Connecting Credentials to Teaching: Badges and Faculty Development

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Information about Connecting Credentials to Teaching: Badges and Faculty Development

Published on May 13, 2016

Author: JamesWillisIII1


1. Connecting Credentials to Teaching: Badges and Faculty Development Suraj Uttamchandani ( James E. Willis ( Participatory Assessment Lab

2. Context: Badges & PD “Badges signal to colleagues and to current and prospective employers a professional life of active learning, engagement, and ongoing development. As the field of badging evolves, badges will align with competencies and skills directly applicable in the workplace, and training programs will use badges in ways that can clarify career pathways.” “EDUCAUSE 7 things you should know about…Badging for Professional Development”

3. Context: Badges & Faculty PD Though faculty badges are not always taken up, they are more valuable than paper certificates (Young, 2015) Badges work better as part of larger ecosystems of learning (Hickey et al., underway). Faculty badges may be most effective when paired with teaching and learning centers’ other offerings. Young, J. R. (2015, June 9). Can digital badges help encourage professors to take teaching workshops? The Chronicle of Higher Education [web log, Wired Campus]. Retrieved from

4. Example: IUPUI Teachers of “Gateway” courses (first year, high enrollment) Three levels of engagement (Bronze, Silver, Gold) Integrates with other offerings (workshops, etc.) May be used in faculty annual reports and for advancement

5. Example: Calhoun Community College Badges are topic-oriented OBI-Compliant for flexibility Digital and physical workshops “Training, Practice, Innovation” Use of rubrics

6. Example: Parker University Three kinds of badges Parker Life for (less serious) engagement with teaching and learning center (e.g., take a selfie with a colleague) Explorer for (more traditional) engagement with center (e.g., attend a workshop) Parker Difference for classroom work (e.g., rubric design) Distinction between latter two is not clear.

7. Example: UT El Paso Badges are topic-oriented. Appears as though badges are earned only by attending workshops. Recognition for areas like “leadership, student success, innovation” etc.

8. Example: University of Louisiana - Monroe Two badges Maroon for faculty who attend workshops Gold for faculty who present at workshops Issued through Credly Does not appear to create a “pathway.”

9. Example: University of Alaska at Anchorage For 2-year Technology Fellows First-year and second year badges Role-oriented (e.g., “author badge”) Evidence-centered (blogs in particular)

10. Example: IU South Bend Three levels of badges: Bronze for planning new teaching approaches Silver for implementing those approaches Gold for refining/sharing those approaches Evidence includes materials, assessments, and reflections.

11. Discussion: Pathways Pathways can be accomplished in multiple ways Gold/silver/bronze But compromises some meaning to outsiders Timeline (e.g., Year 1 and Year 2 badges) or through particular programs Helps provide reasoning and rationale to faculty time

12. Discussion: Evidence Generally all initiatives linked to Teaching and Learning Center workshops. Many stopped there. Some required evidence in the form of reflections/blogs. Few looked at in-classroom practice. Few articulate why a badge is helpful beyond learning.

13. Discussion: Ecosystem Most systems rewarded engagement in existing initiatives. Few explicitly stated that badges could be used for tenure/promotion. Few provided clear pathways for learning. Few provided rationale for why and how a badge can benefit faculty members, i.e. why spend time on the badge?

14. Next Steps Find best practices for to creating pathways Consider most appropriate evidence Press for university support for tenure/promotion Include reasonable incentives for participation Examine success of programs discussed here

15. Questions? Suraj Uttamchandani ( James E. Willis ( @Willis3James

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