| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | |
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1 | Teaching Effectiveness Initiative Pre-Approved Professional Development (updated 02.28.24) | | ||||||||||||||||||||||||||
2 | NOTE: This list is not exhaustive; professional development offered after May 2019 are eligible for the TEI. Contact Tonya.Buchan@ColoState.Edu for other options. | |||||||||||||||||||||||||||
3 | DEU: Domain Experience Units | |||||||||||||||||||||||||||
4 | Experience Name (sorted alphabetically) | Length of Course/ Workshop | DEUs | TEF Alignment Primary/DEU's -- *submit reflection in the primary domain* | TEF Alignment Secondary/DEU's | Provider | Topics and Description Information | Outcomes | ||||||||||||||||||||
5 | Best Practices in Teaching: Accessible and Inclusive Electronic Content (aka CFPD 122: Accessible and Inclusive Electronic Content) | 3 weeks | 5 | Inclusive Pedagogy (3) | Instructional Strategies (2) | TILT/ ATRC | In this course, you will learn the importance of accessible electronic content and then practice using accessibility tools and strategies to create materials that are usable for everyone. You will engage in self-reflection about your own lived experiences and use those experiences as a lens to make decisions regarding your teaching: your class climate, your instructional practices, and what you inherently believe about your students. | Identify how disability is a part of diversity; Explain how assistive technology and accessible electronic content make inclusion possible for people with disabilities; Identify core components for improving electronic accessibility and understand how they impact users with disabilities | ||||||||||||||||||||
6 | Best Practices in Teaching: Active Learning | 3 weeks | 5 | Instructional Strategies (4) | Pedagogical Content Knowledge (1) | TILT | Discover a range of instructional techniques related to active learning, which research has consistently identified as a key factor in academic success. Explore approaches including checks for understanding, designing learning activities, exploring challenging concepts, managing materials, and providing students adequate time to reflect on course content. This course is designed to support you wherever you are - and whether you teach online, in the classroom or in a hybrid environment - as an active learning instructor. | Describe the purpose of active learning and its relationship to formative assessment and checks for understanding; Determine the most challenging concepts in your course; Design, within your comfort and skill set, an active learning experience(s) that meets content and student needs; Apply classroom management techniques to active learning strategies | ||||||||||||||||||||
7 | Best Practices in Teaching: Classroom Climate | 3 weeks | 5 | Classroom Climate(4) | Student Motivation (1) | TILT | Consider classroom techniques that create a positive and productive classroom climate and contribute to student motivation, satisfaction, and achievement. This course introduces you to research on the importance of student sense of belonging in higher education. You will practice setting course norms, hear from students about their experience at CSU, and examine researched techniques to increase students’ sense of belonging. | Integrate techniques that create a positive and inclusive classroom climate for all students; Provide multiple opportunities for all students to engage with the instructor and with one another; Establish classroom norms and expectations for all classroom interactions; Integrate at least one technique into your class that lets students—all students—know they belong | ||||||||||||||||||||
8 | Best Practices in Teaching: Creating Assignments | 3 weeks | 5 | Curriculum/ Curricular Alignment (3) | Pedagogical Content Knowledge (2) | TILT | Examine assignments and major assessments to ensure alignment with student learning outcomes. You will explore the components of clear and transparent assignment directions, how to chunk assignments into manageable pieces, and how to scaffold concepts. This course introduces you to the value of curating resources for your students and developing a variety of assignment types to reach all learners. | Create assignments that align with learning outcomes for your course; Provide clear and transparent directions on assignments; Use a variety of assignments to reach all learners; Scaffold assignments to check for student understanding and support student success OR Add resources and reflections to assignments to support student success. | ||||||||||||||||||||
