Distance Education Certificate and Course Enrollments (Spring and Summer 2022)

The Provost’s Office has launched a Distance Education Certificate program. With the help of the CARES Act and the Provost’s Office, instructors who participate will earn stipends for completing courses in the program. Anyone developing or reconfiguring a course for any of the distance education modalities is encouraged to participate.

The certificate program consists of three courses. Instructors will earn stipends after completing each of the courses, which act as steps in the certification sequence. Instructors will earn a badge after completing the first and second courses in the sequence, and the distance education certificate after completing the third course.


Course Availability & Deadlines

To comply with HR policy, after registering, CATL will reach out to your unit chair so they can approve your participation. Once approved, you will receive an email welcoming you to the course. Registrants must finish the course before the dates listed below, or reapply for a subsequent semester to complete the course.

Teaching with Technology Basecamp:

  • Spring 2022 registrants must finish by May 13, 2022.
  • Summer 2022 registration is now open (see below).  Registrants can begin can begin May 23 and must finish by June 24, 2022.

Course Design Trail Guides:

  • Spring 2022 registrants must finish by May 13, 2022.
  • Summer 2022 registration is now open (see below).  Registrants can begin can begin May 23 and must finish by June 24, 2022.

DE Retreats:

  • Spring 2022 registrants must complete their projects by May 13, 2022.
  • Registration for DE Retreats will re-open for the Fall semester.

If you have questions about these courses, please contact CATL at catl@uwgb.edu. If you have any questions about the approval process, please contact HR at hr@uwgb.edu.

Tents illuminated from within on a dark night.The first course is called Teaching with Technology Basecamp. This course includes information on course development in distance environments as well as technical information on Canvas and the various physical and digital rooms instructors will use for teaching distance education courses. As a basecamp, it will provide the essentials you need to be successful on the path to building your course. Those interested can register for “Basecamp” here to receive further details.

With a few foundational concepts in hand, the second course, called Distance Education Trail Guides, picks up where the first course leaves off. The trail guides course centers on developing learning pathways for students. This course is for you if you would like to explore more systematically how to develop distance education courses. Through Trail Guides, you will develop either a synchronous or asynchronous course.

Register for “Trail Guides” Here

The second course helps with course development but, as we all know, planning and doing present separate issues.

A geodesic retreat in the woods.The third course is offered in Fall and Spring semesters. In Distance Education Retreats, you will participate in a community of practice that provides help and support during the teaching of your distance educations course while also exploring a topic of interest related to your instruction.

Register for “DE Retreats” Here

Distance Education Certificate Program

The Provost’s Office has launched a Distance Education Certificate program. With the help of the CARES Act and the Provost’s Office, instructors who participate will earn stipends for completing courses in the program. Anyone developing or reconfiguring a course for any of the distance education modalities is encouraged to participate.

The certificate program consists of three courses. Instructors will earn stipends after completing each of the courses, which act as steps in the certification sequence. Instructors will earn a badge after completing the first and second courses in the sequence, and the distance education certificate after completing the third course.


Course Availability & Deadlines

  1. January 2022: Registration for Teaching with Technology Basecamp & Course Design Trail Guides is open!
    • note: Distance Education Retreats is only available in Fall & Spring.
  2. Spring 2022: Registration for Teaching with Technology Basecamp, Course Design Trail Guides, and Distance Education Retreats is open! (links to register below).

To comply with HR policy, after registering, CATL will reach out to your unit chair so they can approve your participation. Once approved, you will receive an email welcoming you to the course. We encourage registrants to finish the course before the end of the semester in which they enroll, or reapply for a subsequent semester to complete the course. For example,

  • Fall registrants should finish before Dec. 10, 2021
  • January registrants can begin Jan. 3, 2022 and must finish by Jan 21, 2022
  • Spring registrants can begin Jan. 24 and must finish by May 13, 2022

If you have questions about the course, please contact CATL at catl@uwgb.edu. If you have any questions about the approval process, please contact HR at hr@uwgb.edu.

Tents illuminated from within on a dark night.The first course is called Teaching with Technology Basecamp. This course includes information on course development in distance environments as well as technical information on Canvas and the various physical and digital rooms instructors will use for teaching distance education courses. As a basecamp, it will provide the essentials you need to be successful on the path to building your course.

Register for “Basecamp” Here

While the basecamp will provide essentials, the second course, called Distance Education Trail Guides, picks up where the first course leaves off. The trail guides course centers on developing learning pathways for students. This course is for you if you have completed the basecamp and would like to explore more systematically how to develop distance education courses. You will be able to choose from one of two options: developing a synchronous course or developing an asynchronous course.

Register for “Trail Guides” Here

The second course helps with course development but, as we all know, planning and doing present separate issues.

A geodesic retreat in the woods.In the third course, Distance Education Retreats, you will participate in a community of practice that provides help and support during the teaching of your distance educations course while also exploring a topic of interest related to the teaching of your distance education course.

Register for “DE Retreats” Here

Self-Paced Course: Foundations of Teaching with Canvas

This self-paced course is for those who are unfamiliar with Canvas and would like to start building their courses from a solid foundation. 

🎯 Learning outcomes 

  • Participants will explore the key tools of Canvas: discussions, gradebook, assignment, quizzes, and pages. 
  • Participants will implement course elements in Canvas while learning about them.

⏳ Time commitment

  • This self-paced course takes about five hours to complete.
  • We ask that those who sign up at this time complete the course by the end of May, 2021.

