Monday, August 6, 2012
Innovative Educators Webinar: Inspired To Be First: Increasing The Success Rate Of African American & Latino/a First-Generation College Students
Want to improve your college teaching skills or your competitive edge in the academic job market?
Consider enrolling in one of our practical, theory-based graduate courses in pedagogy for higher education.
Preparation for the college classroom involves more than a solid base of knowledge in a discipline; it requires a systematic inquiry into the pedagogies and processes that facilitate learning. The Colleges of Worcester Consortium’s Certificate in College Teaching program is grounded in the latest educational research on best practices in college teaching, and is designed to enhance the teaching and learning experiences for faculty and students at our member institutions. The primary focus of the Certificate is to prepare graduate students, adjunct and full-time faculty who aspire to, or who are currently engaged in, a career in academia. Courses carry Worcester State University graduate credit and may be taken individually or toward completion of the six-credit Certificate. A complete course schedule, full course descriptions, and sample syllabi are available on our website.
FALL 2012 COURSE OFFERINGS:
(All courses carry Worcester State University graduate credit.)
CT 901 - Seminar in College Teaching
(ONLINE) 2 graduate credits; no prerequisites; September 12 - November 19
The Seminar in College Teaching, the first course in the Certificate sequence, is designed to acquaint participants with basic principles and theories of education and instructional practices associated with effective college teaching. These concepts apply across numerous disciplines as the emphasis is on pedagogy, not course content. Learn the basics of college teaching: designing and developing courses, choosing and using a variety of teaching methods, and assessing student work. The foundational course Seminar in College Teaching is a prerequisite for some Certificate courses.
(ONLINE) 1 graduate credit; CT 901 helpful but not required; September 12 - October 23
This course explores best practices associated with effective teaching and learning in face-to-face, hybrid and online courses. The course will examine research in the scholarship of teaching and learning (SoTL) applied to our classrooms to improve our teaching and student learning. Participants will examine critical variables which positively impact student learning outcomes (i.e., developing reciprocity and cooperation among students, communicating high expectations, delivering prompt feedback and respecting diverse talents and ways of learning). Such best practices are applicable to courses in any discipline and for students at any level; the goal of the course is to provide participants the opportunity to apply specific teaching and learning strategies to courses that they currently teach (or might teach in the future). The emphasis of this course is distinctly practical, as readings and discussions will focus on how we might adopt (or adapt) best practices strategies into our courses. This course is offered completely online, with ample opportunity for discussion, collaboration and exchange of ideas.
CT 918 – Developing and Teaching an Online Course
(ONLINE) 1 graduate credit; CT 901 helpful but not required, September 12 - October 24
This course provides an introduction to the theory and practice of online course design and pedagogical practices, and is appropriate for any faculty member interested in teaching a course completely online or who wishes to significantly augment a traditional face-to-face course with online interaction.
(FACE to FACE); 1 graduate credit; no prerequisites; September 10 - November 26; Holy Cross
This course is designed to familiarize participants with theoretical and practical considerations associated with teaching foreign languages. Participants will explore methodology trends from the early 20th century to current communicative approaches including a broad range of alternative methodologies. This course explores ways in which different approaches and methods can be utilized in the foreign language lesson to achieve a rich learning environment for students.
REGISTRATION: Application procedures are described on our website. Follow the appropriate link under "Course Registration" or "Certificate Application Process." When using the online pre-enrollment form (for beginning the registration process) you will have to pay by credit card. Have your card in hand.
TUITION: Tuition for Certificate courses is $299/credit for participants from Colleges of Worcester Consortium member institutions and $479/credit for external participants. In addition, there is a $95/semester pre-enrollment fee. (Because Worcester State University is the CCT program's credentialing host, WSU current students, faculty and staff pay $265/credit.) You must pay for courses at the time of registration, but you may qualify for tuition reimbursement. Consult with your adviser, faculty development center, or HR Department for details about applying for tuition reimbursement before you register for any courses.
Founded in 1968, the Colleges of Worcester Consortium, Inc. is an alliance of 12 public and private colleges in Central Massachusetts that works cooperatively both to further the missions of the member institutions individually and to advance higher education regionally.
For more information about the Certificate in College Teaching program, please visit our website or contact Susan Wyckoff to discuss how this program might meet your needs.
Susan C. Wyckoff, PhD
Vice President for Academic Affairs
Colleges of Worcester Consortium, Inc.
