Learn About Teaching - UCET Digital Badges

• Self-Assessment and Growth- Faculty members will engage in reflective practices to assess their teaching methods and pedagogical approaches critically, demonstrating their commitment to continuous growth as educators. 
• Developing Reflective Teaching Plans - Faculty will craft personalized reflective teaching plans based on insights gained from participating in UCET events. 

1. Attend at least 4 UCET-sponsored events during the academic year. These may include, but are not limited to,:
   
   • • UCET workshops, speakers, or webinars
     • UCET-to-You sessions
     • UCET cohorts / Learning Communities / Badge completion
       • i.e. TSS Foundational Modules cohort, FACET Peer Mentor Certification cohort, AI Learning Community, Course Design Badge, etc.
     • Midwest Conference on the Scholarship of Teaching and Learning Links to an external site.
     • UCET-sponsored book groups
     • New Faculty Orientation or New Associate Faculty Orientation
     • Chats with Cati 
     • Consultations with UCET staff (30 minutes or more)
2. Submit a 500-word reflection outlining what insights into teaching you have gained from participating and how you plan to incorporate them into your teaching in the future.
   OR
   Give a short, 5-minute presentation at the UCET ⚡Lightning Lunch and Learn⚡ (held in April) sharing the insights you have gained from participating in UCET events and how you plan to incorporate them into your teaching in the future.

• Design a course that incorporates best teaching practices and is student-centered and engaging 
• Align assessments and instructional materials with learning objectives
  
• Create documents and assessments that meet accessibility needs of diverse learners 

1. Attend the following workshops. You may complete these in any order:
   • Articulating Clear Goals for Effective Teaching: This workshop explores the power of clear objectives in shaping impactful learning experiences, allowing you to effectively assess student progress and foster an inclusive environment. You will create measurable goals that align with your teaching vision and embrace learner-centered approaches.
   • Crafting Effective Evaluations for Learning Objectives: During this workshop we will explore diverse assessment types, ensuring alignment with your learning goals. You will learn to design impactful rubrics to foster an environment of constructive feedback and use TILT strategies to enhance student motivation and learning.
   • Creating Usable and Engaging Canvas Courses: Join us to explore innovative ways to engage learners with course content. Discover effective organization strategies to lead students seamlessly through their learning journey. Craft a learner-centered syllabus that fosters motivation and success.
   • Creating a Supportive and Inclusive Learning Community: Discover the power of formative feedback in empowering student growth. Cultivate a strong instructor presence to foster engagement and motivation. Build a supportive learning community that enhances collaboration and learning outcomes. Explore accessibility basics to create an inclusive learning environment. Uncover valuable campus resources to bolster student success.
2. Participate in a virtual "Showcase" on Canvas once you have completed all of the workshops. “Showcases" will take place in December, April, and June. 

 “Showcase” must be completed within 2 years of attendance at the first workshop. Record a brief video tour (5-7min) of your newly-designed lesson or module(s) to share with colleagues and receive feedback.

Recordings should include:

• a brief overview of course level learning objectives
• the canvas homepage with “getting started” information and/or resource module(s) for course orientation
• at least one module that includes module-level objectives, instructional materials, assessments
• a brief discussion of how the students will move through the module and what feedback or support you will provide
• highlight what strategies you have used to make your course accessible

• Explain what accessibility is and how it impacts students
• Identify personal accessibility strengths and weaknesses in teaching materials and practices
• Create an accessible syllabus in Microsoft Word or Canvas
• Develop a remediation plan using Ally 

1. Attend all three of the following workshops. You may complete these in any order:
   • The Accessible Classroom: Design an inclusive classroom environment by considering physical accessibility and adopting teaching approaches that accommodate diverse student needs and backgrounds.
   • Creating an Inclusive and Accessible Syllabus: The syllabus is often your students’ first introduction to your course and can help set the tone for the whole semester. Learn strategies to ensure that your syllabus is accessible to and inclusive of your students’ diverse experiences and abilities.
   • Using Ally to Improve Course Accessibility: Learn how to use Ally to make your Canvas courses more accessible. Ally accessibility tool strives to ensure digital content is inclusive towards all students, by converting course files into a variety of formats. The purpose of this workshop is to highlight how easy it is for instructors to make small but significant changes to resources to make them more accessible. Course reports are also highlighted, to show instructors how to prioritize fixes.
2. Attend or complete at least two offerings from the following list:
   • UCET Workshops
     • Creating Accessible Canvas pages
     • Creating Accessible Word Documents
     • Accessible Presentations
     • Accessible Multimedia
     • Accessible PDFs
     • Accessible Quizzes & Exams in Canvas
   • IU Expand Courses
     • 7 Simple Steps for Creating More Inclusive Digital Content
     • Improving Course Accessibility
     • Creating an Accessible Syllabus using Microsoft Word
   • Other
     • Accessibility consultation with UCET staff (30 min or more)
     • Propose an alternative by emailing ucet@iusb.edu
3. Submit the following deliverables:
   • A brief reflection outlining what you have learned about accessibility and how you have incorporated it into your practice
   • An accessible syllabus in Microsoft Word or Canvas
   • An accessibility implementation plan for a course