9 | Best Practices in Teaching: First Four Weeks | 3 weeks | 5 | Classroom Climate (3) | Feedback & Assessment (2) | TILT | Use research-based instructional techniques and low- to medium-stakes assessments to prepare students for success during the first four weeks of your course. Approaches include establishing a positive and inclusive classroom climate, priming students’ interest in course subject matter, promoting an effective learning environment, and preparing students to succeed on high-stakes assignments. | Apply Institutional Research data and recommendations to decisions about how you will teach your course during the first four weeks; Plan, implement, and reflect on at least one content related FFW strategy on the first day of class; Plan, implement, and reflect on at least one group-building activity during the first week of class to help create and foster a community of learners; Create and administer low-stakes assessment(s) during the first four weeks of class; Identify CSU resources that support student success in the first four weeks; Assess and activate prior knowledge of your students; Use Canvas to initiate and provide timely and targeted outreach communications with students throughout the course | ||||||||||||||||||||
10 | Best Practices in Teaching: Implementing the LA Model | 1 semester | 7 | Inclusive Pedagogy (2), Instructional Strategies (2) | Pedagogical Content Knowledge (1), Student Motivation (1), Classroom Climate (1) | TILT | This workshop series aims to support faculty in implementing the LA Model in one (or more) of their courses while effectively working with their team of undergraduate LAs. Workshops will be offered in-person before the start of the semester, with follow-up assignments to be completed between sessions and during the semester. Faculty actively working with CSU’s LA Program to implement the LA model with fidelity in their course are invited to engage in this workshop series to explore the essential elements of the LA model and evaluate pedagogical strategies and structures that facilitate successful implementation of the LA model. Contact Stacey Clark or Jennifer Roche for enrollment information. | |||||||||||||||||||||
11 | Best Practices in Teaching: Inclusive Pedagogy | 3 weeks | 5 | Inclusive Pedagogy (4) | Classroom Climate (1) | TILT | Engage in self-reflection to consider your own lived experiences and how you use those as a lens to make decisions regarding your teaching: your class climate, your instructional practices, and what you inherently believe about your students. In this course, you will consider your students’ diverse strengths and how to leverage those to develop an inclusive classroom. You will review your current curriculum and look for opportunities to incorporate inclusive practices that heighten students’ sense of belonging which, ultimately, contributes to their level of success. | Define inclusive pedagogy. Connect social identities to teaching practice. Begin to recognize implicit bias of classroom interactions, bring this awareness to students, and take action to mitigate microaggressions. Incorporate inclusive pedagogy into planning and instruction. Identify available resources to continue self-inquiry into inclusive excellence. Foster a classroom climate of positive, inclusive and supportive relationships. | ||||||||||||||||||||
12 | Best Practices in Teaching: Inclusive Pedagogy II | 3 weeks | 5 | Inclusive Pedagogy (3) | Classroom Climate (1), Curriculum/Curricular Alignment (1) | TILT | In Inclusive Pedagogy 2, you will build on your Inclusive Pedagogy 1 experience to consider the intersection of 1) inclusive classroom climate, 2) inclusive teaching practices, and 3) inclusive curriculum. You will also examine your curriculum for representation of diverse perspectives, bias and privilege and check your materials for accessibility. And finally identify next steps to make your teaching more inclusive. | |||||||||||||||||||||
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14 | Best Practices in Teaching: Learning Outcomes & Course Alignment | 3 weeks | 5 | Curriculum/ Curricular Alignment (3) | Feedback & Assessment (2) | TILT | Following the principles of backwards design, write measurable learning outcomes that align with your course content and assessments. You will determine the level of proficiency your students should achieve and then work backwards to develop individual units/lessons with short-term objectives that lead to course outcomes. You will also consider how to engage students at deeper levels of thinking and identify outcome measures (what students are doing/producing) that determine success. | Write learning outcomes that are measurable. Write learning outcomes that require critical-thinking abilities appropriate to the course level. Include learning outcomes that require connections to a broader purpose, industry, future learning, or a transferable skill. Use learning outcomes to create aligned content, activities, and assessments (formative and summative). | ||||||||||||||||||||
