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Certificates & Programs

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 FCE Certificate in High Impact Practices in Higher Education

Choose one of three tracks:

High Impact Practices in Teaching and Learning,

Effective Research and Scholarship,

or

Impactful Service

$500 in Professional Development Funds available upon completion to tenure-line faculty, while funds last. Lecturers can also take advantage of the HIPs in Higher Education Certificate, unfortunately, compensation will not be available.

Workshops for High Impact Practices in Teaching and Learning Track

This track provides an array of short workshops on the context, tips, and strategies for effective pedagogical innovation, including student engagement in class, high impact practices such as service-based learning, integrating research in the classroom, e-portfolio, and others. 

To earn a certificate in the teaching and learning track, faculty must complete a total of five workshops/ webcasts: two required workshops facilitated by TRC, two from any FCE-TRC facilitated workshops, one webcast from Academic Impressions and a short reflective paper, no later than March 30th, 2021. To submit a short reflective paper, please go to this link.

Required Workshops for Teaching and Learning Track
(total 5 needed)

Required workshop for the certificate track:

Foundations of high impact practices. 

Offered in Fall and Spring semesters. 

The purpose of the short module is to review the most impactful high impact practices (HIPs) in teaching at an institution of higher education along with examples shared by CSUSB faculty members. The workshop will review the most common strategies to integrate HIPs in a variety of classroom settings as well as means of assessing impact of HIPs in the classroom. 

Choose any TWO:

High impact practices in teaching and learning: E-portfolio. 

Offered in Fall semester only.

The purpose of the workshop is to cover in-depth content on major high impact practices (HIPs) in teaching and learning, with particular emphasis on the use of e-portfolio as a tool to assess student learning. The workshop will cover practical examples used by faculty members from various teaching-focused institutions. 

High impact practices in teaching: Writing intensive courses. 

Offered in Spring semester only.

The purpose of the workshop is to cover in-depth content on major high impact practices (HIPs) in teaching, with particular emphasis on writing intensive courses to assess student learning. The workshop will cover practical examples used by faculty members from various teaching-focused institutions. 

High Impact Practices in Teaching: Collaborative Assignments and Projects.

Offered in Spring semester only.

The purpose of this workshop is to address the key characteristics of collaborative assignments and projects as a high-impact learning practice. Thee workshop will discuss means to implement such a HIP with emphasis on how to engage students on: problem solving, teamwork, addressing diverse perspective, among others. Discussion on strategies to implement team-based assignments will be discussed and practiced.

High Impact Practices in Teaching: Writing Intensive Courses.

Offered in Spring semester only.

The purpose of this workshop will be to focus how to integrate writing as a central mode of learning and evaluating student performance. Best practices on ensuring regular and meaningful feedback, concepts on "writing-to-learn" and "writing-in-the-disciplines" will be discussed.

HIPs - Service Learning: Impactful teaching and meaningful service. 

Offered in Spring semester only.  

Service learning at CSUSB is a high-impact teaching method that promotes student learning through active participation in meaningful and planned service experiences in the community that are substantially related to course content. Through reflective activities, students enhance their understanding of course content, general knowledge, sense of civic responsibility, self-awareness and commitment to the community. Students understand and synthesize the subject matter through a broader range of experiences and associations; gain an understanding and appreciation of the community and the diversity of its people; explore an area of study or a career option; critically reflect on personal values and responsibilities as citizens; and gain a belief they can make a difference through their actions. 

Topics include: 

  • What is service learning and what are the “requirements”? 
  • How is service learning both aligned with but distinctively different from internships, practicums, field trips, and other experience-based learning types? 
  • What are the array of service learning experiences on campus? 
  • How do you promote service learning to students? 
  • How do you promote service learning to the community? 
  • What resources are there to support service learning on campus? 

Scholarship of Teaching and Learning (SoTL) workshop. 

Offered in Fall and Spring semesters.

If ever the expression about “killing two birds with one stone” were true, certainly it would be in practicing scholarship related to teaching and learning. Logically, it makes sense because almost all of us are required to do both, so why not combine them, especially since many in academe have multiple research tracks? But then we hesitate because we worry about scant knowledge of learning and teaching theories, familiarity with the current state of the literature about various teaching practices, and methodological challenges. This workshop will provide you with ideas about resources to reduce the burden of “getting up to speed,” about how to conduct research that can be (relatively) easy to implement, and venues for presentations and publications. 

Topics will include:

  • What is scholarship of teaching and learning and how is it organized (or scattered)?
  • How can I tackle a SoTL project without becoming a learning/teaching specialist? 
  • What are common SoTL methods of inquiry?
  • What resources are there on campus to support SoTL research?

