TILT Course Catalog

Many of us are familiar with common features of physical buildings: automatic door openers, wide doorways, ramps, etc. However, there are also ways that our electronic world (email, websites, learning management systems, electronic materials) can be made more accessible, or create barriers to those with disabilities.   In this course you will learn about these barriers, identify them in your own documents, and learn skills to make your electronic content accessible.

Outcomes:

• Identify how disability is a part of diversity
• Explain how assistive technology and accessible electronic content make inclusion possible for people with disabilities
• Identify core components for improving electronic accessibility and understand how they impact users with disabilities
• Implement core concepts to create inclusive documents in Word, PDF, PowerPoint, and inclusive multimedia content

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Inclusive Pedagogy (3 DEUs), Instructional Strategies (2 DEUs)

Discover a range of instructional techniques related to active learning, which research on learning has consistently identified as a key factor in academic success. Explore these approaches that include checks for understanding, designing learning activities, exploring challenging concepts, managing materials and the classroom, and providing students adequate time to reflect on course content and class materials. The content is designed to support you wherever you are – and whether you teach online, in the classroom or in a hybrid environment – as an active learning instructor.

Outcomes:

• Describe the purpose of active learning and its relationship to formative assessment and checks for understanding.
• Determine the most challenging concepts in your course.
• Design, within your comfort and skill set, an active learning experience(s) that meets content and student needs.
• Apply classroom management techniques to active learning strategies.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Instructional Strategies (4 DEUs), Pedagogical Content Knowledge (1 DEU)

Consider classroom techniques that create a positive and productive classroom climate and contribute to student motivation, satisfaction, and achievement. This course introduces you to research on the importance of student sense of belonging in higher ed. You will practice setting course norms, hear from students about their experience at CSU, and examine researched techniques to increase students’ sense of belonging.

Outcomes:

• Integrate techniques that create a positive and inclusive classroom climate for all students.
• Provide multiple opportunities for all students to engage with the instructor and with one another.
• Establish classroom norms and expectations for all classroom interactions.
• Integrate at least one technique into your class that lets students—all students—know they belong.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Classroom Climate (4 DEUs), Student Motivation (1 DEU)

Examine assignments and major assessments to ensure alignment between student learning outcomes. You will explore the components of clear and transparent assignment directions, how to chunk assignments into manageable pieces, and how to scaffold concepts. This course introduces you to the value of curating resources for your students and developing a variety of assignment types to reach all learners.

Outcomes:

• Create assignments that align with learning outcomes for your course.
• Provide clear and transparent directions on assignments.
• Use a variety of assignments to reach all learners.
• Scaffold assignments to check for student understanding and support student success OR
• Add resources and reflections to assignments to support student success.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Curriculum and Curricular Alignment (3 DEUs), Pedagogical Content Knowledge (2 DEUs)

Instructors consistently identify critical thinking as an essential outcome for students. This course will help you capitalize on your students’ current critical thinking skills and scaffold critical thinking with supportive activities and feedback. You will consider content that is typically difficult for students and design appropriately leveled activities for them to practice critical thinking in a supportive environment.

Outcomes:

• Define critical thinking relative to your field and your students.
• Compare the level of critical thinking students practice in your course with the level of critical thinking required for the summative assessments for your course.
• Scaffold essential concepts and align them with appropriate activities so that students can practice critical thinking necessary for your course.
• Connect students’ existing critical thinking skills to those skills needed in your course/field.
• Use formative assessments to inform students of their current ability to think critically.
• Reframe course outcomes as questions to tap into students’ curiosity and motivate them to think critically.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Curriculum and Curricular Alignment (3 DEUs), Feedback and Assessment (2 DEUs)

Use research-based instructional techniques and low- to medium-stakes assessments to prepare students for success during the first four weeks of your course. Approaches include establishing a positive and inclusive classroom climate, priming students’ interest in course subject matter, promoting an effective learning environment, and preparing students to succeed on high-stakes assignments.

