Teaching Effectiveness Micro-Certificate   

In this session, we will model active learning and introduce participants to various evidence-based instructional methods and activities—from enhancing your lecture to using case studies and classroom discussion. We will review the common issues and challenges faculty encounter with using active learning techniques in the classroom. We will explore activities designed to increase student engagement and motivation. Evaluating the instructional methods relevant to your teaching style self-assessment will provide strategies to take away and use in the classroom.

Participants will:

• Explore several evidence-based instructional methods and activities
• Discuss the common issues and challenges of classroom teaching with active learning
• Explore activities for increasing student engagement and motivation
• Describe methods fro managing active learning interactions with individual students and the class as a whole
• Evaluate instruction methods relative to your teaching self-assessment

Active learning has been thought to replace a lecture when, in reality, active learning benefits lectures by reinforcing the content, concept, and skills. This session will present creating mini-lectures and techniques to promote active learning in the classroom.

Participants will:

• Define active learning
• Assess the reasoning behind mini-lectures
• Identify active learning techniques

This session aims to delve into students' diverse experiences with syllabi and gain valuable insights from academic coaches who work closely with them. The session will also include Dr. Jean Bennett's recent work with marginalized students and their experiences with syllabi. Through open discussions and shared anecdotes, higher education faculty members will have the opportunity to understand the impact of syllabi on student engagement, learning outcomes, and overall academic success. The session will foster a deeper appreciation for the student perspective, leading to more effective syllabus design and implementation.

This one and one-half-hour workshop focuses on aligning syllabi with student needs based on research. Faculty can be guided in revising or crafting syllabi with student research input. Through peer review, examples, and interactive discussions, faculty will enhance their syllabi to create more engaging and belonging for all students in their classrooms. 

Getting feedback from students is an effective way to include diverse student voices, be proactive, improve end-of-course evaluations, and document teaching effectiveness and improvement. This session will help you develop a timeline, process, and questions for implementing, gathering, and analyzing multiple types of student feedback. Once you have collected the feedback, we'll discuss how it can be examined and used to adjust your class and for your reflective practice. 

* Discuss different types of feedback
* Explain different options for gathering feedback
* Develop a plan for implementing a student feedback cycle