15 | Best Practices in Teaching: Planning an Effective Class Session | 3 weeks | 5 | Feedback & Assessment (3) | Instructional Strategies (2) | TILT | Consider practices fundamental to an effective class session: learning outcome alignment, instructional strategies, formative assessments, and language you use to communicate with students. You will develop a plan for a class session that promotes critical thinking, self-directed learning, and student engagement for all learners. You will also receive several class-session templates to use in future planning. | Articulate the purpose of formative assessment as a fundamental teaching strategy to develop student mastery. Use language and tools that promote self-directed learning. Implement instructional strategies and checks for understanding that engage students in learning. Align instructional strategies, class activities, and formative assessment (checks for understanding) with learning outcomes to plan a class session. | ||||||||||||||||||||
16 | Best Practices in Teaching: Planning for Critical Thinking | 3 weeks | 5 | Curriculum/ Curricular Alignment (3) | Feedback & Assessment (2) | TILT | Instructors consistently identify critical thinking as an essential outcome for students. This course will help you capitalize on your students’ current critical thinking skills and scaffold critical thinking with supportive activities and feedback. You will consider content that is typically difficult for students and design appropriately leveled activities for them to practice critical thinking in a supportive environment. | Define critical thinking relative to your field and your students. Compare the level of critical thinking students practice in your course with the level of critical thinking required for the summative assessments for your course. Scaffold essential concepts and align them with appropriate activities so that students can practice critical thinking necessary for your course. Connect students’ existing critical thinking skills to those skills needed in your course/field. Use formative assessments to inform students of their current ability to think critically. Reframe course outcomes as questions to tap into students’ curiosity and motivate them to think critically. | ||||||||||||||||||||
17 | Best Practices in Teaching: Rethink the Syllabus | 3 weeks | 5 | Curriculum/ Curricular Alignment (3) | Classroom Climate (2) | TILT | Your syllabus is often the first point of contact between you and your students. Word choice, formatting, and visual appeal all contribute to students’ perception of your course and their sense of belonging. Rethinking your syllabus gives you an opportunity to apply research-based techniques to your syllabus design, including a course map that guides instruction and learning. | Design a syllabus that illustrates the connections among learning outcomes, course content, and assessments. Design a syllabus that explicitly signals your commitment to inclusivity. Design a syllabus that sets your intended tone for the course. Determine syllabus content and order of content based on your goals, ideals, and enthusiasm for the discipline. Incorporate the use of your syllabus throughout the course. | ||||||||||||||||||||
18 | Best Practices in Teaching: Rubrics to Support Student Success | 3 weeks | 5 | Feedback & Assessment (4) | Instructional Strategies (1) | TILT | Rubrics are a tool for assessing student performance on assignments, papers, and projects. This course will prepare you to design an analytic rubric for one of your assignments. Additionally, we’ll examine rubrics for a wide set of purposes in your course. When rubrics are used as a teaching tool, they can help to improve student performance. Rubrics provide: 1) instructor expectations, 2) opportunities for feedback and self-reflection, and 3) improved communication between students and instructors. | Design a rubric that aligns with an assignment (and outcomes) in a course that you teach. Design a rubric that uses specific, leveled criteria and student-friendly language. Use a rubric for fair and consistent grading. Use a rubric as a learning tool to support student success. | ||||||||||||||||||||
19 | Best Practices in Teaching: Student Motivation | 3 weeks | 5 | Student Motivation (4) | Pedagogical Content Knowledge (1) | TILT | Research on learning consistently identifies motivation as a key factor in student success. Help students make connections between course subject matter and their lived experience, prompt them to make connections across topics, and convey your belief in their capacity to succeed. Emphasis is placed on helping students develop a growth mindset and self-efficacy and applying evidence-based motivation techniques to your teaching. | Apply researched motivation techniques to your course. Identify supports for students for main course content. Promote growth mindset and self-efficacy during instruction. Integrate at least one new motivation technique into your course. | ||||||||||||||||||||
