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Grad Courses | Center For Educational Innovation

The program is sponsored by the University of Minnesota Graduate School. To receive a letter of recognition and certificate of program participation, complete the two core courses: GRAD 8101, Teaching in Higher Education, and GRAD 8200, Practicum for Future Faculty. You may also register for topics courses offered under the GRAD 8200 designation.

Actived: Thursday Jan 1, 1970

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Foundations of Inclusive Teaching Program | Center for ...

Posted: (52 years ago) Session 4: Course Content, November 19; Session 5: Wrapping Up + Looking Ahead, December 3; Registration. The application deadline has passed for the Fall 2021 Foundations of Inclusive Teaching Program. To be contacted when registration opens for this program again, please fill out this interest form. Questions? Contact Anita Gonzalez, gonza035 ...

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Plan Your Course | Center for Educational Innovation

Posted: (52 years ago) Plan Your Course. One of the most effective ways to facilitate student growth that involves sensitive content and potentially difficult dialogues is to adequately prepare before the course begins. Below are a few tips to proactively plan for transformational student experiences in your course, particularly with course areas encompassing ...

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Active Learning | Center for Educational Innovation

Posted: (52 years ago) Active learning improves student outcomes. There is a well-established evidence base supporting the use of active learning. The benefits to using such activities are many, including improved critical thinking skills, increased retention and transfer of new information, increased motivation, improved interpersonal skills, and decreased course failure (Prince, 2004).

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Online Course Development Process | Center for …

Posted: (52 years ago) When developing a new online course or converting a face-to-face course online at the University of Minnesota, consider the following four step process: 1. Administrative approval. Begin by consulting with your department head (or equivalent) to seek course approval, and to find out who in your unit will assist you with the Electronic Course ...

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Writing Your Teaching Philosophy | Center for Educational ...

Posted: (52 years ago) You may discuss course materials, lesson plans, activities, assignments, and assessment instruments. Your goals for students. What skills should students obtain as a result of your teaching? Think about your ideal student and what the outcomes of your teaching would be in terms of this student's knowledge or behavior. Address the goals you have ...

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Flipped Classroom Program | Center for Educational …

Posted: (52 years ago) One approach some are considering is a flipped classroom model where classtime prioritizes actively engaging students in applying course concepts and skills and shifting the acquisition of content to asynchronous modes outside of classtime.

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Deliver Your Course | Center for Educational Innovation

Posted: (52 years ago) Provide course materials in various formats: print, online, on reserve, large print when needed. Briefly review previous course session content at beginning of class session. Summarize session content at the end of each session. Connect course content to students’ lives …

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Online Course and Program Development | Center for ...

Posted: (52 years ago) Online Course and Program Development. We collaborate with instructors and units who want to: develop a plan for professional development for online instructors, engage faculty with tools and resources for teaching online, assess feasibility, costs, and marketing approaches during pre-development phase, articulate and develop unit-level ...

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Aligned Course Design | Center for Educational Innovation

Posted: (52 years ago) Aligned Course Design. With Aligned Course Design "learning [aims] define what we should be teaching, how we should be teaching it, and how we could know how well students have learned it" (Biggs and Tang). A "backwards design" (Wiggins and McTighe) process includes three components:

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University of Minnesota Syllabus Examples | Center for ...

Posted: (52 years ago) The purpose of the course is to provide an understanding of the field. Understanding is best measured by assessing a student's ability to use the material in thinking about people. Therefore, the essay questions usually ask students to think with the material--to compare, argue, conclude, and so on, going beyond what is spelled out for them in ...

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Developing Effective Online Learning Spaces: Online ...

Posted: (52 years ago) Online Course Design. This 5-module Online Course Design Seminar is open to all who teach - faculty, instructors, postdocs, and grad students. Participants in this Seminar will gather in a Canvas course site to explore online course design through four topical modules that include curated resources, CEI-facilitated discussion forums, and activities created to support peer interactions.

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Support for Spring Instruction | Center for Educational ...

Posted: (52 years ago) Learning Online 101 is a self-paced course that instructors can assign to students to better prepare them for technical and academic success in online and hybrid courses. Learn Online is the companion quick reference website that provides students with information on learning tools, learning tips, supporting student success, and health & wellbeing.

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Services | Center for Educational Innovation

Posted: (52 years ago) Services. CEI staff work with individuals and academic units on a range of teaching-related goals, from one-time questions about a course to multi-year curricular or educational research projects. As a University-funded Center, there is no charge to you or your department for CEI services.

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Overview of Online and Blended Programs | Center for ...

Posted: (52 years ago) The number of students taking at least one completely online course was up five percent over the previous year. During the initial part of the pandemic (2019-20), close to 4,000 courses were available online with over 37,000 students enrolled in at least one online course.

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Ensuring Online Course Quality | Center for Educational ...

Posted: (52 years ago) Ensuring Online Course Quality Guidelines for Online Teaching and Design The Guidelines for Online Teaching and Design is a resource that assists members of the University community (e.g., faculty, instructors, administrators, instructional designers) in supporting student learning in …

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Using Media in Course Development | Center for Educational ...