Outcomes:

• Apply Institutional Research data and recommendations to decisions about how you will teach your course during the first four weeks.
• Plan, implement, and reflect on at least one content-related FFW strategy on the first day of class.
• Plan, implement, and reflect on at least one group-building activity during the first week of class to help create and foster a community of learners.
• Create and administer low-stakes assessment(s) during the first four weeks of class.
• Identify CSU resources that support student success in the first four weeks.
• Assess and activate prior knowledge of your students.
• Use Canvas to initiate and provide timely and targeted outreach communications with students throughout the course.

Frequency: Yearly

Length: 12 hours over three weeks.

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Classroom Climate (3 DEUs), Feedback and Assessment (2 DEUs)

Engage in self-reflection to consider your own lived experiences and how you use those as a lens to make decisions regarding all aspects of your teaching: your class climate, your instructional practices, and what you inherently believe about your students. In this course, you will consider your students’ diverse strengths and how to leverage those to develop an inclusive classroom. You will review your current curriculum and look for opportunities to incorporate inclusive practices that heighten students’ sense of belonging which, ultimately, contributes to their level of success.

Outcomes:

• Define inclusive pedagogy.
• Determine the most challenging concepts in your course.
• Begin to recognize implicit bias of classroom interactions, bring this awareness to students, and take action to mitigate microaggressions.
• Incorporate inclusive pedagogy into planning and instruction.
• Identify available resources to continue self-inquiry into inclusive excellence.
• Foster a classroom climate of positive, inclusive and supportive relationships.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Inclusive Pedagogy (4 DEUs), Classroom Climate (1 DEU)

In Inclusive Pedagogy 2 (IP2), you will make use of your IP1 experience or previous work in inclusive pedagogy to consider the intersection of 1) inclusive classroom climate, 2) inclusive teaching practices, and 3) inclusive curriculum. You will examine your course content for representation of diverse perspectives and acknowledgement of bias and privilege. You will also examine your curriculum for accessibility and identify your next steps to make your teaching more inclusive.

Outcomes:

• Build upon your knowledge of inclusive pedagogy as related to your content area.
• Explain the relationship between curriculum, classroom climate, and inclusive pedagogy.
• Examine your course content for representation of diverse perspectives and acknowledgement of bias and privilege.
• Examine your curriculum for accessibility.
• Identify next steps to make your teaching more inclusive.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Inclusive Pedagogy (3 DEUs), Classroom Climate (1 DEU), Curriculum/Curricular Alignment (1 DEU)

Write measurable learning outcomes and align them with your course content and assessments following the principles of backward design. You’ll establish the level of proficiency your students should achieve and then work backward to develop individual units/lessons with short-term outcomes that lead to course outcomes. You will also consider how to engage students at deeper levels of thinking and identify outcome measures (what students are doing/producing) that determine success.

Outcomes:

• Write learning outcomes that are measurable.
• Write learning outcomes that require critical-thinking abilities appropriate to the course level.
• Include learning outcomes that require connections to a broader purpose, industry, future learning, or a transferable skill.
• Use learning outcomes to create aligned content, activities, and assessments (formative and summative).

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Curriculum and Curricular Alignment (3 DEUs), Feedback and Assessment (2 DEUs)

Consider practices fundamental to an effective class session: learning outcome alignment, instructional strategies, formative assessments, and language you use to communicate with students. You will develop a plan for a class session that promotes critical thinking, self-directed learning, and student engagement for all learners. You will also receive several class-session templates to use in future planning.

Outcomes:

• Articulate the purpose of formative assessment as a fundamental teaching strategy to develop student mastery.
• Use language and tools that promote self-directed learning.
• Implement instructional strategies and checks for understanding that engage students in learning.
• Align instructional strategies, class activities, and formative assessment (checks for understanding) with learning outcomes to plan a class session.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Feedback and Assessment (3 DEUs), Instructional Strategies (2 DEUs)

View your syllabus through multiple lenses to create a document that gives students the information they need to be successful in your course. Your syllabus is often the first point of contact between you and your students. Word choice, formatting, and visual appeal all contribute to students’ perception of your course and their sense of belonging. Rethinking your syllabus gives you an opportunity to apply research-based techniques to your syllabus design, including a course map that guides instruction and learning.