20 | Best Practices in Teaching: Teaching Online: Engagement & Facilitation (aka: Teaching Online: Engagement & Facilitation) | 3 weeks or 1-week acellerated | 5 | Classroom Climate (2), Feedback & Assessment (2) | Instructional Strategies (1) | TILT | This course will introduce you to evidence-based practices for teaching online: from creating community, to engaging students, and providing feedback effectively and efficiently. Whether you are teaching a fully online course, a hybrid course, or adding online elements to a residential course, this course will help you use your Canvas shell to support student learning. | Identify and plan how you will use at least two new strategies to build a welcoming and supportive classroom community using Canvas. Choose what fits best for you, your students, and your content. Discuss ideas for intentionally creating a positive classroom climate in your online course. Identify one or two new strategies to foster student engagement in your courses. Create a video to engage students. Choose formative (e.g., frequent low stakes) assessment techniques you might use in a medium- or large-enrollment course Identify summative assessments you might use in a medium- or large-enrollment course Identify strategies to provide feedback on assessments in a manageable way in medium- to large-enrollment courses | ||||||||||||||||||||
21 | Best Practices: Design and Develop Your Online Course (last offered Summer 2020) | 3 weeks | 5 | Curriculum and Curricular Alignment (3) | Feedback & Assessment (2) | TILT | Create a set of learning objectives for a module; Develop an overview of a specific topic in your discipline; Reflect on how the structure and organization of courses you have taken or taught affected your experience; Create an assessment based on a specific objective you developed in Module 1; Develop a rubric for the assessment you create; Discuss the process you use to develop assessments that align with your learning objectives; Reflect on how much of your lecture students actually use, and what the role of content is in your course; Create a piece of content (a video demonstrating a technique, a narrated PowerPoint, etc.) that supports the learning objectives you wrote in Module 1. | |||||||||||||||||||||
22 | Best Practices: Engage Students in Your Online Course (last offered Summer 2020) | 3 weeks | 4 | Student Motivation (3) | Instructional Strategies (1) | TILT | -Describe ways in which online instructors can increase student-to-instructor, student-to-content and student-to-student engagement. -Explain why student-to-instructor, student-to-content and student-to-student engagement are important to student success in an online course. -Adopt and implement strategies to increase student-to-instructor, student-to-content and student-to-student engagement. | |||||||||||||||||||||
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24 | Classroom Strategies - Optimize Your Time and Increase Student Engagement. | 75 - 90 mins | 1 | Instructional Strategies | NA | TILT | -Learn ways to begin and end class to optimize class time. -Learn ways to motivate and engage students to participate in class activities. -Brainstorm solutions to common classroom time wasters. -Experience strategies that engage students in classroom activities. | |||||||||||||||||||||
25 | Community of Practice (CoP): Variable topics that align with a TEF domain | 1 semester | Variable | TBD by participant | NA | TILT | A community of practice (CoP) is a group whose members “share a passion for something they know how to do and who interact regularly to learn how to do it better” (Wenger, 2006). Depending on the interests of members they may host presentations from various CSU departments, share ideas and problem-solve together, host guest speakers, collaborate on projects, or hold social/networking events. A CoP allows people to share knowledge, expertise, scholarship, ideas, and suggestions. Check the TILT website for its current Communities of Practice, or contact TILT for support on beginning your own. | Reflect on teaching in a collegial, safe environment. Share knowledge and expertise with colleagues. Support colleagues in using evidence-based teaching practices. Make strategic changes to your teaching practice. | ||||||||||||||||||||
26 | Course Design Project- New course development or full course redesign | 1 semester | 5 | Curriculum/Curricular Alignment (1), Pedagogical Content Knowledge (1), Inclusive Pedagogy (1) | Feedback & Assessment (1), Instructional Strategies (1) | CSU-sponsored program | A strategic course design project that follows the principles of backward design when either designing a new course or overhauling an existing course. The experience should be part of a campus-sponsored course design program that clearly incorporates evidence-based practices as discussed in the CSU Teaching Effectivess Framework. | |||||||||||||||||||||
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28 | Creating Inclusive Excellence Program (completion of CIEP workshops 1-6) | 1 semester | 7 | Inclusive Pedagogy (7) | NA | OIE | The Creating Inclusive Excellence Program (CIEP) seeks to develop awareness, knowledge, and skills around issues of diversity and inclusion at Colorado State. It is a 6 session (21 hour) certificate program sponsored by the Office of Inclusive Excellence and facilitated by many skilled diversity practitioners on campus. CIEP is intended for State Classified and Administrative Professional employees and is offered in the fall and summer semesters. Visit https://inclusiveexcellence.colostate.edu/trainings/employee-dei-trainings/ for detailed information. | |||||||||||||||||||||
