Badges

CELT Badges document professional development in the areas outlined below. A silver badge is provided when five workshops on topic from an approved list is completed. A gold badge is provided when ten workshops on a topic from an approved list is completed. A platinum badge will be provided to gold badge holders who implement changes in their teaching and document those changes in the platinum badge implementation report  and participate in an Excellence in Learning and Teaching podcast. Your awarded badges can be found under the CELT Community Group in Blackboard under “Badges.”

Platinum badges

Individuals can apply for a platinum badge after implementing an instructional technique or approach inspired while earning a gold badge in a category. To apply for this badge:

  1. complete a gold badge in a specific category.
  2. complete the Platinum Badge Implementation Report. This form requests the following information.
    • What is the biggest take-away from this badge that you would like to share with colleagues?
    • Which course(s) have you improved based on your participation in workshops associated with this badge?
    • Describe the improvement you made (with sufficient detail to allow others to implement similar changes).
    • What evidence do you have that the change(s) has/have improved student learning outcomes?
    • What did not work as you expected it to in your implementation of these changes? How do you plan to change it next time?
  3. participate in a CELT podcast.

Presenter badges

Awarded for presenting workshops for CELT during each academic year. Badges reflect the year they were awarded in. Note that presenter badges work differently from the badges above.

  • Bronze (1 or more professional development presentations in a given academic year)
  • SIlver (5 or more professional development presentations in a given academic year)
  • Gold (10 or more professional development presentations in a given academic year)'
  • Platinum (15 or more professional development presentations in a given academic year)

Presenter badges are awarded at the end of each academic year (beginning with the 2015-16 academic year)

Approved workshops

Accessibility/Universal Design

  • Accessibility matters
  • Accessibility: Designing and Teaching Courses for All Learners
  • Alternative Text for Images
  • Building accessible documents
  • Building accessible presentations
  • Daring to discuss: Engaging students in challenging topics
  • Designing a more inclusive campus
  • Designing inclusive documents
  • Explore digital accessibility
  • How to Support International Students in Class
  • Introduction to Implicit Bias in the Classroom
  • Leveraging the principles of digital design
  • Principles of design: The impact that visual design has on the usability and understandability of curricular materials
  • Quick Steps to Accessible Documents
  • SafeZone Training
  • Strategies for accessible videos
  • Strategies for Addressing Conflict and Inequalities in a Diverse Classroom
  • The Inconvenient Bias: Defining, Discussing, and Challenging Privilege in the College Classroom
  • Universal design for Learning
  • Using YouTube to automatically generate transcripts for audio and video recordings
  • Making Videos Accessible
  • Making Electronic Documents Accessible for Everyone
  • A Practical Guide to Text Alternatives
  • Accessibility Hands-on Help

Evidence-based Instruction

  • A new "golden triangle" for teaching and learning
  • Active Learning Iniative at Cornell
  • Common myths about teaching and learning
  • Flipping the classroom
  • Implementation of make it stick: Retrieval Practice
  • Implementation of make it stick: Spaced Practice
  • Implementation of make it stick: Interleaving
  • Metacognitive Cafe: Developing Student metacognition using online discussion forum or Improving student metacognition using an online discussion forum
  • Reflections on Small Teaching: Lessons from the Science of Learning
  • Research-based methods of encouraging long-term learning
  • Student metacognition: do students know what they know?
  • Student motivation
  • Teaching students to think: Insights from Cognitive Psychology
  • Team-based learning
  • Tools for Flipping the Classroom
  • What does research tell us about clicker use?
  • Using gamification and play to increase motivation and engagement or Gamify the Classroom
  • Participation in CELT Reading Group Meetings (up to 5)
  • Panel presentation on Make it Stick or Implementation Strategies Based on Make it Stick
  • Syllabus Workshop Part 1: Using Design Thinking to Revise Your Course
  • Syllabus Workshop Part 2: Evidence of Learning
  • Syllabus Workshop Part 3: Designing Learning Experiences
  • Syllabus Workshop Part 4: Using the Syllabus as a Roadmap
  • Implementation of Small Teaching Methods
  • Using clickers to increase student learning
  • Using exams as learning tools
  • Using cooperative groups in larger lecture classes (5/31)

