Office of Teaching, Evaluation, and Research

Badge earners have developed and facilitated an educational workshop for other Rutgers instructors aimed at fulfilling one of the following competencies: 1: Understand and begin to address your and your students’ identities, biases, prejudices, and fears and the impact they have on learning and the classroom environment. 2: Infuse inclusive teaching practices into your educational practices. 3: Ensure course content, web pages, activities, and assessments are accessible to all students. Earning Criteria - Participants who have already earned a Level 1 and Level 2 badge will be eligible to develop a workshop which fits into one of the three program competencies - Consult with the OTEAR staff to develop a developing an appropriate workshop - Develop and deliver an interactive workshop that is aligned with the program goals. - Submit a reflection statement discussing feedback from participants and educational developers, that earns a “developing” or higher score on the Ambassador of Inclusive & Equitable Teaching reflection rubric

Badge earners have demonstrated sustained development in implementing course changes for Competency 1: Understand and begin to address your and your students’ identities, biases, prejudices, and fears and the impact they have on learning and the classroom environment. Learn about our students’ experiences and perspectives. Respond to disruptive incidents, microaggressions, and effectively manage tense classroom moments Earning Criteria - Consult with the OTEAR staff to develop a plan for implementing classroom changes - Over the course of the year, implement changes to instruction focusing on the competency. - Participants who have already earned the Level 1 badge can continue on their journey and earn this level 2 badge - Develop and submit a web page sharing challenges and successes that earns a “developing” or higher score on the rubric

Badge earners have demonstrated sustained development in implementing course changes for Competency 2: Infuse inclusive teaching practices into your educational practices by course re-design or adopting new teaching activities. Develop familiarity with inclusive teaching strategies. Implement Universal Design for Learning. Design or redesign a course utilizing principles that will promote inclusion, equity, and diversity in the course. Diversify the literature and/or content used in the class. Earning Criteria - Participants who have already earned the Level 1 badge can continue on their journey and earn this level 2 badge - Consult with the OTEAR staff to develop a plan for implementing classroom changes - Over the course of the year, implement changes to instruction focusing on the competency. - Develop and submit a web page that earns a “developing” or higher score on the rubric

Badge earners have demonstrated sustained development in implementing course changes for the following competency:Competency 3: Ensure course content, web pages, activities, and assessments are accessible to all students. The badge earner shared information about classroom changes and the process of implementation with other Rutgers instructors. Earning Criteria - Participants who have already earned the Level 1 badge can continue on their journey and earn this level 2 badge - Consult with the OTEAR staff to develop a plan for implementing classroom changes - Over the course of the year, implement changes to instruction focusing on the competency. - Develop and submit a web page that earns a “developing” or higher score on the rubric

Badge earners have demonstrated intellectual growth in the following three competencies: 1: Understand and begin to address your and your students’ identities, biases, prejudices, and fears and the impact they have on learning and the classroom environment. 2: Infuse inclusive teaching practices into your educational practices by course re-design or adopting new teaching activities. 3: Ensure course content, web pages, activities, and assessments are accessible to all students. Earning Criteria - Attend three Classroom Inclusivity Series workshops; one from each of the three program competencies. - Participate in a Classroom Inclusivity Series Competency 1 discussion session with other instructors. - Submit a reflection statement that earns a “developing” or higher score on the Lifelong Learning in Inclusive & Equitable Teaching reflection rubric.

This competency-based digital badge is awarded for attending three workshops and a consultation meeting where participants will be required to demonstrate meaningful engagement with the workshops and progress in each of the three learning goals. During the consultation with OTEAR, participants will be asked to summarize the sessions they attended and what they learned, as well as how they will apply it. The program has three overarching learning goals for participants: * Learning Goal 1: Develop familiarity with policies, practices, and procedures related to evaluation of teaching at Rutgers. * Learning Goal 2: Design processes based on best practices in evaluating a teaching portfolio, conducting peer observations/peer review of teaching, and interpreting student feedback. * Learning Goal 3: Be prepared to provide high quality formative and summative feedback about teaching to other faculty

This program is as an introduction to learning analytics and to begin engaging faculty in the process of looking at and considering their data and how they could use this information to improve student success. This asynchronous program was developed collaboratively with various institutions within the Unizin Consortium where Rutgers is a member. Badge earners completed a short online and self-paced course that provided an overview of learning analytics including what they are, what questions they can answer, the limitations that exist and the data that is available now within Canvas. Activities were included throughout the module to ensure faculty have the time to use the information in the context of their own courses. While a self-paced module, the program is monitored and actively facilitated throughout. The program has the following learning goals for participants: - Describe "learning analytics" and the types of questions that learning analytics can answer - Identify the limitations of learning analytics and the implications of these limitations - Apply course design for useful analytics to a canvas course - Use New Analytics to support student success