What are the various types of venues to consider—from presentations, to modest disciplinary journals specializing in education, to high impact journals?

Choose any ONE:

Effective Team-Teaching Strategies. 

Offered in Spring semester only.

Evidence notes that several tangible and intangible benefits of team-teaching to students, faculty, and institutions that engage in team teaching. The purpose of this short workshop is to address: overview of team teaching, best practices, challenges and scopes of addressing them, as well as recommendations implementation. Several types of team teaching will be discussed, including: rotational format, interactive, participant-observer, etc.

Comparing 4 video/audio methods.

Offered in Fall and Spring semesters.

This module gives you the opportunity to discuss the pros and cons of four methods of pre-recorded lectures, and to see “live” examples of them at the same time. A quick review of some do’s and don'ts of making pre-recorded videos are also provided.  The presentation types covered are:

  1. PlayPosit  
  2. Zoom as a re-usable pre-recorded video
  3. VoiceThread 
  4. PowerPoint + Voice

Creating meaningful course student learning outcomes.

Offered in Fall semester only.

Student learning outcomes state what learners are the expected know or be able to do after participating in a series of learning experiences. Assessment of student learning outcomes at the course-level informs understandings of student learning for each learner and continuous improvement in pedagogical decision-making (instructor learning). Learning outcomes should be clear, observable, and reflect priority knowledge and skills. This workshop covers (1) the rationale in terms of both research and context for the development of student learning outcomes and (2) developing student learning outcomes in the context of a course for the syllabus. The topics covered in the workshop will be:

  • big-picture of outcomes-based education in higher education
  • context for outcomes-based education: culture and learner centeredness
  • dimensions and sources of course-level student learning outcomes
  • development of course student learning outcomes

Workshop Learning Outcomes:

  1. Participants will describe the basic aspects of outcomes-based education and learning outcomes.
  2. Participants will discuss the impact of diversity, equity, and inclusion on learner-centered teaching and the cultivation of a culture that empowers faculty in learning.
  3. Participants will develop and critique learning outcomes for a course syllabus.

Pre-workshop Reading: Barr, R. B., & Tagg, J. (1995). From teaching to learning--a new paradigm for undergraduate education. (Cover story). Change27(6), 12. https://doi.org/10.1080/00091383.1995.10544672

 

Academic Impressions Webcast for Teaching and Learning Track (Choose one)


Workshops for Effective Research and Scholarship Track

 

This track provides an array of short workshops on the context, tips, and strategies to more successfully engage in research.

To earn a certificate in the Research track, faculty must complete a total of five workshops/ webcasts: two required workshops facilitated by FCE, three from any FCE-TRC-facilitated or sponsored workshops or webcasts and a short reflective paper no later than April 14th, 2021. To submit a short reflective paper, please go to this link

 

Required Workshops for Effective Research and Scholarship Track 

How to convert your conference paper into a publication.

So you have put your research together and are going to present or have presented it at a conference. You have made adjustments based on your conference presentation. What should you consider strategically when  submitting it to a journal? 

This seminar will address the following topics:

  • Considerations in journal selection
  • Strategic citations that can affect acceptance
  • Professional and collegial manuscript edits
  • “Blinding” for submission; third person tense/voice
  • Types of acceptances and rejections and what to do with them

Publication metrics.

The publication world has been completely transformed in the last twenty years as a part of the digital revolution.  Today, scholars, journals, departments, and institutions are expected to have up-to-date and detailed metrics on the scope, quantity, and quality of their research output. These overall trends affect all academic disciplines; however, the specific emphases vary considerably by discipline, as well as by the preferences of accrediting bodies, colleges, departments, and individual academics.

Topics will include:

  • Journal metrics: Web of Science impact factors, Scimago, Cabell’s, disciplinary lists, ResearchGate and other emerging sources, predatory journals
  • Author metrics: Google Scholar, Web of Science metrics, other metrics
  • Important considerations in numbers and placement of article authors
  • University metrics: Google scholar, Scimago

Optional Workshops for Effective Research and Scholarship Track 

Professionalizing your research “agenda.”

It is one thing to write some articles but quite another to have a true research agenda. This workshop will talk about how to articulate an evolving agenda for yourself and others.

Topics include:

  • Establishing an evolving master list
  • Deciding about the number of research tracks to balance; when and how to integrate miscellaneous opportunities
  • Tiling: how to appropriately use the same data set more than once
  • Research phases: how to consider the next project in the research  sequence even before the current one is completed
  • Planning and collecting data sets in various disciplines

Writing a good literature review for an article aimed at a high impact journal.

