teach a 400/500 course, you must clearly differentiate the two sections with separate learning outcomes, assignments, grading criteria, and even separate syllabi. CETL has a short asynchronous online course to help you learn how to make these distinctions easily. The course consists of three modules and takes 30-45 minutes to complete.
Microsoft Teams is a digital hub that brings conversations, meetings, files, and apps together in a single experience in Office 365 Education. More and more instructors are looking for collaborative tools that provide simplicity and flexibility and Microsoft Teams is one tool that can do both. In this 3-session certificate, we will provide you with an overview of Microsoft Teams for teaching and learning and we will explore ways to use Microsoft Teams to enhance collaboration in your classrooms and perhaps your departments. We will also include guided practice on setting up and organizing a Microsoft Teams environment.
Teaching and Learning Certificate
This course is intended to provide you with information and training on essential course design elements. We will review backwards design elements to map student learning outcomes to class activities and assignments. Additionally, we will review strategies to assess student learning, select appropriate course materials, and also using D2L Brightspace to organize and manage course materials and activities.Dates/times:Second Tuesday at 2:00pm or Second Wednesday at 9:00am (must attend one session each month to complete the certificate)
Open Access, Open Pedagogy, and Open Education Certificate
In this certificate, we will cover the basics of the Open movement: Open Access, Open Pedagogy, and Open Education, covering scholarship, teaching approaches, and course materials, all of which are vital to our academic community. Open philosophy is an important and powerful way to address inequities in academics and to provide meaningful experiences to our students. We will discuss the benefits of engaging with these aspects of Openness and provide ideas and resources for creating your own Open philosophy or engaging with the Open community.Dates/times:
OER Learning Circle for Spring 2021
Prepared by Josh Berkenpas, Ph.D., Department of Government
Join us this spring for an Open Educational Resources (OER) Learning Circle. In this professional development opportunity, faculty will learn about the topics of textbook affordability and using OER to help reduce or eliminate textbook costs for students. Participants will have the option to develop their own OER materials, adopt an OER textbook for their course, or develop a an OER research project. In addition to virtual weekly meetings, OER Learning Circles will utilize a D2L Brightspace course to support faculty and will take place over a ten-week period starting on January 29th, 2021. Learning circle staff are available to assist you in your project. The learning circle will meet on Fridays on Zoom between 1:00 and 2:00 PM. The equivalent of $1000 in duty days is available to participating faculty. The OER Learning Circle is sponsored by CETL, IT Solutions, and Library Services.
TILT - Transparency in Teaching and Learning
Research on TILT methods have demonstrated that applying small TILT changes to just two assignments in a single class can boost learning success predictors and retention for all students, with even greater benefits for underserved students.
Dates/Times:Session 1: February 15, 2021
Engaging Learners with Discussions
Using D2L, through Discussions and Groups, we will show faculty different ways of Engaging Learners with Discussions. We will review tools such as rubrics, Mediaspace and how to incorporate them into discussions. We will explain the differences between Forums and Topics, and the differences between Open and Group Topics. We will introduce new faculty or review for previous faculty the 10 Strategies series "Engaging Learners with Online Discussions". We also will be looking to add an experiential component of having faculty see what it is like to be in the student role and experience how discussions may work. Throughout the whole series we will go over instructional strategies to engage learners in an asynchronous course.Dates/Times: