UVU offers various certifications, including high impact practice (HIPs) teaching certifications, which are research proven methods to improve student learning outcomes through the Office of Teaching and Learning. Upon completing a high impact practice certification, participants are invited to join in a community of practice to further refine their HIPs facilitation by exchanging ideas and best practices with colleagues.
Highlighted/New Event | High Impact Practice | Stipend Paid
After reviewing the history of racism, explore ways the instructor can support anti-racism in the classroom. Includes scaffolded work time.
Workshops
Key Assignments
Connecting Indigenous, Asian, Latin-X & Black History
Course Runs | Jun 1-Jul 31
Workshop Dates
You have likely earned degrees in disciplines other than education, yet you are a professional educator. The Evidence-Based Teaching Practices for Higher Education certification program is designed to bridge the gap and ensure all UVU faculty have a solid foundation in a dozen seminal works about teaching in higher education. This is a hybrid learning experience that spans 7 weeks with three face-to-face (F2F) active learning demonstrations within that time period. In addition, each week you will have online activities to complete in Canvas.
Workshops
Respect Diverse Talents and Ways of Learning + Use Active Learning Techniques
Encourage Connections Between Instructors and Students + Develop Reciprocity and Cooperation Between Students
Communicate High Expectations and Give Prompt Feedback
Key Assignments
Unit Redesign
Workshop (F2F) Dates
Develop inclusive pedagogical skills and/or teach a G/I/I course through lenses of cultural identity and relevance, equity, global/intercultural, gender, race, and religion/worldview.
Workshops
Cultural Identity in the Classroom
Culturally Relevant Pedagogy
Equity Pedagogy
Two Elective Workshop
Gender Pedagogy
Global and Intercultural Pedagogy
Religious, Spiritual, and Worldview Diversity
Key Assignments
G/I/I Syllabus
G/I/I Key Assignment
Workshop Dates
Electives (Choose 2):
The Livestream Teaching Academy (LTA) Certification is the official preparation program for instructors wishing to teach livestream courses at UVU. This program is designed to give educators an opportunity to develop skills, reflect on past practice, and meaningfully plan for future practice. This path is designed to advance the newer livestream pedagogy including ways to develop instructor presence, peer-to-peer interaction, and meaningful and valuable livestream sessions.
Workshops
Each workshop will take about 1-2 hours to complete, so expect to spend about 10-12 hours total to complete all 6 workshops.
Key Assignments
MS Teams Recording
Livestream Lesson Plan
Course Runs | Tue, May 28-Tue, Jul 9
The Online Teaching Academy (OTA) Certification is the official preparation program for instructors wishing to teach online courses at UVU. UVU Faculty Senate has mandated that all online faculty (both full-time and adjunct) earn certification by Fall 2021. This program is designed to give educators an opportunity to develop skills, reflect on past practice, and meaningfully plan for future practice. This path is designed to advance online and hybrid pedagogy including ways to develop instructor presence, peer-to-peer interaction, and meaningful and secure online assessments. There is a $1,000 stipend upon completion.
Workshops
Key Assignments
Lesson Redesign
Culminating Assignment
Course Runs | Tue, May 28-Tue, Jul 9
The Office of Teaching and Learning has created an online training module for faculty who teach large sections. This is a self-paced, asynchronous faculty development course that provides a path to an internationally recognised teaching recognition as it’s part of UVU’s Advance HE scheme.
Faculty who participate in this training will gain a deeper understanding of the use of instructional design methodology to develop student-centred courses and to deliver dynamic, interactive lectures; how to design and implement effective cooperative and collaborative learning projects, and identify appropriate grading methods.
The training also covers items such as utilizing pertinent educational literature relevant to formative and summative assessments and best practices for building rapport with students and for providing a learning context that fosters students’ engagement and retention.
Workshops
Advance pedagogical skills in support of disciplinary writing and WE graduation requirements. Develop high- and low-stakes writing assignments that provide revision feedback so students can practice the conventions of discipline-specific genres.
Workshops
Developing Effective Writing Assignments
Developing In-Class Processes and Strategies
Responding to and Grading Student Writing
Key Assignments
High-stakes Assignment Description
Scaffolding Map
Workshop Dates (MS Teams)
Series
UVU has joined with the Center for Postsecondary Research to conduct formal research on the student experience within HIPs classrooms and this research has been approved by UVU’s Institutional Review Board. Requirements of participation:
See the HIPs Quality Research Project Toolkit for more details and to opt into the study.
Developed by Dr. Krista Ruggles, UVU School of Education, the purpose of this certification pathway is to support faculty in their design of authentic assessments that reflect course learning objectives and meet the needs of ALL students. Faculty will first be introduced to the backward design model, strategies for differentiating, and authentic assessment during the fall semester. In the spring, faculty will explore the Universal Design for Learning principles, revisit authentic assessment, and academic integrity. They will then use what they have learned to update an existing course’s CLOs and design an authentic assessment using the backward design process.
