Teaching and Learning in Higher Education Certificate for

Teaching and Learning in Higher Education Certificate for Graduate Students September 2016 Breanne Neufeld, Program Coordinator Instructional Development Centre (now the Lakehead Teaching Commons)

Our Goal To Introduce you to theories and practice of teaching and learning in higher education

Teaching Certificate Requirements Five (5) online modules will guide us through the program. Module 1. Academic and Research Integrity - participate in D 2 L discussions Module 2. Mentoring: Undergraduate Students - participate in D 2 L discussions 4

Module 3. Academic and Professional Communication for New Researchers - Create and post your research video on D 2 L (3 min) - Create a rubric for a coherent research speech (pitch/volume/speed, introduction, content) - Assess the speech of a peer / provide feedback 5

Module 4. Lesson Planning - See Assignments 1 & 2 Module 5. Teaching Dossiers - See Assignment 3 6

Assignment 1: Course Design (syllabus) Part 1: Prepare an undergraduate course outline • Discipline-specific – existing or proposed course • Establish academic integrity and netiquette guidelines • Establish learning outcomes Part 2: Provide feedback on a peer’s syllabus • specific criteria to review will be provided Teaching Commons syllabus template 7

https: //www. fractuslearning. com/2016/01/25/blooms-taxonomy-verbs-free-chart/ 8

Learning Outcomes 1. Establish academic integrity guidelines and identify your role in this process. 2. Establish netiquette guidelines for a course at the undergraduate level. 3. Examine the components of an effective research speech and design your own research or professional speech. 4. Create and Evaluate the effectiveness of Learning Outcomes at the Undergraduate level. 9

Learning Outcomes 5. Design and appraise a mock undergraduate course. 6. Clearly communicate expectations and instructions for an undergraduate course. 7. Evaluate teaching skills and generate recommendations for teaching effectiveness and clear communications. 8. Develop a self-assessment of your role as a mentor/leader/instructor in teaching and learning. 10

Assignment 1: Course Design (syllabus) Part 1: Prepare an undergraduate course outline • Discipline-specific – existing or proposed course • Establish academic integrity and netiquette guidelines • Establish learning outcomes Part 2: Provide feedback on a peer’s syllabus • specific criteria to review will be provided Teaching Commons syllabus template 11

Assignment 2: Micro-teaching session • Prepare and present the first lesson of the course you designed, the “contract” - clearly communicate your expectations and course instructions, including course policies and regulations - 45 minutes including questions • Presented to the TLHE group • Session format is your choice • Must attend in person (or by videoconference) • Sessions will take place late-February 2017 **Lesson Planning Module 12

Assignment 3: Teaching Dossier i. Statement of Teaching Philosophy (1 -2 pages) ii. Description of Teaching Experience (1 -2 pages) iii. Description of Professional Development (1 -2 pages) iv. Teaching Evaluation (1 -2 pages) 13

Assignment 3: Teaching Dossier v. Supporting Documentation - Discussions and assignments - Certificates of completion - Copy of Micro-teaching session Submit Teaching Dossier by May 1 st, 2017 14

Key points • Register through D 2 L • Program runs October 3, 2016 through May 1, 2017 • My. Success Co-Curricular Record • Must be completed by May 1, 2017 and prior to graduation 15

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Contact Info Program Coordinator: Breanne Neufeld Phone: (807) 343 -8554 or ext. 8554 Office: UC 2008 Email: idc@lakeheadu. ca Web: http: //idc. lakeheadu. ca 17