CELT TEACHING CERTIFICATE

• Endorsed by PFW Academic Officer’s Committee; comprised of the Vice Chancellor for Academic Affairs, the Associate Vice Chancellor for Academic Affairs, and PFW Deans as a component of long-term faculty development in teaching

• Align with Core Values of PFW’s Strategic Plan, with PFW Guiding Principles of Promotion and Tenure, and with CELT’s mission and will help faculty to demonstrate “...significant and ongoing commitment to advancing student learning and fostering student success.” (SD 14-35, p.2)

Completion of any one certificate is expected to take a faculty 10-20 hours over the academic year:

• Attend 5 "unique" workshops (F2F or Virtual) on a related topic
• Write a 1-2 page reflection
• Meet with a CELT Instructional Consultant (F2F or Virtual) to review your Reflection

To indicate your interest in completing one or more of these certificates this academic year, please complete this form (1 minute). Completing the form does not commit you to completing certificate requirements. It simply informs CELT that you are interested in pursuing one or more of our CELT's Teaching Certificates this academic year. June 30th of each academic year is the deadline to complete requirements for those who do choose to earn certificates. Note that seats are limited for the “Legal Issues in the Classroom” certificate.

Certificate Workshop Alternative Plan Request Form

If you missed one certificate-eligible workshop due to time conflicts or some urgent reasons, please submit a request to make an alternative plan with a CELT consultant. Please note, you can submit ONE request for each certificate. After receiving your request, a CELT consultant will contact you to discuss the appropriate alternative plan.

• Brightspace Essentials Certificate

  Build your Brightspace toolbox to support your teaching and learning needs in Brightspace, our campus Learning Management System. Complete this certificate for a broad insight to Brightspace and gain a strong utility of the most common Brightspace tools, solutions, and recommended practices. You will be building and managing your courses in “better and brighter” ways.

  • Set up your Gradebook in Brightspace Brightspace: Wednesday, August 30, 2023 at 10:00am 11:00am

  • Brightspace New Quiz Creation Experience Workshop: Monday, September 11, 2023 at 9:00am to 10:00am

  • Brightspace Rubrics: Thursday, January 25, 2024 at 10:00 am to 11:00 am (register here)

  • Creating and Managing Online Group Discussions in Brightspace: Thursday, February 15, 2024 at 10:00am to 11:00am (register here)

  • Online Course Design Review Checklist (self-paced): Download and complete the checklist.

  • Brightspace Course Organization and Navigation, Monday, November 13, 2023 at 12:00am to 12pm

  • Making Brightspace Assessment Tools Work for you: Monday, February 26, 2024 at 11:00am until 12:00pm (register here)

• Engaging Instructor Certificate

  Faculty can tailor this certificate to best meet their needs through a wide-array of instructional design topics. At the heart of all of these workshops are opportunities to further build skills in generating interest and excitement amongst students. Our goals need to revolve around engaging students with the materials, with each other, and with us, the instructors, creating communities of inquiry.

  • Poll Everywhere Presenters Training [Friday, Aug 25]: 12:30pm-1:30pm

  • Use Poll Everywhere for Student Engagement & Attendance [Wednesday, Nov 1]: 11:00am-12:00pm

  • Identifying & Supporting Struggling Students [Monday, Sept 11]: 11:00am-12:00pm

  • Creating Teaching Presence for Student Success [Monday, Nov 6]: 11:00am-12:00pm

  • Cultivate a Community of Motivated Students Through Team-based Learning [Friday, Nov 10]: 10:00am-11:30am

  • Using Kaltura Quiz to Engage Students Through videos [self-paced]: register here

  • Diversity in the Classroom [Monday, Apr 1, register here]: 11:00am-12:15pm

  • Vertical Learning Spaces [TBD]

• Course Design Certificate

  This course design program aims to support early career faculty as they design and/or redesign one course by following the backward course design model. The 16-week program consists of four required workshops and at least four one-on-one consultations. Participants will also be encouraged to consider how designs/ideas from this program can be applied to their other courses.

• Student Centered Pedagogy and Classroom Engagement

  The "Student Centered Pedagogy and Classroom Engagement" certificate provides a series of workshops aimed at empowering educators with effective strategies to create an inclusive and engaging learning environment. By completing this certificate, educators will acquire knowledge and skills needed to implement student-centered approaches and promote active participation in the classroom.

  • Who is a Mastodon: Getting to know and communicating with our students [Wednesday, Aug 30]: 11:00am-12:00pm

  • Engaging Silent Learners: Techniques for Encouraging Student Participation [Wednesday, Sept 20]: 11:00am-12:00pm

  • Amplifying Connection: Empowering Students by Cultivating Self-Efficacy [Wednesday, Oct 4]: 11:00am-12:00pm

  • Creating teaching presence for student success [Monday, Nov 6]: 11:00am-12:00pm

  • Managing student empathy, support, and well-being [Monday, Jan 17, register here]: 11:00am-12:00pm

  • Navigating power-dynamics in the student-instructor relationship [Wednesday, Feb 7, register here]: 11:00am-12:00pm

  • Transforming classroom challenges: Practical approaches for positive change [Wednesday, Feb 28, register here]: 11:00am-12:00pm

  • Using Small Groups to Engage your Students [Wednesday, Mar 27, register here]: 11:00am-12:00pm

  • Diversity in the Classroom [Monday, Apr 1, register here]: 11:00am-12:15pm

• Faculty Learning Community (FLC) Certificate

  An FLC is a series of collegial, collaborative experiences designed to support reflective teaching and enhance student learning based on a central theme. In this semester-long program, participants will engage in recurrent small-group meetings to actively explore, discuss, and reflect on a topic and/or selected readings. Instructors who are interested in participating in the FLC must attend the CELT Fall Teaching Conference.