Posted: (52 years ago) Using Media in Course Development Thursday, August 29, 2019 8:30am to 9:30am This session highlight two key aspects of using media to enhance teaching and learning: creating video content and integrating media in your course design.

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Innovations in Teaching Series | Center for Educational ...

Posted: (52 years ago) The course was staged as a quest with pass/fail levels (assignments), some of which required “elements of wisdom” (lessons) to be passed. Gaming tricks were borrowed from the gaming universe to increase student motivation. The presenter will report on how the game dynamics have “changed the game” in terms of student learning in this ...

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A Guide to the Scholarship of Teaching and Learning ...

Posted: (52 years ago) In response to a critique of Academia as privileging its research mission over its teaching mandate, Boyer outlined four types of overlapping scholarship: discovery, integration, application, and teaching. In 1999, Lee Shulman, in his essay “Taking Teaching Seriously,” added “learning” to the scholarship of teaching and the name – the ...

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UMD Course Design Retreat | Center for Educational Innovation

Posted: (52 years ago) Reimagine Your Course Using Learning Science Principles. This retreat has been postponed until May 2021. Dates and application details will be added in early 2021. Applicants for the postponed 2020 retreat will receive direct communication from the Center for Educational Innovation with an invitation to consult on course redesign if that ...

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Integrated, Aligned Course Design | Center for Educational ...

Posted: (52 years ago) This workshop will introduce you to the “aligned” or “integrated” course design approach, popularized by J. Biggs, C. Tang and D. Fink, among others. You will be able to apply aligned course design for your educational setting and experience the difference between an “unaligned” and “aligned” course. Presenter: Deb Wingert

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Best Practices: Teaching Sensitive Course Content | Center ...

Posted: (52 years ago) This site is designed to help faculty and instructional staff effectively plan and deliver sensitive course content. Plan Your Course. Deliver Your Course Below are a few resources regarding the need for effectively teaching sensitive course content: Teaching Sensitive Topics, Learning & Teaching Office, Ryerson University

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CSE: Teaching and Language Kick-Off (TALK) | Center for ...

Posted: (52 years ago) One week summer programs: Participants can choose one of the following online sessions: May 14-21, June 4-11, June 18-24, July 9-16, July 23-30. The online component will take you approximately 20 hours to complete and is taught asynchronously. Two week session: August 9-20. During this session, you'll practice your teaching and language skills ...

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Teach an Online Course | Center for Educational Innovation

Posted: (52 years ago) Teach an Online Course. The Center for Educational Innovation has consultants available for faculty members to address teaching concerns and effectiveness as they relate to course and program planning. Contact CEI to request a consultation. Other resources specifically related …

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Alternative Assessment Strategies | Center for Educational ...

Posted: (52 years ago) There are many ways to assess students' mastery of material besides multiple choice examinations. What follows are some examples of alternative assessments that you might consider. Open book exams. Because students can use books and notes, open book exams encourage students to learn to apply knowledge rather than memorize material.

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Social Norms Messaging Improves Belonging, Inclusion, and ...

Posted: (52 years ago) October Pedagogical Innovations Journal Club. Session Description: This study (Exposure to peers pro-diversity attitudes increases inclusion and reduces the achievement gap) focuses on ‘social norms messaging’, which uses the description of typical peer behavior to nudge individuals in socially desirable directions.The authors use a series of randomized experiments to show that displaying ...

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Intellectual Property and Copyright | Center for ...

Posted: (52 years ago) Using externally produced instructional materials within an online course. Instructors have a number of options when incorporating materials (text, graphics, audio, video, etc….) into their courses. These include using materials that: Are created by the instructor; Are in the public domain; Are shared with the public via a Creative Commons ...

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Preparing Future Faculty Program | Center for Educational ...

Posted: (52 years ago) During Spring 2022, all Preparing Future Faculty courses will be delivered remotely, with asynchronous work in Canvas and synchronous Zoom meetings. To receive a letter of recognition and certificate of program participation, you’ll complete the program’s two core courses: 1. GRAD 8101: Teaching in Higher Education 2. GRAD 8200: Practicum for Future Faculty

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Senior Teaching Fellows Program | Center for Educational ...

Posted: (52 years ago) faculty who are incorporating new ways of conducting an existing course; Format. The Senior Teaching Fellows Program will be delivered in a synchronous, online format across six sessions. The format consists of both content to be delivered to participants as well as regular forms of interactivity between participants or with the facilitator.

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GRAD 8101: Teaching in Higher Education | Center for ...

Posted: (52 years ago) The course is designed to help you become a responsive and reflective teacher. The instructor, along with course participants, will model a variety of active learning strategies and facilitate discussions addressing educational theory and practice.

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Digital Studio Experience Courses | Center for Educational ...

Posted: (52 years ago) This facilitated Zoom session provides an opportunity for instructors to share information on how to best conduct digital studio courses such as digital drawing or media design in a virtual setting.

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Experiments in Learning Innovation | Center for ...