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30 | Designing Your Online Course (CFPD 100 - last offered Fall 2020) Historical version of CFPD 101 & can be used as a substitute for CFPD 101. | 15 hours over 2 weeks | 5 | Curriculum/Curricular Alignment (1), Inclusive Pedagogy (1), Instructional Strategies (1) | Student Motivation (1), Feedback & Assessment (1) | CSU Online | Historical version of CFPD 101. Identify best practices in teaching and learning in an online learning environment. Identify how course design affects the delivery of online courses. Create the structure to be used for organizing your online course. Identify what is and is not an actionable, measurable learning objective. Identify the critical course components for alignment. Write measurable learning objectives using Bloom's Taxonomy. Distinguish between Formative, Summative, and Authentic Assessments. Identify assessments that appropriately align with the objective verb. Construct a rubric that aligns with the learning objectives relevant to an assignment. Define the three principles of UDL. Explain the relationship between UDL and online course design. Identify common accessibility concerns in online courses and their solutions. Identify resources for instructional materials. Select a variety instructional materials that align with stated learning objectives. Examine best practices and current research in using video in online courses. Explore tools used to produce quality video. Identify specific methods of engaging students in an online course. Identify strategies for learner-learner, learner-content, learner-instructor interactions. Select ways to incorporate active learning into an online course. Use basic functions in Canvas to build one course module including adding a module, page, linking instructional materials, and creating an assignment. | |||||||||||||||||||||
31 | Designing Your CSU Online Course (CFPD 101) | 15 hours over 2 weeks | 5 | Curriculum/Curricular Alignment (1), Inclusive Pedagogy (1), Instructional Strategies (1) | Student Motivation (1), Feedback & Assessment (1) | CSU Online | Using best practices to design and build an effective online course. Participants will create a partial course map, including module learning objectives, and develop and build part of their course according to a nationally accepted set of standards for course quality. | |||||||||||||||||||||
32 | Advanced Topics For Your Online Course (CFPD 201) | 10 hours over 2 weeks | 3 | Curriculum/Curricular Alignment (1), Classroom Climate (1) | Student Motivation (1) | CSU Online | Using best practices to design and build effective online courses. Topics discussed include student engagement, authentic assessment, diverse instructional materials, universal design, and Quality Matters ™. In addition to working on a course map, participants will be exposed to advanced topics in online course design that aim to increase student engagement. Upon successful completion of this course, participants will submit a course map with a completed course structure and also be ready to add advanced elements to their online courses. | |||||||||||||||||||||
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34 | DEI Foundations: Diversity, Equity & Inclusion Foundations (aka CIEP 1 or Supervisor Development Program’s Inclusive Excellence 1) | 2 hours | 1 | Inclusive Pedagogy (1) | NA | Talent Development | Visit https://training.colostate.edu/ for detailed information. | |||||||||||||||||||||
35 | DEI Foundations: Uncovering Bias (aka CEIP 2 or Supervisor Development Program’s Inclusive Excellence 2) | 2 hours | 1 | Inclusive Pedagogy (1) | NA | Talent Development | Visit https://training.colostate.edu/ for detailed information. | |||||||||||||||||||||
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37 | Diversity Statement Workshop | 1 hour | 1 | Inclusive Pedagogy | NA | TILT | Coming Soon! | |||||||||||||||||||||
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39 | EDAE 520 - Adult Education (MEd Core, ABE) | 1 semester | 10 | Classroom Climate (6) | Inclusive Pedagogy (4) | AET course | Contemporary adult education, foundations and history of adult education. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
40 | EDAE 590 - Teaching and Learning at a Distance (MEd elective, ABE) | 1 semester | 10 | Instructional Strategies (6) | Curriculum/ Curricular Alignment (4) | AET course | Mobile learning theory and practice, Online education and training methods, online learning design and adaptation. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
41 | EDAE 620 - Processes and Methods (MEd Core, ABE, FAL) | 1 semester | 10 | Instructional Strategies (6) | Classroom Climate (4) | AET course | Facilitation methods, Motivation to Learn, Teaching Philosophies. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