Writing a good literature review is tricky business. If you are not careful, it can take up too much space. If it is too short, your research will be dismissed as insufficiently thorough. Additionally, there is the problem of summarizing the literature in such a way that it clearly leads to the exact topic you are exploring.

Topics this workshop will discuss include:

  • Types of literature reviews across disciplines
  • Effectively situating your exact topic
  • Problematizing your topic

Note:  This workshop is not about writing a literature review article which is a specific  genre with special features and issues.

Scholarship of Teaching and Learning (SoTL) workshop.

If ever the expression about “killing two birds with one stone” were true, certainly it would be in practicing scholarship related to teaching and learning. Logically, it makes sense because almost all of us are required to  both teach and research, so why not combine them, especially since many in academe have multiple research tracks? But then we hesitate because we worry about scant knowledge of learning and teaching theories, familiarity with the current state of the literature about various teaching practices, and methodological challenges. This workshop will provide you with ideas about resources to reduce the burden of “getting up to speed,” about how to conduct research that can be (relatively) easy to implement, and venues for presentations and publications.

Topics will include:

  • What is scholarship of teaching and learning and how is it organized (or scattered)?
  • How can I tackle a SoTL project without becoming a learning/teaching specialist?
  • What are common SoTL methods of inquiry?
  • What resources are there on campus to support SoTL research?
  • What are the various types of venues to consider—from presentations, to modest disciplinary journals specializing in education, to high impact journals?

Fostering student research at CSUSB.

No matter whether it is in the academic or business world, the ability to do various types of research is critical for our students’ long-term career paths today. Completing their education with relatively sterile academic exercises such as term papers or standard class projects is not enough. Students really need to be exposed to and involved in various types of applied or academic research that can be added to their résumé. While it may not lead to a publication or funding, it should be as genuine, cutting edge, and/or unique as possible. This is the type of experience that may excite less engaged students, and will certainly make high performing students more competitive in going up against the best.

Topics will include:

  • The various types and purposes of student research
  • Some brief examples from the five colleges
  • Student research opportunities here at CSUSB (e.g., campus venues for presentation)
  • Support for faculty conducting and facilitating student research

Do you want to be "above expectations" in research, even a research star?  What it takes….

Defining above average or a “research star” is highly subjective. It can be based on reputational prominence, citation counts, or sustained record. That begs the questions about prominence by whom, what journals and citations counts are necessary, and how sustained must the record be? Becoming above average or a research star is challenging, but, nonetheless, for some high-achieving or goal-oriented people, this can be a worthy aim that benefits individuals and their institutions.

Some of the topics in this workshop include:

  • Defining the concept of prominent academic (aka research star)
  • Characteristics: thought leadership, research agenda, citation counts, depth versus breadth
  • What it takes in terms of acquiring appropriate skill sets, work patterns, work-life balance
  • Realistic expectations: the rewards for research stars in the CSU system

Coaching on a specific article or book that you are working on.

One-on-one workshop (individually scheduled)

If you want specific assistance with an article or book, please ask for an individual consultation meeting. Consultation is welcome at any point in the research creation process, but to qualify for the workshop as a certificate component you must provide some materials in advance of the consultation meeting such as: a page-one synopsis of the project, or the first draft of a paper, or the dissertation from which a paper is going to be extracted, in addition to a copy of your current CV. The consultation can include a detailed edit of your paper if you wish.

Reviewing your research agenda.

One-on-one workshop (individually scheduled)

If you want specific assistance on refining and professionalizing your research agenda, please ask for an individual consultation. Simply provide a copy of your CV and a separate agenda schedule if you have one in advance of the consultation meeting.

 

Academic Impressions Webcasts

Developing a Consistent and Productive Writing Practice  

Building Inclusive Pedagogy Online 

Making Your Online Course Accessible to All Learners  

Recognize Student Distress in a Virtual Environment 

Making Your Online Courses More Experiential 

Strategies to Create More Engaging Online Courses 


Workshops for Impactful Service Track

The service track focuses on our responsibilities as good citizens for our universities, professions, and communities through university service and community engagement. As a Hispanic Serving Institute located in an under resourced community, CSUSB values service as a central component of the university-wide culture of community engagement as a high-impact practice that contributes to faculty and student success.

To earn a certificate in the Service track, faculty must complete a total of five workshops/webcasts: two required workshops facilitated by FCE, three from any FCE-TRC facilitated workshops or webcasts and a short reflective paper no later than May 13th, 2021. To submit a short reflective paper, please go to this link.

Required Workshops for Impactful Service Track 

Understanding and identifying faculty service opportunities (University Service Focused Workshop).