Workshops
Workshop Dates
The goal of the Mentoring Undergraduate Research Academy (MURA) is to help faculty improve mentoring of students participating in undergraduate research. Discussions topics include aligning expectations, professional development, effective communication, assessing understanding, addressing equity and inclusion, fostering independence, and cultivating ethical behavior. The faculty will develop 2 deliverables: both a mentoring plan and philosophy. There is a $100 stipend upon completion.
Attend 6 Sessions
Aligning Expectations, and Articulating Your Mentoring Philosophy and Plan Learning Outcomes
Professional Development and Effective Communication
Addressing Equity and Inclusion and Assessing Understanding
Fostering Independence and Cultivating Ethical Behavior
Facilitation Strategies
Key Assignments (2 deliverables)
Mentoring Philosophy
Mentoring Plan
Workshop Dates (MS Teams)
TBD
Project-Based Learning: This certification program supports instructors in learning about PBL and incorporating it into their courses. It also facilitates the redesign of general education courses that can be accepted into the Excelerate program offered by UVU's Innovation Academy. 12.5 hrs.
Workshops
Overview of PBL, PBL Framework, and Benefits of PBL
Key Assignments
Course Runs | TBD
Workshop Dates
Design and teach service-learning courses through the lenses of Roles, Relevance, Reciprocity, Reflection, Risk Management, and Reporting.
Workshops
Roles, Relevance: Service-Learning vs. Community Volunteerism
Reciprocity, Reflection: Community Partnerships
Risk Management, Reporting: Meaningful Reflection about Authentic Learning
Key Assignments
3 Reflections
Syllabus
(Submit SL syllabus to the SL committee. The syllabus needs to evidence learning outcomes)
Workshop Dates (MS Teams)
Block 1
TBD
Block 2
TBD
As an experiential learning pedagogy, service-learning moves students beyond the classroom to become active participants in their learning and develop civic knowledge and skills. This certification will support instructors who have completed the service-learning 1 training and allow them to complete a deeper dive into incorporating service-learning in their courses and disciplines.
Workshop Dates
Workshop Dates
TBD
Best practices for teaching the first year student including making early and often connections with students, learning to learn strategies, growth mindset, metacognition, and embedding FY content into your course.
Workshops
Connecting with Your First Year Students
Best Practices for Teaching the First Year Student
Teaching Students How to Learn Effectively
Growth Mindset
Metacognitive Teaching Strategies
Overview of Inclusive Teaching
Developing Your FY Assignment
Key Assignments
*Available TBD
Course Runs | TBD
Workshop Dates TBD
Fundamental principles and practices of team-based learning including creating effective iRAT, tRAT, 4S activities, improving facilitation skills, peer evaluation, and team development.
Workshops
Fundamental Principles and Practices of TBL
Creating an Effective TBL Module
Evaluating multiple choice questions (MCQs)
Improving Facilitation Skills for TBL
Peer Evaluation and Team Development
Key Assignments
Preparing for TBL Implementation
Developing an Effective TBL Module
*Available TBD
Course Runs | TBD
Workshop Dates TBD
The purpose of this UDL course is to help faculty value and create accessible learning experiences for all students regardless of student ability or learning preferences. Indeed, when put into action, UDL principles allow instructors to create learning conditions where all students can actively participate in the classroom, complete assignments, and demonstrate learning.
Workshops
Self-Paced Course
Communities of Practice are groups of instructors who come together to share ideas and teaching strategies. They provide spaces to engage in dialogue and cultivate innovations around common learning and teaching concerns. CoPs are facilitated by faculty with expertise in the topic. In most cases, CoPs work over a two-semester period and participants meet once a month. To learn more about the structure, consider registering and talking to the CoP facilitator.
The Office of Teaching and Learning supports a variety of CoP each year. Anyone with an interest in learning and teaching can join a CoP.
Clicking on the icons/title below will add you to the Microsoft Teams space for each Community of Practice.
Click the buttons to below to read self-paced workshop descriptions and self-enroll.
This course will provide you with an opportunity to practice backwards design approach to helping your students achieve learning outcomes. You will develop a summative assessment with rubric to measure student achievement. You will develop two formative assessments to support student learning.
Learn and practice the fundamentals of the Canvas learning management systems, including building assignments, using the gradebook, and posting files for students.
The Foundations of Course Design (FCD) is a pedagogical experience guided by instructional designers from the Office of Teaching and Learning (OTL) at UVU. It gives you a foundation in established course design principles and is particularly suited for those who have never developed a flexible course or have developed only informally.
The “Overview of Inclusive Teaching” is a self-paced, online course intended to assist faculty members to develop and enhance their teaching skills and establish a foundation for a lifetime of inclusive teaching. The purpose of this workshop is to provide faculty members with a brief overview of the concept of inclusive teaching and the idea of Universal Design. It also aims to give participants the opportunity to identify and to develop a plan to implement inclusive practices in their teaching, and to reflect on their own mindset and readiness for being agents and practitioners of equity-based, inclusive pedagogy. This course also aims to provide instructors with tools that are immediately applicable to their teaching contexts.