Outcomes:

• Design a syllabus that illustrates the connections among learning outcomes, course content, and assessments.
• Design a syllabus that explicitly signals your commitment to inclusivity.
• Design a syllabus that sets your intended tone for the course.
• Determine syllabus content and order of content based on your goals, ideals, and enthusiasm for the discipline.
• Incorporate the use of your syllabus throughout the course.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Curriculum and Curricular Alignment (3 DEUs), Classroom Climate (2 DEUs)

Rubrics are a tool for assessing student performance on assignments, papers, and projects. This course will prepare you to design an analytic rubric for one of your assignments. Additionally, we’ll examine rubrics for a wide set of purposes in your course. When rubrics are used as a teaching tool, they can help to improve student performance. Rubrics provide: 1) instructor expectations, 2) opportunities for feedback and self-reflection, and 3) improved communication between students and instructors.

Outcomes:

• Design a rubric that aligns with an assignment (and outcomes) in a course that you teach.
• Design a rubric that uses specific, leveled criteria and student-friendly language.
• Use a rubric for fair and consistent grading.
• Use a rubric as a learning tool to support student success.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: 1) Feedback and Assessment 2) Instructional Strategies

Research on learning consistently identifies motivation as a key factor in student success. Help students make connections between course subject matter and their lived experience, prompt them to make connections across topics, and convey your belief in their capacity to succeed. Emphasis is placed on helping students develop a growth mindset and self-efficacy and applying evidence-based motivation techniques to your teaching.

Outcomes:

• Apply researched motivation techniques to your course.
• Identify supports for students for main course content.
• Promote growth mindset and self-efficacy during instruction.
• Integrate at least one new motivation technique into your course.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Student Motivation (4 DEUs), Pedagogical Content Knowledge (1 DEU)

Incorporate research-based practices designed to foster a supportive online classroom community, engage students, and develop feedback and assessment strategies, with attention to doing so effectively in both small and large-enrollment sections.

Outcomes:

• Create a positive and inclusive classroom climate online.
• Interact with students online in ways that encourage them to engage with the material, with each other, and with you.
• Select online assessment strategies and methods of providing feedback appropriate for small-, medium-, or large- enrollment courses.

Frequency: Yearly

Length: 12 hours over 3 weeks

Delivery Method: Asynchronous with due dates

Teaching Effectiveness Framework alignment: Classroom Climate (2 DEUs), Feedback and Assessment (2 DEUs), Instructional Strategies (1 DEU)

This workshop series aims to support faculty in implementing the LA Model in one (or more) of their courses while effectively working with their team of undergraduate LAs. Workshops will be offered in-person before the start of the semester, with follow-up assignments to be completed between sessions and during the semester. Faculty actively working with CSU’s LA Program to implement the LA model with fidelity in their course are invited to engage in this workshop series to explore the essential elements of the LA model and evaluate pedagogical strategies and structures that facilitate successful implementation of the LA model. Contact Stacey Clark or Jennifer Roche for enrollment information.

Outcomes:

• Identify and describe the essential elements of the Learning Assistant (LA) Model.
• Understand the history and priorities of the LA Program at CSU.
• Examine the effectiveness and impact of the LA model, when implemented with fidelity.
• Identify the resources and community available to LA Program faculty to support success.
• Evaluate pedagogical techniques that facilitate active learning to successfully implement the LA model.
• Incorporate strategies & structures to integrate LAs as facilitators of student learning.
• Identify the resources & community available to LA Program faculty to support your success .
• Recognize the importance of authentic partnerships, define your team dynamic, and develop expectations of your LAs accordingly.
• Understand the core features and objectives of an effective Weekly Prep Meeting (WPM).
• Create a WPM agenda template to actively engage your LAs in the content and activities planned for the week.