  1. Attend all five meetings (with the possibility of completing alternative work if a meeting is missed); and

  2. Complete a reflection analyzing (a) how participating in the FLC influenced their current and future teaching practices and (b) what adjustments were made or are planned to be made in their teaching/courses as a result of the FLC.

• Instructional Development & Classroom Engagement Certificate (Graduate Student only)

  CELT’s certificate in Instructional Development and Classroom Engagement is specifically designed to support and develop graduate students with interest in developing teaching skills. Workshops topics focus on pedagogical development, rapport development, and graduate student overall well-being. Workshops will blend instruction, self-assessment, and peer-to-peer sharing. Veteran faculty members facilitate the workshops.

  • Building Rapport to Help Engage your Classroom [Monday, Aug 28]: 12:00pm-1:15pm

  • Identifying & Supporting Struggling Students [Monday, Sept 11]: 11:00am-12:00pm

  • Surviving the GTA Experience [Monday, Sept 25]: 12:00p-1:15pm

  • Beginning with the End in Mind: Effective Lesson Planning [Monday, Oct 30]: 12pm

  • Who Really Belongs in Grad School [Monday, Nov 27, register here]: 12:00pm-1:15pm

  • Affirming your Teacher Identify while Enhancing your Teaching Practice [Monday, Jan 22, register here]:12:00pm-1:15pm

  • Diversity in the Classroom [Monday, Feb 19, register here]: 12:00pm-1:15pm

  • Using Small Groups to Engage your Students [Monday, Mar 18, register here]: 12:00pm-1:15pm

• Teaching in the AI-Powered Age

  This certificate is designed to help instructors navigate the opportunities and challenges associated with teaching in an AI-powered Age. Through engaging workshops, participants will:

  1. Discover features of commonly used AI-powered tools

  2. Explore the potential of AI

  3. Enhance activity and course design to support student learning and assessment through AI tools

  4. Delve into the legal and ethical dimensions of AI in education

  • Introduction to AI-powered Learning Tools in Higher Education [Thursday, Sept 7]: 9:00am-10:00am

  • Will ChatGPT Pass My Assignments & Tests (Writing focused) [Thursday, Sept 28]: 9:00a-10:00am

  • Will Chat GPT Pass my Assignments & Tests (Coding & computing focused) [Thursday, Oct 12]: 9:00am-10:00am

  • Enhance Students' Writing Skills with AI-Powered Tools (Hybrid) [Thursday, Oct 26]: 9:00am-10:00am

  • Potential Technical and Legal Considerations when Teaching in AI-Powered Age [TBD]

  • Leverage AI-Powered Tools to Support Student Learning [Thursday, Feb 1, register here]: 9:00am-10:00am

  • Use Classroom Action Research to Assess and Inform Your AI-Informed Teaching [Thursday, Mar 14, register here]: 9:00am-10:00am

• Peer Review Certificate

  CELT’s Peer Review Certificate is designed to develop an instructor’s formative and summative review skills, while engaging in a methodical process of goal-driven peer review. Over the course of two semesters, participants will attend workshops, receive a Teaching Fellow Consultation, and participate in reciprocal peer review. These activities are meant to help faculty perform effective peer reviews, gain opportunities to reflect on their own teaching in meaningful ways, and generate evidence of continuous enhancement of teaching and learning. Each participant will also develop a personal plan for ongoing, systematic peer review.

  • • Peer Review Training [Friday, Sept 8]: 10:00am-12:00pm

    • So, You need a peer review, now what?

    • Fellow Consultation

    • So, you've had a peer review, now what?

    • Self-paced reciprocal peer review

• High Impact Practices

  High Impact Practices (HIP's) seek to engage students in meaningful learning activities. These activities seek to connect learning to life outside the university, foster quality interaction between faculty and students, help students better understand themselves in relation to content, and increase student engagement in the classroom. To name a few: collaborative learning, service learning, project-based learning, and team-based learning all seek these outcomes. Over a semester, faculty design/re-design a course to include consistent implementation of a high impact practice. Faculty who participate in the program are compensated once they successfully complete the HIP implementation and participate in a peer-review of the HIP.

• Transitioning to Online

  The Transitioning Online Cohort Program is an upper administration initiative to increase the geographic outreach of the Bachelor of General Studies and Bachelor of Applied Science programs. The goal is to increase the number of 8-week, online courses available to students in these academic programs. Over a semester, faculty participate in a small cohort where they are teamed up with a CELT consultant, attend a series of workshops that walk them through their course redesign, and meet regularly with their consultant throughout the program. Faculty who participate in this program are compensated once they successfully complete the course redesign and once the course is taught in the redesigned format.

Certificate of Continuous Improvement of an Online Course

To receive this Certificate, your course must first be reviewed by an Online Course Design Reviewer. The Reviewer is a colleague who has received training in the peer-review process. Use the link on the CELT Request for Services page to arrange your peer review. After the review has been completed the Reviewer will help you prepare an Action Plan for making changes in your course. After you implement the Action Plan, use this online form to apply for the Certificate and $250.00 incentive.

Activity Report

Use this Activity Report Form to request a report of your participation in CELT events and course design consultations in a designated calendar year. Consultation with Teaching Fellows is not reported due to its confidential nature. Your report will be emailed to you at the address you have provided.