The TEACH Program

CETL TEACH

Introducing T.E.A.C.H., CETL’s new multi-badge program consisting of four pathways.

Due to popular demand, CETL is bringing together workshops from the past five years into one multi-badge program. Our new T.E.A.C.H. program features four pathways each investigating a critical theme in teaching and learning. T.E.A.C.H. replaces former programming, including the TECH certificate, Teaching Project certificate, and ALT-Instruction certificate.

The Four Pathways

Each pathway features one of four specific themes: 1) technology, 2) course structure, 3) student engagement, and 4) assessment. 

Complete a single pathway to earn a badge. Complete all four pathways to become a Teaching & eLearning Advanced Certificate Holder (T.E.A.C.H.) and you will receive your program certificate. 

T.E.A.C.H. encourages you to go at your own pace. With flexibility in mind, programming includes a mix of live webinars and self-paced courses. Put what you learn into practice by sharing ways you’ve changed your teaching practice. Simply complete a short assignment or activity for each online webinar or workshop. Faculty who have taken programming with us may recognize several of these workshops and will receive credit towards any prior workshop. However, a short deliverable is now associated with each workshop.

We highly recommend the T.E.A.C.H. program for faculty new to teaching at Cal State LA. All instructors of record, including lecturers and graduate teaching assistants (TAs), are welcome to participate in CETL programming.

Please Note: Full program coming Fall 2021.

Teaching with Technology Badge

Canvas and Our Students

Starting Canvas with Online Activities and Assignments

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Self-Paced—Enroll Now


Canvas Gradebook and SpeedGrader

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Self-Paced—Enroll Now


Leveraging Multimedia

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Self-Paced—Enroll Now


Teaching Our First-Generation Students

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Self-Paced—Enroll Now

Structuring Your Course Badge

Structure

Transparent Assignment Design and Rubrics

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Accessible Instructional Materials

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Student-Centered Syllabus
Coming Fall 2021


Organizing Your Course

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Self-Paced—Enroll Now

Engaging Students Badge

Engagement

Check for Understanding

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Motivating Students in Your Course

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Showing Students You Care

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Discussing Discussions 

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or

Productive Group Work
Coming Fall 2021

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Gathering Feedback From Students
Coming Fall 2021  

Measuring Student Success Badge

Assessment

Formative Assessment

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Writing Smarter Test Questions

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Cheating 101

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Grading Best Practices 
Coming Fall 2021

Webinars and workshops in the TEACH series will be regularly offered, so check your Monday email from CETL or our calendar at: https://www.calstatela.edu/cetl 

Note that the Teaching with Technology pathway is the prerequisite for the DOC Program (Designing Online Courses). 

Webinar Resource Courses

After attending any webinar, you'll automatically be enrolled in a Resource Course in Canvas. Use the resource course to complete any required assignment. You can also access the slides and materials featured in the webinar. 

The resource course should appear on your Dashboard within 48 hours. If you’re unable to find it, please check Courses (global navigation on left) > All Courses.

Please visit CETL Virtual Support for additional assistance.

Frequently Asked Questions

Visit the TEACH Program FAQs page for additional information. 

Webinar and Self-Paced Course Descriptions

Teaching With Technology

Starting Canvas with Online Activities and Assignments (Self-Paced)

Description

In this self-paced course, explore the essentials tools and features of Canvas. Learn how to use Modules, Quizzes, Assignments, Discussions, and Rubrics. You'll also have the option to check out: Roll-Call Attendance, Prerequisites and Requirements, and Scheduler (Canvas Calendar).

Workshop Objectives

  • Explore activities that can be used to foster collaborative and more active learning in the online portion of your course. 
  • Design a low stakes activity for a particular assignment you have in mind for your courses, such as a survey, poll, discussion, or reflection assignment. 
  • Explore the following Canvas tools: module, quiz, assignment, scheduler, discussion, rubric, and roll call attendance. 
  • Configure prerequisites or requirements within Modules or Assignments.  

Canvas Gradebook and SpeedGrader (Self-Paced)

Description

In this self-paced course, learn how to configure the Canvas Gradebook to provide students up to date information on their progress in the course. You'll also learn how to use the SpeedGrader for efficient grading workflows, and providing students timely feedback.

Workshop Objectives

  • Describe the purpose of grades and grading in a course.
  • Recognize the defining characteristics of the two main gradebook types, Points Based and Weighted Percentages.
  • Identify the correct setup procedures for both gradebook types, extra credit, and dropping the lowest score.
  • Interpret the various visual indicators for student submission and grading status.
  • Select features within SpeedGrader for efficient grading and student feedback.
  • Explain the importance of changing empty/missing grades to zeroes (0).

Leveraging Multimedia (Self-Paced)

Description

In this self-paced course, learn how to best utilize media in your course to free up design and engage students. You'll also learn how to find pre-existing videos and online content to help supplement your course.

Workshop Objectives

  • Define and identify known OERs for various contents.
  • Use the Canvas Rich Content Editor to embed an image or video.
  • Identify the need and practice of web-accessible instructional content.
  • Apply the general rules of Copyright in Education using Canvas Commons.