42 | EDAE 624 - Adult Teaching and Learning (MEd Core, FAL) | 1 semester | 10 | Inclusive Pedagogy (6) | Instructional Strategies (4) | AET course | Adult Development, Learning Theory, Putting theory to practice. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
43 | EDAE 629 - Program Development (MEd elective) | 1 semester | 10 | Classroom Climate (6) | Curriculum/ Curricular Alignment (4) | AET course | Program planning process design and implementation, Program evaluation. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
44 | EDAE 639 - Instructional Design (MEd Core, FAL) | 1 semester | 10 | Curriculum/ Curricular Alignment (6) | Feedback and Assessment (4) | AET course | Components of Instructional Design, Evaluate and Apply the ID process. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
45 | EDAE 664 - Assessment and Evaluation in Adult Education (MEd elective) | 1 semester | 10 | Feedback and Assessment (7) | Curriculum/ Curricular Alignment (3) | AET course | Creation of Learner Assessments, Rubrics, Assessment and Evaluation Philosophies, Creation of Program Evaluations. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
46 | EDAE 668 - Cognitive Theory and Learning Transfer (MEd elective) | 1 semester | 10 | Student Motivation (6) | Classroom Climate (4) | AET course | Psychology of learning - motivation, inclusion, meaning, Neurology of learning, Designing for learning transfer. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
47 | EDAE 692 - Experiential Learning (MEd elective) | 1 semester | 10 | Student Motivation (6) | Classroom Climate (4) | AET course | Experiential learning theory and practice - motivation, engagement, learning transfer, Scafollding learning activities, Transfer of experiential learning to other contexts. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
48 | EDUC 651 - Multicultural and Special Populations (MEd Core) | 1 semester | 10 | Inclusive Pedagogy (7) | Classroom Climate (3) | AET course | Cultural identity, social justice issues in education and training, Power and privilege, inclusion and motivation in education and training. Visit https://www.online.colostate.edu/degrees/aet-online/course-descriptions.dot for detailed information. | |||||||||||||||||||||
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50 | Faculty Institute for Inclusive Excellence | 1 year | 10 | Inclusive Pedagogy (6) | Classroom Climate (4) | OIE/ TILT | The goal of the Faculty Institute for Inclusive Excellence is to create a learning environment for faculty to engage in topics of diversity and inclusion in pedagogy, curriculum, and campus communities. Participants in the program will explore civility, curriculum, and culture, with regard to diversity and inclusion best practices in the classroom. Visit https://diversity.colostate.edu/education/ for detailed information. | |||||||||||||||||||||
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52 | Feedback and Assessment: Integrating Formative Feedback into your Teaching -120 min workshop | 2 hours | 1 | Feedback & Assessment (1) | NA | TILT | Define the difference between formative and summative assessments and their purposes
Align formative assessment strategies with course outcomes and essential skills Learn a variety of formative assessment techniques Identify opportunities to incorporate feedback as a regular component of the student experience | |||||||||||||||||||||
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54 | First Four Weeks Facilitator Program | 1 semester | 10 | Classroom Climate(4), Feedback & Assessment (4) | Student Motivation (2) | UDTS | ||||||||||||||||||||||
55 | First Four Weeks Train the Trainer Ambassador Program (aka Cohort Program) | 2 1/2 days | 7 | Classroom Climate(3), Feedback & Assessment (3) | Student Motivation (1) | Coronda Ziegler | ||||||||||||||||||||||
56 | First Four Weeks Student Outreach Communications (aka. How Teaching Teams Can Use Canvas Tools for Student Outreach: A CSU FFW Initiative)(participant) | 60-90 mins | 1 | Feedback & Assessment (1) or Student Motivation (1) depending on focus | NA | Coronda Ziegler, Ashley Harvey, Meara Faw, & Rololfo Valdes Vasquez | The workshop will specifically focus on the use of Canvas tools for teaching teams (GTAs or faculty) to reach out to students early in the semester, especially those who are at risk of failing in class.The workshop will also provide tools for institutionalizing student outreach communications in Canvas courses so that these tools can easily be implemented by instructors and GTAs in future courses. Instructors teaching 100 and 200 level courses or participating in the Early Performance Feedback program are especially encouraged to attend. | |||||||||||||||||||||