Posted: (52 years ago) Digital humanities and digital learning: Web mapping, digital storytelling, and social justice project Jigna Desai & Lars Mackenzie Developing a student-centered chemistry course using the flipped classroom model Brian Gute The new healthcare team: Developing a semester interprofessional case simulation Karin Hamilton & Tricia Todd Flipping the environmental communication course: Using online methods to teach a field-based course Mark Pedelty & Joy Hamilton Developing and implementing active learning …

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Mid-Term Feedback Form | Center for Educational Innovation

Posted: (52 years ago) 15. Overall, I feel I’m learning a lot in this course. SD: D: A: SA: 16. What could the instructor do to improve your learning in this class? (Please be as specific as possible.) 17. What could you do to improve your learning in this class? (Please be as specific as possible.)

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Wrapping up the Project | Center for Educational Innovation

Posted: (52 years ago) If your team project lasted more than a few class sessions, it is useful to share the final products of each team with the entire class. This serves two purposes. First, this makes student work public, which can result in higher quality products. Second, it allows students to learn from other teams’ work.

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Talking with Students About Their Feedback | Center for ...

Posted: (52 years ago) Evidence of student learning is the most important indicator of how the course is going. If 20% or more of your students responded negatively, this is probably an area that you should address. You may want to ask a colleague in your department, or a consultant from the Center for Teaching and Learning Services to discuss the results with you ...

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Evaluating Your Online Teaching | Center for Educational ...

Posted: (52 years ago) The Quality Matters Rubric can be used in course self-reviews by individual faculty or in course peer reviews (both internal and external). CEI sponsors an institutional membership in Quality Matters — a nationally recognized, faculty-centered peer review process designed to certify the quality of online course design and online components.

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Teaching in an Active Learning Classroom (ALC) | Center ...

Posted: (52 years ago) Room issues. Room layout. In most classes, there will be when students need to focus on you. … Noise and distractions. Active and collaborative learning necessarily results in a great deal of … Group work. ALCs were designed specifically to support student group work. However, it’s … Student engagement. A key part of making ALCs work is making sure that students are engaged in … Technology. Many of our classrooms are now equipped with laptop connections and projectors. … See full list on cei.umn.edu

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GRAD 8200: Teaching and Learning Topics in Higher ...

Posted: (52 years ago) GRAD 8200: Teaching for Learning. This one-credit course uses a case study and interactive discussion approach as participants engage with scenarios that are similar to those faced by instructors teaching developing and conducting college courses. Resources and assignments engage you in topical discussions, reflective course planning, and ...

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Early Term Feedback on Teaching | Center for Educational ...

Posted: (52 years ago) We recommend that you ask for feedback between weeks 3 and 8 in the semester after the students have completed and received feedback on an assessment in the course (e.g. exam or major assignment). When collecting student feedback, you can ask broad questions about the strengths and areas for improvement in the course or more specific questions ...

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Gathering Feedback and Documenting Professional Growth in ...

Posted: (52 years ago) Experts in pedagogy, course design, and curriculum from your college or campus, as well as experts from central support units like the writing center, the libraries, the instructional technology team, or the Center for Educational Innovation; External sources such as …

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Academic Freedom and Responsibilities | Center for ...

Posted: (52 years ago) Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom and conduct relevant research. Along with this freedom comes responsibility.

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GRAD 8200: Practicum for Future Faculty | Center for ...

Posted: (52 years ago) This one-credit course is designed to give you opportunities to apply the theories and methods learned in GRAD 8101: Teaching in Higher Education, and to further enhance your understanding of the faculty role in higher education.To accomplish these goals, you will arrange a metro-area mentoring opportunity as part of this course.

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Project Description for Students | Center for Educational ...

Posted: (52 years ago) You need to address the following questions in 1000 words: a). Why is the work being proposed new and interesting or important? What is the unmet need, unanswered question or commercial opportunity that your work would address? b). What is the published work that provides the intellectual and technical foundation for each of the aspects of the project? As in all scientific writing, it is important to organize your thoughts, write precise sentences that follow each other in logical progression, and to cite appropriate s…

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Quality Matters | Center for Educational Innovation

Posted: (52 years ago) Quality Matters (QM) is a research-based national benchmark aimed at improving student learning experiences in online programs and courses.The QM curriculum introduces faculty and instructional staff to best practices in instructional design, provides rubrics for assessing online course design, and outlines a peer-review process for continuous improvement of online and hybrid courses.

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Grade definitions | Center for Educational Innovation

Posted: (52 years ago) 3.000 - Represents achievement that is significantly above the level necessary to meet course requirements. B-2.667. C+. 2.333. C. 2.000 - Represents achievement that meets the course requirements in every respect. C-1.667. D+. 1.333. D. 1.000 - Represents achievement that is worthy of credit even though it fails to meet fully the course ...

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Be Present Online: Communication With Students | Center ...

Posted: (52 years ago) A key element of student success in online courses is communication - between students and teachers, and among students as peers. In online learning space, effective communication requires pre-course planning with these questions in mind:

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