🔨 Deliverable 

Participants will develop the beginnings of a course in Canvas using a guided checklist to demonstrate mastery of the core functions of Canvas. One of the CATL staff will review the course you’re working on with a rubric that is available within Foundations.

💵 Compensation 

Participants will earn $150 for completing their Canvas course checklist.

🔑 To register 

Please see our registration form to register for this program. 

Foundations of Teaching with Canvas: On-Your-Own Edition

CATL has a new self-paced course available!

Learn about how Canvas can support your in-person, hybrid, blended, or online course in this on-your-own, asynchronous course. After completing the course, you’ll be able to:

  • Use the core tools of Canvas – discussions, quizzes, assignments, grades, pages, and modules – within the context of how you’d like to teach your courses.
  • Use the communication tools bundled in Canvas – discussions, announcements, chat, Blackboard Collaborate, and Kaltura – to stay connected with your students.
  • Use Canvas to present course materials and assess student learning.

You’ll engage with these topics as you work through the Foundations course, applying them to one of your own concluded courses or an empty “master” course for future use. Participants that choose to confirm their completion of the training course by submitting their work will be eligible for a digital badge indicating their professional development efforts as well as opening further advanced training opportunities.

Signing Up

To sign up for the Foundations of Teaching with Canvas course, follow these steps:

  1. Open this link, https://uws-td.instructure.com/enroll/6GACEA.
  2. Sign in with your UW-Green Bay username and password.
  3. Once signed in, click on the [Enroll in Course]
  4. You’re now enrolled in the course as a student. Click on [Go to the Course] to begin immediately.

If you enroll in the course and can’t find it later, refer to this guide from Canvas on adding courses to your Dashboard.

Advanced Trainings – Summer 2020

The Center for the Advancement of Teaching and Learning (CATL) is partnering with faculty facilitators to run a series of our Advanced “Core-hort” Course in late July and August. All eligible instructors who complete the course will receive a $1000 stipend.

In this advanced course, core-horts will come together to create a plan for an “online core” for their classes (building a core with a cohort = core-hort). This online core builds on the knowledge from Foundations of Teaching with Canvas and enables instructors to have the flexibility to offer full course citizenship to all students. The first week provides you space, colleagues, and resources to help you consider how to design your course to promote student learning of outcomes across multiple modalities and to explicitly tackle issues of equity, access, and inclusivity during times of crises. This portion of the course is asynchronous, though faculty facilitators and cohorts can opt to include synchronous meetings.

During the second week, each cohort will further explore strategies to help you cope with specific challenges presented by your discipline, your course, or your preferred teaching methods when pivoting between modalities. This part of the course will likely include virtual synchronous meetings, but we will provide asynchronous alternatives for those unable to attend.

By the end of this two-week course, you will:

  • Be able to articulate a plan for at least 5 weeks of your course’s online core.
  • Build out an element of your course plan that tackles the pedagogical challenge inherent in your cohort’s theme by designing a rough draft of a course module.
  • Have engaged in a series of brief reflections with peers on the challenges you foresee, your plan to tackle these, and the choices you made as you begin to build out your course plan.

We expect a 15-20 hour commitment from the participants.

You may be wondering: “How do I choose which cohort to join?” To some extent, your availability during the summer might influence which cohorts you may join, but if you have the flexibility, you might consider choosing based on the pedagogical challenges we’ve identified based on feedback from students, instructors, department chairs, associate deans, and deans.

  • Applied and Experiential Learning Cohort: If you teach studios, labs, performance, or use demonstrations frequently in your courses, you may wish to join this cohort. CATL and our co-facilitators, Amy Kabrhel and Kerry Kuenzi, can help you grapple with the “how’s,” from doing labs in a kitchen or facilitating best-practices for critique; to the “why’s” of choosing asynchronous over synchronous activities.
  • First-year Seminar Cohort: If you plan to teach a first-year seminar or a course that is often a part of the first-year experience, you may wish to join the First-year Seminar cohort. You will work with fellow FYS instructors, CATL, and co-facilitator Vince Lowery, the Director for Student Success and Engagement.
  • Large Lecture Course Cohort: If your large lecture course was moved online, or if you have a fully online course already planned, you may wish to choose this cohort; you will work with CATL and Katia Levintova as the faculty co-facilitators.
  • Learner-Centered Discussion Cohort: If you teach upper-division courses, foreign language courses, capstones, or seminar style courses, and you’re excited to explore different student engagement techniques with CATL and co-facilitator Jen Schanen-Materi, you may wish to join this group.

  • Pivotal Pedagogy Cohort: If you anticipate needing to move fluidly between multiple modalities, or your availability doesn’t allow you to join another cohort, you’ll find support from your colleagues in CATL, and our co-facilitators Alan Chu and Michelle McQuade Dewhirst.
Cohort Dates Registration Link
Applied & Experiential Learning July 27 – Aug 10;
Aug 10 – Aug 24
Register
First Year Seminars July 27 – Aug 10;
Aug 3 – Aug 17
Register
Large Lectures – Online July 20 – Aug 3 Register
Learner-Centered Discussions Jul 20 – Aug 3;
Aug 3 – Aug 17
Register
Pivotal Pedagogy Jul 27 – Aug 10;
Aug 3 – Aug 17;
Aug 10 – Aug 24
Register

Eligibility:

All UW-Green Bay instructors are eligible to engage in our Advanced Core-hort Course, but you must first either complete the Foundations of Teaching with Canvas course or apply to “opt-out” of that course. Note that you should complete the Foundations course one week prior to the start of your Advance Core-Hort so that the CATL team has time to provide you feedback. For more information about the Foundations course, and to sign up, click here: More information about Foundations