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58 | Goal Setting: Set a Teaching Goal with the CSU Teaching Effectiveness Framework | 90 mins | 1 | Instructor choice | NA | TILT | You want to become a “better” instructor. But what does that mean? How do you get started? And what does good teaching look like? This workshop will walk you through a goal-setting process based on the CSU Teaching Effectiveness Framework (TEF). You will leave this session with a goal, action steps to carry out that goal, and a plan to assess your level of achievement that you can use for annual review of teaching. | Determine an area of strength in your teaching. Determine an area of growth in your teaching. Develop an action plan to achieve your goal that can be used for annual review of teaching. | ||||||||||||||||||||
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61 | Inclusive Pedagogy Begins with You | 60-90 minutes | 1 | Inclusive Pedagogy (1) | NA | TILT | ||||||||||||||||||||||
62 | Inclusive Pedagogy Begins with You - session II | 60-90 minutes | 1 | Inclusive Pedagogy (1) | NA | TILT | ||||||||||||||||||||||
63 | Inclusive Pedagogy Begins with your Syllabus | 3 hours (includes pre-work) | 2 | Inclusive Pedagogy (2) | NA | TILT | Review your syllabus through an inclusive, student-centered lens; Recognize the syllabus as the foundation for inclusive teaching; Identify one domain of the Teaching Effectiveness Framework (TEF) to focus your inclusive pedagogy efforts this semester; Identify inclusive teaching practices to implement this semester | |||||||||||||||||||||
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65 | Inclusive STEM Teaching Project | 6 weeks | 5 | Inclusive Pedagogy (4) | Classroom Climate (1) | CNS or edX | “The Inclusive STEM Teaching Project is designed to advance the awareness, self-efficacy, and ability of STEM faculty, postdocs, graduate students, and staff to cultivate inclusive learning environments for all their students and to develop themselves as reflective, inclusive practitioners. In addition, these ideas and concepts are valuable to individuals in all aspects of education, such as high school teachers, instructors in the arts, humanities, law, medicine, social sciences, and other fields, as well as administrators and faculty developers. | Our modules cover the following themes designed to help instructors construct classroom environments that support the complexities that contribute to student persistence: social identity and its impact on learning; power, positionality, and privilege; inclusive course design; interruption of oppression and microaggressions; and evidence-based teaching.” | ||||||||||||||||||||
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67 | Incorporating Best Practices in Remote and Hybrid Teaching: An Introduction (level 1) (aka Student Engagement in Online and Hybrid Learning) - 90 min workshop | 90 minutes | 1 | Inclusive Pedagogy (1) | NA | TILT | Student engagement involves the frequency and level of student participation in the class. We generally talk about three types of engagement: student-to-student, student-to-content and student-to-instructor. In this 90-minute workshop, participants will develop a plan to engage students in their online or hybrid course. | Structure their online course for consistency and clarity Create an instructor presence in their online course Foster student-to-student engagement in their online course Integrate at least three best practices for students to engage with course content. | ||||||||||||||||||||
68 | Incorporating Best Practices in Remote and Hybrid Teaching: Planning for Critical Thinking (level 2) - 90 min workshop | 90 minutes | 1 | Feedback & Assessment (1) | NA | TILT | Critical thinking is the cornerstone to content mastery and ultimately student success. In this workshop participants will align essential course concepts with instructional strategies and Bloom’s Taxonomy so that student thinking can move from identification and description to application and analysis. Prior to the workshop, you will be asked to identify 3 - 5 course concepts that are essential to student learning in your course. Bring these essential course concepts and your syllabus to the workshop. | Determine the level of learning students need to demonstrate knowledge or mastery of essential concepts in your course Align outcomes/essential concepts with appropriate activities, checks for understanding, and assessments so that students will reach the necessary level of mastery | ||||||||||||||||||||
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70 | Intergroup Relations Institute | 2 1/2 days | 7 | Inclusive Pedagogy (5) | TBD by participant (2) | OIE | ||||||||||||||||||||||
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72 | Safe Zone Training | 3.5 hours | 2 | Inclusive Pedagogy (2) | NA | Pride Resource Center | Objective of reducing homophobia, transphobia and cisheterosexism at CSU and in our surrounding community, thereby making CSU and Northern Colorado a safer environment for all members of our community across sexual and romantic orientations, gender identities and expressions, and intersections of identities. | |||||||||||||||||||||
