Instructional Scholar Teaching Certificate

Overview

The Instructional Scholar Teaching Certificate program provides a learning community and support structure within which experienced faculty can develop enhanced teaching skills. Teacher who have at least 5 year of full-time teaching experience in higher education are encouraged to apply to be a participant in this certificate program. Activities, topics, and interactions have been developed and customized to meet the pedagogical needs of experienced teachers, and those who participate will develop relationships with other faculty from across disciplines and from around the university.

Description

The Virginia Tech Instructional Scholar Teaching Certificate program is designed to increase faculty members’ instructional effectiveness, instructional efficiency, and learner-centered pedagogy. This two-semester certificate is based on an “active learning/proactive teaching” approach to higher education instruction. Participants will develop advanced knowledge and skills in learner-centered instruction, including the scholarship of teaching and learning. Participants are welcome from all departments and colleges. Ultimately, this certificate is designed to be immediately useful and to challenge faculty to engage in scholarly teaching

The two-semester program emphasizes practical, theoretical, and empirical knowledge of scholarly teaching and learning, as well as the growth of curricular, strategic, and instructional skills through engagement in authentic instructional activities. This advanced knowledge and skill development concentrates on three areas, (a) fostering deep student learning (e.g., critical thinking, problem-based learning, reflection), (b) developing instructional strategies created or adapted to instructors and students’ needs, and (c) integrating assessment into course design to foster learning and provide information regarding student achievement. These topics, however, will be tailored to participant needs. In addition, program participants will work with participants in the New Faculty/Early Career Teaching Certificate program as mentors and peer observers.

Application Submission: All applications must be submitted online.

Program Goals

The Instructional Scholar Teaching Certificate program is designed to provide Virginia Tech faculty members with the opportunity to develop their pedagogical knowledge and skills. Faculty will purposefully and proactively:

• develop a solid understanding of teaching and learning based on empirical evidence. (SCHOLARSHIP)
• apply advanced learning principles in the fostering of deep and integrated student learning. (LEARNING)
• develop alternative assessments customized to teachers’ specific learning outcomes. (ASSESSMENT)
• evaluate instruction based on empirical principles of effective learner-centered pedagogy. (EVALUATION)

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Participation Benefits

Participants in the Instructional Scholar Teaching Certificate program can expect several benefits, including:

• Development of advanced knowledge related to teaching, learning, motivation, assessment, instructional strategies, instructional technologies, instructional design, and classroom management.
• Development of advanced teaching skills, including the development of instructional strategies customized to faculty members’ needs.
• Development of assessment strategies, focusing on alternative authentic strategies customized to faculty members’ needs.
• Development of skills in observing and mentoring other teachers.
• Development of skills in reaching all students, including universal design and inclusive pedagogy.
• Development of confidence in creating and implementing effective instruction.

In addition, participants will receive a certificate of successful completion, indicating their growth in knowledge and skills related to learner-centered pedagogy.

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Participation Requirements

Participants in the Instructional Scholar Teaching Certificate program must meet each of the following requirements:

• Participants must be full-time faculty.
• Participants may be from any department or college.
• Participants must be in at least their fifth year of teaching, at any institution.
• Participants must be teaching during the fall semester of program participation.
• Participants can miss no more than one program session and must engage in required class observations.
• Participants must be interested in refining their teaching, reflecting on teaching and learning processes, and actively supporting other teachers at Virginia Tech.

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Participation Costs

There is no cost for faculty to participate in the Instructional Scholar Teaching Certificate program.

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Application Procedure

Applicants for the Instructional Scholar Teaching Certificate program must complete the online application process, which includes the following:

1. Applicant's name, department, phone, email
2. Department head/chair’s name, department, phone, email
3. A description of your (a) teaching experience, (b) teaching approach, and (c) personal goals.
   
   1. Half-page, single spaced (max) description of your teaching experience (e.g., courses taught) and teacher training experience (e.g., workshops, courses, Preparing Future Faculty participation).
   2. Half-page, single spaced (max) description of your teaching approach (e.g., if someone came to watch you teach, what would they see?)
   3. Half-page, single spaced (max) explanation of your personal goals for participating in the Instructional Scholar Teaching Certificate program.
4. Current CV.

Please note: The cohort is limited to 15 faculty members. Participants will be notified of acceptance into the certificate program within one week of the application due date.

Application Due Date:	September 1, 2012
Participants Notified:	September 8, 2012

Application Submission: All applications must be submitted online.

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Certificate Agenda

The Instructional Scholar Teaching Certificate program will consist of one cohort of 15 faculty members. The cohort will meet on Wednesdays from 10:00-12:00 pm. In addition, each participant will engage in peer teaching observations, peer teaching evaluations, and micro-teaching practice.

Fall Agenda**

Wednesday Cohort 10 am - 12 pm	Topic
September 12	Program Introduction    » Welcome & Introduction    » Discussion of the program and certificate    » Discussion of responsibilities and requirements
September 26	Teaching and the Design of Effective Instruction    » Role of instructional design in effective teaching    » Pre-instructional assessment    » Course design, lesson design, assignment design
October 10	Teaching and Advanced Learning Principles    » Cognition, meta-cognition, and critical thinking    » Brain-based learning and teaching    » Peer observation and the evaluation of teaching
October 24	Teaching and Complex Learning    » Case-based, project-based, & problem-based learning    » Reasoning, judgment, decision making, creativity    » Peer observation and the evaluation of teaching
November 28	Teaching and Student-to-Student Learning    » Peer review/peer mentoring/peer assessment    » Self-regulation and self-awareness    » Developing strategies tailored to specific outcomes
December 12	Teaching and Authentic/Alternative Assessment    » Essential learning outcomes and high impact practices    » Creating “outside the box” assessments    » Developing assessments tailored to specific outcomes

** The fall agenda will also include peer observations.

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Spring Agenda**

Wednesday Cohort 10 am - 12 pm	Topic
January 30	Peer Observation, Assessment, and Evaluation    » Discussion of common peer observation findings    » Discussion of peer obs in professional development    » Discussion of issues, concerns, and solutions
February 20	Lessons to be Learned and Needed Resources    » Discussion of common peer observation findings    » Discussion of resources needed by new faculty    » Discussion of issues, concerns, and solutions
March 20	Conversations with Master Teachers    » Discussion of common peer observation findings    » Discussion of advanced teaching techniques    » Discussion of issues, concerns, and solutions
April 24	Instructional Issues and Concerns    » Discussion of common peer observation findings    » Discussion of continuous improvement resources    » Discussion of issues, concerns, and solutions
May 8 Wednesday	Program Graduation, 5-7 pm, The Inn

** The spring agenda will also include peer observations.

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Program Questions

Questions regarding the New Faculty/Early Career Teaching Certificate program should be directed to:
Peter Doolittle, Director
Center for Instructional Development and Educational Research
pdoo@vt.edu, 1-3954

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111 Hillcrest Hall (0453), Blacksburg, VA 24061
(540) 231-5212  |  cider@vt.edu