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Leader in Teaching Excellence
Issued by
University of Denver
Earners of the Leader in Teaching Excellence badge have demonstrated a commitment to all seven competencies in the University College Teaching Excellence Program. Badge earners have achieved a gold status and demonstrated a knowledge of high impact, evidence-based online teaching practices in areas related to instructional delivery, inclusive teaching practices, grading and feedback, writing and formatting, student success, teaching adults, and educational technology.
- Type Certification
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Skills
Earning Criteria
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Attend workshops in all seven competency areas and provide reflection on application to earn a gold award, which will include a digital badge and the moniker “Leader in Teaching Excellence.” Competency areas are: Instructional Delivery, Inclusive Teaching, Grading and Feedback, Writing and Formatting, Student Success, Teaching Adults, and Educational Technology.
Standards
The Online Learning Consortium's Online Teaching Certificate draws on the latest research regarding methods, tools, and best practices for teaching in an online or digital environment. Learners leverage their proficiencies as an educator, administrator, or institutional leader to become a more effective online teaching and learning professional.
The Online Learning Consortium's Mastery Series Program emphasizes the theory and application of research on key topics and culminates in a Recognition of Mastery in a topic. Each series allows learners to explore relevant research and use that research to help them design an effective teaching and learning environment.
Designed to evaluate the overall classroom experience, the Online Learning Consortium's Quality Course Teaching and Instructional Practice (QCTIP) scorecard can be used to evaluate teaching effectiveness in several areas, including: Course Fundamentals, Learning Foundations, Faculty Engagement, and Student Engagement.
The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive, and teaching presence.