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74 | Social Justice Leadership Institute | 16 hours | 5 | Inclusive Pedagogy (5) | NA | TILT | Visit https://diversity.colostate.edu/education/ for detailed information. | |||||||||||||||||||||
75 | Teaching Online Courses (offered Summer 2020) | 5-6 hours | 2 | Classroom Climate (1) | Feedback & Assessment (1) | TILT | Building a strong online classroom community, engaging students, and assessing deeper learning, with attention to doing so effectively in large-enrollment sections. | |||||||||||||||||||||
76 | Teaching Persona Workshop | 1 hour | 1 | Classroom Climate | NA | TILT | The Latin word “persona” most directly translates to “mask.” Should we wear a mask while teaching? What kind of mask should we wear? This workshop will explore why and how we might develop a teaching persona that works for us as instructors and is also conducive to student learning. It will also allow participants to consider how to interact with undergraduate students who may be close in age to the instructor. | |||||||||||||||||||||
77 | Teaching Philosophy Workshop | 1 hour | 1 | Classroom Climate | NA | TILT | As instructors in higher education, it is increasingly important to have an individual teaching philosophy when applying for college or university faculty positions or when undergoing promotion reviews. This workshop builds from the Writing a Teaching Philosophy presentation, providing an in-person opportunity to gather with others (and the facilitator) to write, revise, and solicit feedback on your teaching philosophy. | |||||||||||||||||||||
78 | Teaching Squares | 1 semester | 7 | TBD by participant (choose one domain per TS cohort, can participate in multiple cohorts) | NA | TILT | Teaching Squares is a semester-long peer observation program using an agreed upon schedule, set of observation norms, and feedback protocol. The Teaching Squares program offers teaching faculty an opportunity to observe colleagues in action and reflect on their own teaching practices. It is designed to be a non-evaluative, supportive and growth-based process. In addition to scheduled observations, participants meet as a whole group three times during the semester: Kick-off and training session; Feedback session #1; Feedback session #2 and closing. | Identify a TEF domain as the focus for peer observation and feedback. Reflect on teaching in a collegial, safe environment. Connect with colleagues, share ideas, and discuss best instructional practices . Make strategic changes to your teaching practice. | ||||||||||||||||||||
79 | Teaching Squares (offered by a college or department) | varies | varies | TBD by participant | NA | Department or College | Departments or colleges may offer a Teaching Squares program using TILT materials. Reflections should be submitted under a TEF domain Alternative Experience in Bridge/MyLearning. DEUs will be assigned using the TILT Teaching Squares program as a guide. | |||||||||||||||||||||
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81 | A Vision, A Goal, and A Plan: Improve Your Teaching Effectiveness | 2, 1-hour workshops or 1, 90-min workshop | 1 | TBD by participant | NA | TILT | The Teaching Effectiveness Framework (TEF) provides instructors with evidence-based teaching techniques to help identify strengths and grow their teaching practice. Join instructional designers from TILT who will walk you through a visioning and goal-setting process that aligns with your definition of student success and the TEF. You will leave this session with a goal and action steps to achieve your goal. | Recognize the benefits of the seven Teaching Effectiveness Framework domains, their independence, and interdependence. Identify teaching strengths related to a teaching domain. Analyze your current teaching practices and how they align with your vision for students. Create a personalized action plan of research-based teaching practices to incorporate into your teaching. | ||||||||||||||||||||
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83 | You Set a Teaching Goal, Now What? | 90 mins | 1 | TBD by participant | NA | TILT | If you set a teaching goal for annual review, you might not know how to make this goal a reality. This workshop is a guided step-by-step process that will help you take your current goal and align it with the evidence-based teaching practices of the Teaching Effectiveness Framework. You will leave the workshop with an action plan for the year to help you reach your teaching goal. | Align your teaching goal with a domain from the Teaching Effectiveness Framework. Decide on evidence-based teaching practices you want to implement. Create an action plan to help you reach your teaching goal. | ||||||||||||||||||||
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85 | BPiT Pilot Group | Descriptions are above | ||||||||||||||||||||||||||
86 | Best Practices 1 | Rethink the Syllabus, FFW & Classroom Climate | ||||||||||||||||||||||||||
87 | Best Practices 2 | Learning Outcomes & Course Alignment, Create Assignments & Student Motivation | ||||||||||||||||||||||||||
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