Service covers many aspects and can mean very different things in different contexts. At a minimum, all faculty should engage in basic service obligations such as advising, faculty meetings, graduation ceremonies, departmental searches, and awareness of and participation in university events such as convocation and cultural campus-wide events. The range and amount of shared management and shared governance at our institution is extensive—everything from faculty evaluation, curriculum review, coordinating programs, advising clubs, committee on innumerable topics, university policy (e.g., the Faculty Senate), to mention only some.

Some of the topics covered in this seminar include:

  • The varying types of faculty service
  • The obligations, commitments, and rewards of service as related to different departmental RPT guidelines
  • Maintaining a clearly articulated service agenda
  • Strengthening your service agenda through synergies
  • Community engagement and service-learning

HIPs – Community Based-Research: Engaging to make a change (Community Engagement Focused Workshop).

Community-Based Research (CBR) is a collaborative approach to research that equitably involves all partners throughout the research process and recognizes the unique strengths that each brings. CBR begins with a research topic deemed important by the community and combines community and university knowledge with action to achieve social change. University researchers benefit from a better understanding of the community, allowing for better research design and impactful outcomes. Topics include:

  • What are the key features of CBR? How does it differ from traditional research?
  • What to consider when creating impactful partnerships?
  • CBR as a high impact practice.
  • CBR as an avenue for interdisciplinary teaching, research, and service.
  • Where can I find support for a CBR project?

Optional Workshops for Impactful Service Track 

Professional organizations as an important aspect of your university service.

While presentations at affiliated professional and practitioner associations are normally identified as a research function, most other activities related to professional organizations are not. Indeed, this is an example of an area in which a faculty member may want to excel and contribute a large portion of their time bringing reputational benefits to both the faculty member and the institution. 

Topics include:

  • Types of affiliated academic and applied organizations that are generally recognized as service to profession faculty functions
  • Leadership roles (e.g., office in a local affiliate, or serving on the national governing board)
  • Support roles (e.g., conference organization committees)
  • Journal support: reviewing articles, editorial boards, editorial roles
  • Finding synergies between the university and professional organizational goals (e.g., hosting professional organizations locally)

HIPs - Service Learning: Impactful teaching and meaningful service (Community Engagement Focused Workshop).

Service-learning at CSUSB is a high-impact teaching method that promotes student learning through active participation in meaningful and planned service experiences in the community that are substantially related to course content. Through reflective activities, students enhance their understanding of course content, general knowledge, sense of civic responsibility, self-awareness, and commitment to the community. Students understand and synthesize the subject matter through a broader range of experiences and associations; gain an understanding and appreciation of the community and the diversity of its people; explore an area of study or a career option; critically reflect on personal values and responsibilities as citizens; and gain a belief they can make a difference through their actions.

Topics include:

  • What is service-learning and what are the “requirements”?
  • How is service-learning both aligned with but distinctively different from internships, practicums, field trips, and other experience-based learning types?
  • What are an array of service-learning examples on campus?
  • How do you promote service-learning to students?
  • How do you promote service-learning to the community?
  • What resources are there to support service-learning on campus?

Student organizations and campus-wide cultural events as an important aspect of your university service (University Service Focused Workshop).

One of the objectives from the university strategic plan is to create activities, scholarship, and networking opportunities that enhance a successful university experience, and prepare students for graduation and service experiences and graduation.

Topics include:

  • Supporting students who want to expand their educational experience and leadership skills.
  • Fostering the holistic development of our students by bridging curricular and co-curricular experiences
  • Providing student leadership roles
  • Strengthening relationships among faculty and students.
  • Creating and organizing diverse cultural events open to all students to promote student engagement, meaningful interactions, and cultural enrichment

Volunteer Service as a Vibrant Aspect of your University Service (Community Engagement Focused Workshop)

“Service to the community related to the mission of the University brings recognition not only to the University but also the faculty. Service should be consistent with the teaching abilities, expertise, and leadership qualities of the evaluated faculty and should foster an intellectual relationship with the community. Community may be local, regional, state, national, as well as international.” (RPT Handbook)

The topics that will be briefly discussed include

  • Identifying the type of volunteer service
  • Participating as members in community activities which enhance social, economic, and cultural conditions
  • Advising and consulting with volunteer service groups
  • Providing lectures, speeches, talks, and media presentations to schools, community groups, and regional/state civic organization
  • Actively participating and/or holding office/leadership positions in civic, educational service or humanitarian groups
  • Volunteer service recognition award for CSUSB faculty (Do Good Award)

Academic Impressions Webcasts

Developing a Consistent and Productive Writing Practice  

Building Inclusive Pedagogy Online 

Making Your Online Course Accessible to All Learners  

Recognize Student Distress in a Virtual Environment 

Making Your Online Courses More Experiential 

Strategies to Create More Engaging Online Courses