Student Writing

  • Designing Assignments to Prepare Students for Writing in the Workplace
  • Fake News, Information Literacy, and ENG 102
  • Informal Writing
  • "Let's eat grandma" or "Let's Eat, Grandma:" Let's talk sentence skills
  • Pig Out vs. Gormandize: Exercises to Help Students Understand Word Choices
  • Research Assignments Without Thesis Statements: Unleash the Power of Questions
  • Responding to student writing, Part I
  • Responding to student writing, Part II
  • Scaffolding writing assignments
  • Scalar and student writing
  • Writing better writing assignments
  • Writing OUTSIDE the Disciplines
  • In-Class Activities to Build Student Writing Skills
  • Tea for Teaching: Improving Student Writing

Online Learning

  • Blackboard Learn WS 1 - Introduction to Bb Learn and Content Creation
  • Blackboard Learn WS 2 - Bb Learn Communications and Interaction Tools
  • Blackboard Learn WS 3 - Bb Learn Assessment Tools
  • Blackboard Learn Grade Center
  • Blackboard Learn In-Line Grading Tool Update
  • Blackboard Learn Reporting
  • Blackboard Learn: Using Blogs and Wikis*
  • Calibrated peer review or Creating a calibrated peer review assignment
  • Creating Numerical Questions in Blackboard
  • Creating rubrics in Blackboard Learn
  • Effective Online discussions
  • Enhancing your face-to-face, online, or hybrid courses
  • Facilitating Online Groups
  • I have %4#&s group work!
  • Google & Blackboard: Perfect Formula for Student Collaboration
  • Google Classroom
  • Google Hangouts, Google Hangout on Air,  Introduction to Collaborate, Blackboard Collaborate - Ultra, or Zoom
  • Hybrid courses
  • Learning Activities with Wikis and Blogs
  • Low-stakes testing in Blackboard
  • Migration to Blackboard - pilot faculty panel
  • Peer Reviewing in Blackboard
  • Using Google hangouts for teacher supervision
  • Using rubrics to provide transparent assessment of student work
  • Transferring grades from Blackboard to MyOswego
  • Oswego’s Hybrid Course Policy
  • Using rubrics to assess student work

Mobile Technology

  • Augmented reality apps
  • Basics of video recording and editing using iMovie on iOS
  • Editing PDF documents on a tablet computer
  • Free tools for livestreaming events
  • Google Hangouts
  • Mobile devices in the classroom - should they be encouraged or banned?
  • Mobile devices untethered: Apple TV in the classroom or Using Apple TV to
    Project Wirelessly
  • Panel session of i>clicker users
  • Putting student mobile devices to work: free classroom response tools (or
    Free classroom polling options)
  • Putting student mobile devices to work: Backchannels or Backchannels
    101: Enhancing Synchronous Sessions
  • Putting student mobile devices to work: digital storytelling
  • Putting student mobile devices to work: Collaborative work in the cloud
  • Putting mobile devices to work: Note-taking
  • VoiceThread
  • Slack for Team Communication
  • Using an iPad as a second display on a Windows or Mac xomputer
  • Using Students' Devices for Informal Course Assessments: Mobile Apps
    That Work
  • Using student mobility technology productively
  • Using Panopto on iOS or Android Devices
  • Using GoogleDocs, Maps and Wikitude to create AR experiences
  • Using your iPad or Android tablet as a graphic whiteboard controller
  • Free classroom polling apps
  • Augmented reality apps
  • Low-budget virtual reality

Advisement

  • Advisement Bootcamp: Basic Training
  • New Advisement Tools
  • Worksheet/Advisement Tools for Document Sharing

Scholarship of Learning & Teaching

  • Using Human Subjects in Studies of Teaching and Learning
  • Scholarship of Teaching and Learning: Librarian Intervention Case Study
  • Planning/networking for teaching and learning research projects

    Presenter badges

    Awarded for presenting workshops for CELT during each academic year. Badges reflect the year they were awarded in. Note that presenter badges work differently from the badges above.

    • Bronze (1 or more professional development presentations in a given academic year)
    • SIlver (5 or more professional development presentations in a given academic year)
    • Gold (10 or more professional development presentations in a given academic year)'
    • Platinum (15 or more professional development presentations in a given academic year)

    Presenter badges are awarded at the end of each academic year (beginning with the 2015-16 academic year)