Frequency: Fall semester only

Length: 1 semester 

Delivery Method: In person

Teaching Effectiveness Framework alignment: Inclusive Pedagogy (2 DEUs), Instructional Strategies (2 DEUs), Pedagogical Content Knowledge (1 DEUs), Student Motivation (1 DEUs), Classroom Climate (3 DEUs)

The TILT-sponsored Teaching Squares peer observation program allows faculty, instructors, and GTAs to observe each other, learn from each other, and support each other in their quest to become better teachers. It is designed to be a non-evaluative, supportive and growth-based process. Participants are coached in setting a personal teaching goal using the Teaching Effectiveness Framework and then observe others to give feedback and reflect on their own practice. This session is required for instructors participating in the Teaching Squares cohort.

Outcomes:

• Explain the Teaching Square philosophy of support and respect.
• Begin to form connections with other instructors.
• Choose a growth area from the CSU Teaching Effectiveness Framework
• Observe and give feedback to other instructors

Frequency: Spring Semester

Length: 16 hours over 15 weeks

Delivery Method: F2F or virtual depending on mode of instruction

Teaching Effectiveness Framework alignment: Instructor choice (7 DEUs) 

Accessibility is fundamental to a universally designed classroom. This workshop offers an overview of accessibility and a practical approach to implementing accessibility basics into your course materials.

Outcomes:

• Familiarize yourself with the fundamentals of accessibility.
• Become aware of potential accessibility barriers in your course.
• Be able to implement most emerging-level accessibility concepts into your course materials.

Frequency: Upon request

Length: 60 minutes

Delivery Method: Online via Teams

Teaching Effectiveness Framework alignment: Inclusive Pedagogy (1DEU)

The Teaching Effectiveness Framework (TEF) provides instructors with evidence-based teaching techniques to help identify strengths and grow their teaching practice. Join facilitators from TILT who will walk you through a visioning and goal-setting process that aligns with your definition of student success and the TEF. You will leave this session with a goal and action steps to achieve your goal.  *Need to set a SMART goal for annual review? This process can also help instructors interested in setting a goal for annual review.

Outcomes:

• Recognize the benefits of the seven Teaching Effectiveness Framework domains, their independence, and interdependence
• Identify teaching strengths related to a teaching domain
• Analyze your current teaching practices and how they align with your vision for students
• Create a personalized action plan of research-based teaching practices to incorporate into your teaching

Frequency: Upon request

Length: 2 60-minute workshops or 1 90-minute workshop

Delivery Method:  In person or online

Teaching Effectiveness Framework alignment: Instructor choice (1 DEU)

Critical thinking is the cornerstone to content mastery and ultimately student success. In this workshop participants will align essential course concepts with instructional strategies and Bloom’s Taxonomy so that student thinking can move from identification and description to application and analysis. Before the workshop, you will be asked to identify 3-5 course concepts essential to student learning. Bring these essential course concepts and your syllabus to the workshop.

Outcomes:

• Determine the level of learning students need to demonstrate knowledge or mastery of essential concepts in your course.
• Align outcomes/essential concepts with appropriate activities, checks for understanding, and assessments so that students will reach the necessary level of mastery.

Frequency: In person or online

Length: 90-minute workshop

Delivery Method: F2F or video meeting

Teaching Effectiveness Framework alignment: 1) Feedback & Assessment

Do you ever avoid student discussions because it’s too difficult to get their attention, wasting precious classroom time? What about the beginning or end of class? Do students wander in minutes after the start of class or pack up minutes before the end, wasting even more time? In this workshop, we offer several techniques to manage class time and student engagement in a positive and productive manner.

Outcomes:

• Learn ways to begin and end class to optimize class time ​
• Learn ways to motivate and engage students to participate in class activities ​​
• Brainstorm solutions to common classroom time wasters ​​
• Experience strategies that engage students in classroom activities

Frequency: Bi-annually or upon request

Length: 75 minutes 

Delivery Method: In Person

Teaching Effectiveness Framework alignment: Instructional Strategies (1 DEU)

The Latin word “persona” most directly translates to “mask.” Should we wear a mask while teaching? What kind of mask should we wear? This workshop will explore why and how we might develop a teaching persona that works for us as instructors and is also conducive to student learning. It will also allow participants to consider how to interact with undergraduate students who may be close in age to the instructor. This session is open to all CSU faculty, postdocs, staff, and graduate students and is a required workshop for the Graduate Student Teaching Certificate of Completion.

