Teaching and Learning Professional Development Certificate Mini-Course (Cancelled)

Download the Program Outline and Flyer.

This course is available to all faculty across disciplines seeking to strengthen their teaching techniques. In this professional development certificate mini-course, faculty will experience teaching practices designed to improve student learning. In interactive online sessions, participants will read, discuss, and apply a variety of teaching techniques as active participants in the course.  Exploring concepts and information introduced in the course, participants will develop a teaching demonstration (non-lecture-based) that could be taught in a college course.

Participants will…

  1. Understand principles and application of teaching practices supported by research literature.
  2. Explore ways in which research-based teaching principles can be used to enhance student classroom experience.
  3. Identify and apply inclusive and equitable teaching practices to create a classroom environment that supports learning for all students.
  4. Using the principles practiced in the course, develop and teach a non-lecture-based teaching activity.

Sessions and Goals: All sessions take place 5-7 PM (US Pacific Time)

Session 1: Backward Design | April 20 (Check your local time)
Understand the principles of backward design to develop course goals and learning outcomes to improve course alignment.

Session 2: Equity and Inclusivity | April 27 (Check your local time)
Understand ways to improve inclusive learning environments.

Session 3: Authentic Assessment | May 4 (Check your local time)
Learn strategies to monitor students learning and provide feedback during class time.

Session 4: Creating an Active Learning Environment | May 11 (Check your local time)
Experience and practice developing classroom opportunities for students to actively develop practical skills.

Session 5: Teaching demonstration | May 18 (Check your local time)
Create an active (non-lecture-based) classroom activity and teach it to the group.

Requirements

  • The program will be conducted in English. To achieve the best outcomes, participants must be confident in understanding and communicating, discussing and presenting in English.
  • Participants should commit to attending all of the sessions including the teaching presentation.
  • To receive a certificate, participants must attend at least three of the four workshops and present on the final day.
  • Participants should have a reliable internet connection and access to the Zoom platform.
  • Program will be delivered in 5-7 PM US Pacific Daylight Time (8-10 AM Hong Kong).

Fee

  • Program  fee is USD $350, limited full scholarships and discount rate.

*A limited number of Full Scholarships or Partial Discounts ($100USD) are available for participants who demonstrate financial need to be able to participate in the program.  Please submit your request ​for enrollment and reason for scholarship or discount requests. These will be reviewed and you will be notified if you have been awarded a scholarship or discount. Please inquire for more information.

Application

Please click the “Register Now” below by submitting your CV, expression of interest, and contact information.

Application Deadline: April 11, 2022 at 6PM (Pacific Time)

Speakers
Elly (Eleanor) Vandegrift
Program Director, Global STEM Education Initiatives, Global Studies Institute, University of Oregon

Elly Vandegrift is the Program Director for Global Science Education Initiatives and Senior Instructor II in the Global Studies Institute at the University of Oregon. She has been a higher education biology instructor and led science education professional development for nearly two decades. With global partners such as King Abdullah University of Science and Technology (KAUST), Mohammed Al-Mana College of Health Sciences (MACHS), and the Association of Pacific Rim Universities (APRU) she develops and facilitates customized STEM education programs. As recognition of her teaching excellence, Elly has received four university and national pedagogy awards selected by her peers. Elly served as a member of the leadership team for the Summer Institutes on Scientific Teaching (now the National Institute on Scientific Teaching), an organization dedicated to providing teaching professional development for current and future faculty based on the pillars of inclusivity, active learning, and assessment. She is the author of several articles about STEM education reform and professional development.

 

Selected Articles:

Withers, M., M. Monfared, FM Fung, VWY Lee, CA Lucio Ramírez, MAF Mendoza, C Zhou, EVH Vandegrift (2021). Teaching in Virtual Environments: Global Educational Development to Respond to Challenges and Opportunities of the COVID-19 Pandemic. Transformative Dialogues 14(2).

Vandegrift, EVH, NC Barber, A Vitale, and T. Ward. 2020. Supporting Science Graduate Teaching Assistants and Undergraduate Learning Assistants Teaching Professional Development. Transformative Dialogues: Teaching and Learning Journal. 13(3).

Vandegrift EVH, and AJ Cavanagh. 2019. Building student literacy and metacognition through reading science in the news. CourseSource.

Vandegrift, EVH, AB Mulnix, JR Yates, and SR Chaudhury. 2018. Workshopping a Workshop: Collaborative Design in Educational Development. To Improve the Academy 37(2), 207-227.

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Contact
Us

Enquiries:

Anya Wong

Program Officer

Email: anya.wong@apru.org

Enquiry
Program Schedule

All sessions take place 5-7 PM (US Pacific Time)

Session 1: APRIL 20
Session 2: April 27
Session 3: MAY 4
Session 4: MAY 11
Session 5: MAY 18

Backward Design
5-7 PM (US Pacific Time)

 

Understand the principles of backward design to develop course goals and learning outcomes to improve course alignment.

 

  • Select topic for your Teaching Demonstration.
  • Write broad learning goals for student learning in the topic.
  • Write specific and measurable learning objectives aligned to the learning goals
  • Revise your topic, goals, and objectives based on what you learn in class.
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Equity and Inclusivity

5-7 PM (US Pacific Time)

 

Understand ways to improve inclusive learning environments.

 

  • Discuss the complexities of teaching to diverse student populations.
  • Develop a plan to create an inclusive classroom learning environment.
  • Integrate equity and inclusivity into your Teaching Demonstration.
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Authentic Assessment

5-7 PM (US Pacific Time)

 

Learn strategies to monitor students learning and provide feedback during class time.

 

  • Write specific summative assessments aligned to the goals and objectives.
  • Revise your summative assessments based on what you learn in the course.
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Creating an Active Learning Environment

5-7 PM (US Pacific Time)

 

Experience and practice developing classroom opportunities for students to actively
develop practical skills.

 

  • Develop formative assessments that include inclusive teaching practices.
  • Revise your formative assessments based on what you learn in the course.
  • Put all of the elements together to create a Teaching Demonstration.
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Teaching demonstration

5-7 PM (US Pacific Time)

 

Create an active (non-lecture-based) classroom activity and teach it to the group.

 

  • Purpose: Participants will practice applying the principles from the Teaching Certificate Course in development of a 10-min non-lecture Teaching Demonstration classroom activity and poster.
  • Skills practiced: Participants practice creating inclusive classroom environments through writing learning goals and learning outcomes then aligning them with summative assessments, formative assessments and active learning.
  • Knowledge gained: Participants practice applying the teaching principles from the course sessions. Participants knowledge about these topics are enhanced by practicing development of a Teaching Demonstration that puts these elements into practice while receiving guidance from a facilitator and peer feedback.
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