484 Main Street - Suite 500, Worcester MA 01608
Colleges of Worcester Consortium, Inc. | 484 Main Street - Suite 500 | Worcester | MA | 508.754.6829 | www.cowc.org
Deadline for Applications: October 15, 2012
Evidence of student achievement, student learning outcomes, plays an increasingly important role in discussions of higher education accountability, quality and effectiveness. At the same time, developing and using capacity to address student learning outcomes is a complex and significant challenge for colleges and universities, whether pursued at the level of an institution, a program or a major. This award acknowledges outstanding practices in developing and applying evidence of student learning outcomes as part of the ongoing accountability evaluation and improvement of college and university programs of study. Up to four awards will be made each year. Awards will be presented at the CHEA Annual Conference.
Applications will be accepted only from current CHEA institutional members. For members who are prior award winners and wish to submit a proposal for another award, the second proposal will be considered only if it is for a different program or major from the initial award or, if an initial institutional award, is a proposal for a program or major.
Categories of Award
The application may be institution-wide, focused on a specific program or focused on a major. Each application should contain a designation of the category for which it has been prepared: institution, program or major. Applications will be judged within the specific award category designated.
Award Selection and CriteriaApplications will be reviewed by an Award Committee of individuals from higher education institutions, higher education associations, accrediting organizations and the public. Applications will be judged by the extent to which four award criteria have been met:
In addition to the four criteria, the committee looks for evidence that outstanding practice related to outcomes (1) is embedded in an institutional culture, (2) makes good use of current technology in the methods and tools to track outcomes, (3) includes extensive use of faculty and strong faculty support, (4) is supported by institutional leadership that is dedicated to the importance of outcomes and (5) involves approaches to outcomes that can be replicated at other institution.
To be considered for an award, an applicant on behalf of an institution, program or major should complete the four sections of this application.
Section 1: Contact information for individual submitting the application
Section 2: Institutional endorsement by the chief executive officer or chief academic officer
Section 3: Application summary (100 words or less)
Section 4: Award criteria (response to each criterion not to exceed two pages)
Applications that do not conform to format and length will not be considered by the award committee. Applications should provide full information in response to each award criterion. A complete response to each criterion is to be included in the text. Please do not rely on a review of links by the committee
Examples of Evidence for Award CriteriaEvidence can be the result of quantitative and qualitative approaches to gathering information. It should be relevant to what is being claimed, potentially verifiable through replication or third-party inspection and representative or typical of major, program or institutional performance. Evidence must involve examination of student levels of attainment (individual students or representative samples) and may include:
Self-study reports and student satisfaction surveys do not constitute direct evidence of student learning outcomes.
Definitions of Key Terms
For the purposes of the CHEA Award:
Suggested Reference Materials
Council for Higher Education Accreditation (2010). Effective Practices: The Role of Accreditation in Student Achievement. Washington, DC: Council for Higher Education Accreditation (CHEA). http://www.chea.org/pdf/Effective Practice Revised3.pdf
Council for Higher Education Accreditation (2003). Statement of Mutual Responsibilities for Student Learning Outcomes: Accreditation, Institutions and Programs. Washington, DC: Council for Higher Education Accreditation (CHEA). http://www.chea.org/pdf/StmntStudentLearningOutcomes9-03.pdf
Ewell, Peter T. (2001). Accreditation and Student Learning Outcomes: A Proposed Point of Departure. Washington, DC: Council for Higher Education Accreditation (CHEA). http://www.chea.org/award/StudentLearningOutcomes2001.pdfSee also Effective Institutional Practice in Student Learning Outcomes: CHEA Award Recipients at http://www.chea.org/chea award/CHEA_Awards_All.html for summaries of award-winning institutions and programs.
Applications may be submitted as email attachments in Microsoft Word or Adobe Acrobat format and sent to firstname.lastname@example.org. Applications may be also submitted via U.S. mail or other delivery service to the following address:
Special Assistant to the President
Council for Higher Education Accreditation
One Dupont Circle NW, Suite 510
Washington, DC 20036-1135
Applications must be received by Monday, October 15, 2012. Acknowledgment of receipt of application will be sent via email to the applicant.
Additional InformationFor information about CHEA, please visit www.chea.org. For questions about the CHEA Award, contact Joél Espinoza at 202-955-6126 (email@example.com).
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