Teaching Our First-Generation Students (Self-Paced)

Description

Do you know that more than 50% of your students have parents who do not have a bachelor's degree? These students are determined to succeed. However, they do not have informal guides, such as their parents, to orient them to the college experience. In this self-paced course, you will list their challenges and different strategies to incorporate first-generation students into the fabric of your teaching and the university as a whole.

Workshop Objectives

  • Distinguish challenges first-generation students face from their non-first-generation counterparts.
  • Define hidden curriculum and impostor syndrome.
  • Identify strategies to help support first-generation students in your classroom.

Structuring Your Course

Transparent Assignment Design & Rubrics

Description

Students in classes that used more transparency report gains in academic confidence, sense of belonging, and skills like group work and using written and oral communication. All students report benefits, but first-generation and underrepresented students reported even greater benefits. In this workshop, see how transparently designed assignments offer equitable opportunities for all college students to succeed.

Deliverable: Transparent Assignment

Workshop Objectives

  • Identify the need for Transparent Assignment designs.
  • Explain how Transparent Assignments help students succeed.
  • Define what makes a Transparent Assignment.
  • Apply the Transparent Assignment Template to an existing assignment.

Accessible Instructional Materials

Description

An important component of designing and building an online or hybrid course is to ensure that the instructional materials are accessible for students with disabilities. In this workshop, we will demonstrate several things instructors can do to ensure accessibility of their course materials.

Deliverable: Accessible Syllabus

Workshop Objectives

  • Explain the importance of accessible materials​.
  • Structure text documents with Heading Styles​.
  • Add a text-based description to an image (alt text)​.
  • Assess closed captioning quality in online video. 

Engaging Students

Check for Understanding

Description

Having trouble getting students to participate in your synchronous class meetings? This 45-minute active webinar will demonstrate ways to check for student understanding. In this demonstration and practice, we will model how to use various tools to make sure students understand your course content, and how to keep students engaged during your Zoom sessions—all without needing to see students on camera.

Workshop Objectives

  • Discuss what "Check for Understanding" means.
  • Introduce tips and tricks to use in synchronous meetings to engage students.
  • Identify prompts you can use to check for understanding.
  • Model and practice checking for understanding.

Motivating Students in Your Course

Description

Does it feel like students are not keeping up in your remote instruction course? Are you looking for practical strategies to motivate students through the remainder of the term?  Join us for a new webinar on how to motivate students in your course. You'll identify reasons students may be motivated (or demotivated) and how you can improve student motivation to help them succeed in your course. 

Workshop Objectives

  • Identify reasons why students may be motivated (or de-motivated) in your course.
  • Discuss how modality (e.g., F2F, remote instruction, and fully online courses) and structure can impact student motivation.
  • Identify how you can improve student motivation in your course.
  • Review the importance of Structure, Instructor Presence, and Social Presence to help improve student motivation.

Measuring Students Success

Formative Assessment

Description

Instructors committed to inclusive teaching can revolutionize student learning using formative assessment. In this special two-hour webinar, we will model in real time the 7 formative techniques and their related activities.

Formative thinking helps students take responsibility for their own learning, a precondition for improvement. It also challenges our assumptions about what "assessment" looks like in any environment.

We will demonstrate multiple creative activities that can be integrated into a class session—or the entire term. Participants will be asked to complete a short survey prior to attending the webinar.

Deliverable: Five Item Knowledge Survey

Workshop Objectives

  • List 7 techniques (moves) of formative assessment.
  • Apply a variety of formative activities in your classroom—and across your course span—to foster inclusion.
  • Describe how formative assessment is naturally inclusive.
  • Reflect on your role in becoming a formative thinker.

Writing Smarter Test Questions 

Description

Writing multiple choice test questions, also known as item writing, is art and science. A well-constructed MC question is versatile, reliable—and reusable! Learn when to ask what type of question, and why. In this workshop, we will review the steps to writing equitable tests. Please bring a copy of a current quiz, test, or exam to work on.

Deliverable: Revised Test Questions

Workshop Objectives

  • Discuss the differences between essay and multiple choice questions, and when to use each type.
  • Identify specific, efficient, items that reward "higher order" thinking.
  • Identify kinds of questions that deter cheating.
  • Identify other "Smart" test taking and item writing practices.

Cheating 101

Description

Having trouble with students cheating on tests? Come to our question and answer session to hear our practical, equity-based approaches that mitigate this stressful issue. This Q&A session will provide a place to discuss why students cheat and addresses issues facing online classes during this remote instruction time. Faculty will also share how they helped eliminate cheating on assessments.

Deliverable: Rules of Engagement Document for students

Workshop Objectives

  • Identify reasons why students choose to cheat in college.
  • Identify effective --and ineffective--deterrents to cheating.
  • Introduce tips and tricks that set out "rules of engagement" for students. 
  • Discuss equitable, student-centered approaches that make a shared commitment to honest classrooms.