Outcomes:

• Learn about different types of teaching personas.
• Learn reasons for why you might develop and/or modify a teaching persona in relation to your teaching context.

Frequency:

Length: 75-minute workshop

Delivery Method: F2F or video meeting

Teaching Effectiveness Framework alignment: Classroom Climate

Formative assessments are low-stakes or no-stakes activities, assignments, or quizzes that have little effect on students’ grades and are used mostly to inform the instructor of further instruction needed and students of further understanding needed. Teaching strategies can then be adjusted to meet students’ needs. Frequent formative assessments create a consistent feedback loop that promotes reflection and meta-cognition. This workshop will introduce you to a variety of formative assessment strategies that can provide students with in-the-moment feedback.

Outcomes:

• Define effective teaching
• Describe the Teaching Effectiveness Framework
• Connect growth in teaching to annual review
• Identify tools that can be used to improve teaching

Frequency: Upon request

Length: 90 minutes

Delivery Method: In person or online

Teaching Effectiveness Framework alignment: Feedback and Assessment (1 DEU)

Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of an instructional period; be it a project, unit, course, semester, school year, or program of study. This workshop will focus on three practices to integrate into your summative assessments: 1) alignment with course outcomes, 2) use of rubrics to evaluate summative assessments, and 3) the benefits of exemplars and student evaluation of exemplars to support student success on summative assessments.

Outcomes:

• Align assessments with course outcomes
• Use rubrics to assess students equitably and consistently
• Use rubrics that include specific, measurable, student-friendly language
• Provide students with exemplars and non-exemplars to evaluate

Frequency: Upon Request

Length: 90 minutes

Delivery Method: In person or online

Teaching Effectiveness Framework alignment: Feedback and Assessment (1 DEU)

Classroom Climate refers to the intellectual, social, emotional, and physical environment in which students learn. Instructors who intentionally create a safe space and foster a community of learners find that students are more engaged and ready to learn. This is an introduction to the Classroom Climate domain of the Teaching Effectiveness Framework (TEF).

Outcomes:

• Create a welcoming space for students
• Create a positive and inclusive climate for all students
• Describe sense of belonging, mattering, how they relate, and how they support classroom climate
• Connect classroom climate and student success

Frequency: Upon Request

Length: 60 minutes

Delivery Method: In person or online

Teaching Effectiveness Framework alignment: Classroom Climate (1 DEU)

Instructional Strategies that are varied increase engagement, critical thinking, relevant connections and success for all learners. This workshop will introduce you to several strategies that you can incorporate into your teaching to engage students. This is an introduction to the Instructional Strategies domain of the Teaching Effectiveness Framework (TEF).

Outcomes:

• Have an increased set of instructional strategies to draw on when teaching
• Match instructional strategies with content and students’ needs

Frequency: Upon Request

Length: 60 minutes

Delivery Method: In person or online

Teaching Effectiveness Framework alignment: Instructional Strategies (1 DEU)

Motivation is triggered by the perceived value or benefit of the academic content or task. Student involvement and commitment to learning increases when an instructor uses various researched motivation techniques. This is an introduction to the Student Motivation domain of the Teaching Effectiveness Framework (TEF).

Outcomes:

• Describe the role neurotransmitters have on motivation
• Examine personal self-talk strategies and utility in fostering a growth mindset
• Apply growth mindset to classroom techniques that support student learning
• Promote motivation through instructional processes
• Examine your own mindset as an instructor
• Use motivating language in your classroom

Frequency: Upon Request

Length: 90 minutes

Delivery Method: In person or online

Teaching Effectiveness Framework alignment: Student Motivation (1 DEU)

Student engagement involves the frequency and level of student participation in the class. We generally talk about three types of engagement: student-to-student, student-to-content and student-to-instructor. In this workshop, participants will develop a plan to engage students in their online or hybrid course.

