Certificate in Assessment
CETL Certificate in Undergraduate Learning Outcomes Assessment: Pedagogy and Program Planning
Overview: Offered each fall and spring, this semester-long professional development opportunity prepares current graduate students (and future faculty) to assess undergraduate learning - a skill that involves a research approach to the design and evaluation of classroom pedagogy, courses and degree programs.
To earn a CETL certificate in Undergraduate Learning Outcomes Assessment: Pedagogy and Program Planning, participants must
- Attend the three-day pre-semester workshop series.
- Attend and actively participate in weekly meetings of the learning community over the course of the semester.
- Develop and share outcomes-based instructional curriculum.
- Complete a final reflection ("teaching essay").
This certificate is designed to support development of materials to be used on the job market, including the instructional materials and a final reflection piece. Participating academic programs will benefit from the development of course curriculum ties to key assignments in support of program assessment.
Stipend: Graduate students will earn a stipend, pending completion of the requirements outlined above. Faculty participants are also eligible for a stipend.
Eligibility: Graduate student participants must have an appointment as a teaching assistant during the semester of the project.
Application: Application for Participating in Learning Community
Questions: And questions about this project should be directed to project coordinator Angela Winek at email@example.com.
Established in 2012-2014 through a grant from the Council of Graduate Schools, this CETL certificate is a collaborative effort of UC Merced Graduate Division, the Office of Institutional Assessment, and the Merritt Writing Program. a , from 2012-2014 and reflects a partnership between Graduate Division, the Office of Assessment and the Merritt Writing Program. Additional support is provided by Graduate Student Services and the Office of Academic Personnel.
Sample Final Teaching Essays
- "Problem Solving Skills in Engineering Labs" - Soheil Fatehiboroujeni, School of Engineering
- "Experimental diagram improves students' understanding of learning outcomes in a chemistry lab class." Lixia Jin, School of Engineering
- "Assessing Writing in Psychology 123: Alcohol, Drugs and Behavior" - Jennifer Mendiola, School of Social Sciences and Humanities
- "Understanding how Undergraduates Learn in a Microbiology Laboratory Course" - Portia Mira, School of Natural Sciences
- "Community based inquiry as a way to foster critical thinking, further understanding of material, and improve test performance" - Jesse Wilson, School of Engineering
- "Exploring the effectiveness of active learning methods in discussion classes of an introductory environmental sciences course" - Samuel Araya, School of Natural Sciences
- "Evolution (Bio 141) students demonstrate critical thinking about Evolutionary Biology" - Danaan DeNeve, School of Natural Sciences
- "Message Relay Approach: Improving Teaching Labs" - Imelda Fortez, School of Natural Sciences
- "Cell Biology" - Asa Gardner, School of Natural Sciences
- "Work Together, Fight Alone: How Presenting Problems in Groups Can Improve the Robustness of an Individual's Problem-Solving Process" - Alison Huff, School of Natural Sciences
- "Assessment as Pedagogy" - Amanda Tan, School of Natural Sciences
- "Deep Thinking In Software Engineering Course" Mehdi Bahrami, School of Engineering
- "Assessing a New Psychological Methods Supplemental Session" Paul Carroll, School of Social Sciences, Humanities, and Arts
- "Active Learning During Lab Time in the Laboratory Setting" Rebecca Lever, School of Natural Sciences
- "Assessing a New Psychological Methods Supplemental Session" Daniel Mello, School of Social Sciences, Humanities, and Arts
- "Communication as a Key Component of Sociological Learning: an Assessment of Communication in n Introductory Sociology Course" Ashley N. Metzger, School of Social Sciences, Humanities, and Arts
- "Thesis and Writing in SOC 30: Feedback and Active Learning Strategies" Maria Mora, School of Social Sciences, Humanities, and Arts
- "Improving Student Learning in Introductory Programming Courses" Mina Naghshnejad, School of Engineering
- "Do Well-Developed Hypotheses Correlate with Improved Scientific Writing?" Lauren Shiebelhut, School of Natural Sciences
- "Cooperative Learning and On-the-Board Presentations in Mathematics Discussion Sections" Reheman Baikejiang, School of Engineering
- "Writing as a Learning Objective: A Dynamic Process" Arturo Durazo, School of Social Sciences, Humanities, and Arts
- "Structure, Purpose, and Transparency in Inquiry Based Investigation" Trevor Jackson, School of Social Sciences, Humanities, and Arts
- "Maximizing Student Learning within a Large Lecture0Based Course" Sarah M. Scott, School of Social Sciences, Humanities, and Arts
- "Assessment of Student Learning and Developing Learning Pedagogy in Penalty Free Environment" Anley E. Tefera, School of Engineering
- "Improving Ability to Apply Textbook Theories to Practical Applications" Yue Zhao, School of Engineering
- "Alignment of Expectations between Teachers and Students via Rubric Use" Stephen G. Dale, School of Natural Sciences
- "Comparing Student Self-Assessments to Actual Performance in Calculus" Mario Banuelos, School of Natural Sciences
- "Goal Directed and Active Engagement Learning Strategy, in Perspective of General Chemistry" Wu Ying, School of Natural Sciences
- "Design of DIscussion Section Instruction FOcused on Students Learning for Math 24: Linear Algebra and Differential Equations" Jane Hyo Jin Lee, School of Natural Sciences
- "Adding Value and Expectancy to the Student Learning Experience in ENVE/ENGR 120 Fluid Mechanics Laboratory" Brandi McKuin, School of Engineering
- "Live-Time Feedback Effect on Undergraduate Students' Learning" Yousef Sardahi and Yousef Naranjani, School of Engineering
- "Improving Oral Reading Skills Through Topic Engagement" Mabel Bowser, School of Social Sciences, Humanities, and Arts: World Cultures
- "How do Entry-Level Biology Students Learn and Succeed at UC Merced" Sarah Abboud & Liza Gomez-Diaglio, School of Natural Sciences: Biology
- "Striking a Balance Between Introductory Course Materials and Course Study Materials" Michelle Greenwood, School of Social Sciences, Humanities, and Arts: Cognitive Science
- "Developing Teaching Tools to Improve Understaduate Students' Scientific Data Analysis/Interpretation and Scientific Writing Skills" Sylvain Masclin, School of Natural Sciences: Environmental Chemistry
- "GloCal Classroom Project" Marco Valesi, School of Social Sciences, Humanities, and Arts: World Cultures
- "High-stakes Laboratory Assessment" Ivy Price, School of Natural Sciences: Chemistry
- "The Role of Active Learning within the Biological Sciences and How to Assess Student Progress" Joseph Heras, School of Natural Sciences: Biology
- "Thorough Feedback to Support Scientific Writing Skills" Leily Kiani, School of Natural Sciences: Physics
- Teaching Assistants
- TA Orientation
- Teaching Matters
- Special Topics
- CETL Instructional Internship
- CETL Graduate Student Fellowship
- Collaborative Projects
- Past Grant Opportunities
- Individual Consultations Form
- Picture Gallery
- Academic Technology
- English Language Institute