Outcomes:

• Structure their online course for consistency and clarity.
• Create an instructor presence in their online course.
• Foster student-to-student engagement in their online course.
• Integrate at least three best practices for students to engage with course content.

Frequency: Upon Request

Length: 90-minute workshop

Delivery Method: F2F or video meeting

Teaching Effectiveness Framework alignment: 1) Classroom Climate 2) Inclusive Pedagogy

The TEI provides recognition to faculty invested in growing their teaching practice by attending professional development, implementing evidence-based teaching practices, and reflecting on the impact on students. During this session we will provide a brief overview of the TEI and then use the remaining time for faculty to work on completing a TEI Post Implementation Reflection Form. Bring the following to the workshop: 1.A description of one professional development experience you have attended 2.Outcomes for the professional development 3.Notes on changes you made in a course based on attending that professional development 4.Laptop or other device.

Outcomes:

• Reflect on teaching practices implemented after professional development
• Align implemented teaching practices with the Teaching Effectiveness Framework
• Reflect on student responses to newly implemented teaching practices
• Draft a TEI Post Implementation reflection form

Frequency: Upon Request

Length: 60 minutes

Delivery Method: In person or online

Teaching Effectiveness Framework alignment: None

The CSU faculty manual states that “Evaluation of teaching should be designed to highlight strengths, identify deficiencies, and improve overall teaching and learning. Departments shall foster a culture that values and recognizes excellent teaching and encourages reflective self-assessment. Evaluation of teaching shall involve “multiple sources of information.” Evaluation criteria of teaching can include, but are not limited to:

• quality of curriculum design
• quality of instructional materials
• achievement of student learning outcomes
• effectiveness at presenting information
• managing class sessions
• encouraging student engagement and critical thinking
• responding to student work

Outcomes:

• TEF and Annual Review Series, Session 1: Introduction to the Teaching Effectiveness Framework and Toolkit
• TEF and Annual Review Series, Session 2: Set a Teaching Goal for Annual Review
• TEF and Annual Review Series, Session 3: Select Evidence-based Practices to Integrate into your Teaching
• TEF and Annual Review Series, Session 4: Collect Evidence of Teaching Effectiveness
• TEF and Annual Review Series, Session 5: Annual Review Guidance for Committees and Chairs/Heads

Frequency: Upon request - Departments can request a 90-minute workshop that combines any two of the four workshops in the TEF and Annual Review series.

Length: Refer to each workshop

Delivery Method: In person

Teaching Effectiveness Framework alignment: Instructor choice (1 DEU per academic year)

Join TILT for a tour of the Teaching Effectiveness Framework developed to guide faculty and departments in the process of defining, enhancing, and evaluating teaching effectiveness at CSU. After extensive research into best practices in teaching and learning, along with feedback from CSU faculty and leadership, TILT has identified 7 domains for effective teaching and, therefore, student learning. The team has developed a process for departments and faculty to set a teaching goal and evaluate goal achievement. The tools can be modified by departments or individuals to meet their needs as they grow their teaching practice.

Outcomes:

• Define effective teaching
• Describe the Teaching Effectiveness Framework
• Connect growth in teaching to annual review
• Identify tools that can be used to improve teaching

Frequency:

Length: 60-minute workshop

Delivery Method: F2F or video meeting

Teaching Effectiveness Framework alignment: Not eligible for Teaching Effectiveness Initiative program

This workshop will walk you through a goal-setting process based on the CSU Teaching Effectiveness Framework (TEF). You will leave this session with a SMART (Specific, Measurable, Achievable, Relevant, Time-bound) teaching goal that can be used for annual review of teaching and the beginning of an action plan to carry out your goal. Please review the TEF at a glance document before the workshop and identify a domain that is a strength for you and one that you would like to grow.

Outcomes:

• Identify a TEF domain that is a strength and one that you would like to grow
• Set a teaching goal that can be used for annual review of teaching
• Begin to develop an action plan to achieve your goal

Frequency: upon request

Length: 60 minutes

Delivery Method: In person or online

Teaching Effectiveness Framework alignment: See TEF and Annual Review Series description

This workshop will guide you through a process to take your current teaching goal and align it with the evidence-based teaching practices of the Teaching Effectiveness Framework (TEF). From there, we will share opportunities and resources at TILT and across campus that align with each domain of the TEF, so that you know how to reach your goal. You will leave the workshop with an action plan for the year to help you reach your teaching goal.

Outcomes:

• Define evidence of teaching effectiveness
• Align evidence of teaching effectiveness with your teaching goal
• Develop a plan to collect evidence of teaching success
• Be aware of professional development and resources that align with your teaching goal
• Be prepared to reflect on teaching effectiveness for annual review

Frequency: upon request

Length: 60 minutes

Delivery Method: in person or online

Teaching Effectiveness Framework alignment: See TEF and Annual Review Series description

The final workshop in this series helps you identify evidence that best aligns with your teaching goal. We will give you strategies to become observers of your own teaching and learn to record teaching success. You will leave this workshop with a plan to collect and reflect on successful integration of evidence-based teaching practices from the TEF.

Outcomes:

• Align evidence of teaching effectiveness with a TEF domain.
• Utilize the TILT goal setting tools and suggested evidence in annual review.

Frequency: upon request

Length: 60-minute workshop

Delivery Method: F2F or video meeting

Teaching Effectiveness Framework alignment: Not eligible for Teaching Effectiveness Initiative program

The Teaching Effectiveness Framework Program includes a recommended process for departments and faculty to set teaching goals and evaluate goal achievement for annual review. The Teaching Effectiveness Framework (TEF) provides instructors with evidence-based teaching practices to help identify strengths and grow their teaching practice. It also provides supervisors and instructors with a common language to discuss teaching. The TEF Program includes goal setting forms, suggestions for evidence that demonstrate teaching effectiveness, and other tools that can be modified to meet department and/or instructors’ individual needs for annual review. Join TILT in a walk-through of the TEF Toolkit and recommended process for developing and evaluating teaching effectiveness.

Outcomes:

• Apply the Teaching Effectiveness Framework and TILT recommended goal setting process to your annual review process
• Evaluate examples of teaching reflections

Frequency: upon request

Length: 60 minutes

Delivery Method: in person or online

Teaching Effectiveness Framework alignment: All (Not eligible for Teaching Effectiveness Initiative program)

During this interactive training, participants will use Learning Experience Design Cards (LXD) and other classroom assessment techniques to identify active learning approaches that align with course goals. The activities on LXD Cards are intended to help design courses that engage students, foster critical thinking, and show clear alignment to course outcomes. The variety of learning activities aligned with different types of learning will inspire creativity and engagement for you as an instructor as well as your students. Please bring your syllabus and course outcomes to the workshop.

Outcomes:

• Align course outcomes with higher-order learning outcomes from Bloom’s and Fink’s Taxonomies
• Choose active learning strategies that align with course outcomes
• Create a course plan

Frequency: Upon Request

Length: 90 minutes

Delivery Method: In person

Teaching Effectiveness Framework alignment: Instructional Strategies (1 DEU)

As instructors in higher education, it is increasingly important to have an individual teaching philosophy when applying for college or university faculty positions or when undergoing promotion reviews. This workshop will give participants the opportunity to learn about best practices in creating a teaching philosophy and analyze sample teaching philosophies from different disciplines. It is open to all CSU faculty, postdocs, staff, and graduate students and is a required workshop for the Graduate Student Teaching Certificate of Completion.

Outcomes:

• Learn best practices for writing a teaching philosophy.
• Learn the basic structure of a teaching philosophy and central information that should be included in one.
• Collaboratively discuss and analyze sample teaching philosophies.

Frequency:

Length: 60-minute workshop

Delivery Method: F2F or video meeting

Teaching Effectiveness Framework alignment: Classroom Climate