STELAR & Faculty Development Online Teaching Certification
The STELAR/Center for Faculty Development Online Teaching Certificate Program is a series of multi-week online courses that focus on the theory and practice of designing, developing, and facilitating exceptional online courses. Participants may choose to take any of the courses individually; by completing the series, participants will earn a certificate.
##Successful Completion of the Pathway courses: * Setting the Foundation * Designing Your Online Course or Design Your Course * Facilitating Your Online Course
Setting the Foundation: Best Practices in Online Teaching
In the flagship course of the series, learners will explore best practices in online teaching through the lens of the Community of Inquiry model (Garrison, Anderson, and Archer, 2000). Each week, we will investigate the ways in which social, cognitive, and teaching presence can shape student engagement, and discuss how these elements intersect to create exceptional educational experiences in the online environment.
There are three studios on campus used for recording instructional video. STELAR operates all three: The STELAR studio in the lower level of the O'Shaughnessy Library (LIB LL-22), The STLEAR studio in the lower level of Terrance Murphy (Mpls, TMH LL-09), and The OEC production studio in the basement of OEC. The first two are used primarily by faculty and/or STELAR staff. The OEC studio is a full-featured production studio used for unique or complex, multi-camera and audio requirements. For the two STELAR videos, you may be called upon to set up, tear down, or assist faculty with recording instructional video. The iMac outside the LIB LL-22 studio can be used for pod-cast or screencast video creation.
Scheduling Reserve studio through proper channels Add studio’s calendar to Outlook. Reserve a 1 hour block in the LIB LL-22 studio or the TMH LL-09 studio Fill out confirmation form with session information Post screenshot of reservation confirmation. Operations Turn all equipment in studio on and off, properly. Follow live tour of studio Follow instructions to properly turn studio on and off Shadow live recording session Record 1 video that involves the Touch Panel. Record 1 video that involves the Light Board. You can record these into Panopto or the Extron. PC or iMac Workstation Record multiple sources in a Panopto Screencast. Log into Mac/PC, log into Panopto Set source for camera and mic Initiate a Screencast recording to include PowerPoint slides, screen capture, webcamera and mic. Create a 2-3-min. Panopto screencast that includes PowerPoint slides of your choice, website or other screen capture, webcamera and audio narration.
In this self-paced mini course, badge earners gain knowledge and skills that lead up to creating a video they need for a class or some other event. Upon creating the video, learners can earn a Badge in Panopto video production.
### Badge earners will develop mastery of the following knowledge and skill areas by completing learning checks and applied assignments with a grade of at least 85%: ### 1. Accessing and Navigating the Panopto Interface 2. Creating and Sharing Content with Panopto Capture 3. Using Panopto to Narrate a Slide Presentation 4. Using Panopto to Create a Screencast 5. Editing Videos in Panopto 6. Managing and Sharing Panopto Videos 7. Final Project Wrap up and earn a microcredential/badge!
The Badge Earner demonstrates a basic level of proficiency in using Panopto to upload, create, and manage the meta-data of videos in the Panopto video service at the University of St. Thomas.
Successful completion of the Basic Panopto Video module.
The Badge Earner demonstrates competency in creating and editing content in Canvas.
The Badge Earner constructed a Sandbox site in Canvas with various elements that reflect best practice in course building, accessibility, and use of rich content.
Becoming Human: Dismantling Racism Badge
The "Becoming Human" seven-module mini-course on dismantling racism is available to all University of St. Thomas student athletes and staff. This “Becoming Human” mini-course is rooted in the idea that the racial history people in the United States inherit is dehumanizing for all of us, though it is dehumanizing for white folks in different ways than it is dehumanizing for people of color.
### Upon completion of this course and badge experience, participants will be able to: ### 1. Recognize how white supremacy became embedded within the law code of the United States after emancipation. They will be able to trace white supremacy in the law from emancipation to Jim Crow, from Jim Crow to the Civil Rights Era, and from the “War on Drugs” to the contemporary problem of mass incarceration. 2. Differentiate personal and relational forms of racism from structural or institutional forms of racism. 3. Identify to what extent they carry implicit biases in relation to race, and will recognize how those biases become manifest in microaggressions. 4. Recognize characteristics of “the white savior,” and will be able to articulate why “the white savior” is problematic. 5. Identify strengths they personally bring to anti-racism work and will find a match of their gifts to the social change wheel. 6. Engage in activism by drafting a letter to the editor or letter to a representative with a concrete policy suggestion. 7. Articulate how racism harms white people. 8. Locate where they are in terms of the stages of racial identity development. **Audience** This course anchored is our St. Thomas Canvas platform is available to University of St. Thomas student athletes and staff in the athletics program. **Format** Self-paced course; participants completed seven modules; each module include watching a video, doing an activity, and posting a reflection response.
This is a second badge in the St. Thomas video conferencing badging series. Badge earners go beyond the Zoom Host foundations (the first badge in this series) by demonstrating skills to effectively assist others to use Zoom for one-on-one, small group, and class sessions.
### To earn this badge, you must demonstrate the following knowledge and skills through badge assessments with a grade of at least 85%: ### 1.Demonstrate ways to enhance the host and participant/learner experience (e.g. monitor chats, assist with microphones-mute and unmute, provide guidance to participants and the host, online security practices). 2. Show how to set up and use screen sharing and the annotate tool, breakout rooms, and polls. 3. Demonstrate how to respond to several common problems that Zoom hosts may face. 4. Gather information from the instructor or other person you are assisting to create the right plan of support. 5. Assist in scheduling Zoom meetings in a way that will work for their meeting participants and context. 6. Implement a plan of support that holds elements of Zoom success. 7. Identify interpersonal collaboration and communication skills that you will want to use to better support someone else as a Zoom host.
This is an initial badge in a series of video conferencing badges. Badge earners demonstrate foundational knowledge and skills to serve as a Zoom host in one-on-one settings and small groups.
### To earn this badge, you must demonstrate the following knowledge and skills through badge assessments with a grade of at least 85%: ### 1. Activate your St. Thomas Zoom web portal. 2. Locate the key parts of the St. Thomas Zoom web portal. 3. Show at least two ways to schedule and send Zoom invitations. 4. Examine security features for scheduling and during a meeting. 5. Identify at least two accessibility practices to use as a Zoom host. 6. Select the various resources available for self-help and support. 7. Demonstrate essential Host functionality (mute/unmute/all, rename, chat, manage participants, assign host/co-host, Screen Share, and Record). 8. Demonstrate at least four online etiquette or learning strategies to create an inclusive, supportive Zoom learning space. **Who can earn this badge:** The University of St. Thomas community: Students, Staff and Faculty
Learners will analyze the following course components with an eye toward alignment: learning outcomes, instructional materials, activities, and assessments. Specifically, they will practice writing measurable learning outcomes, find and/or create digital instructional materials, use technology to create engaging learning activities, and design assessments that measure higher-order cognitive skills.
Successful completion of all course activities.
This is a badge in the video conferencing series that will help badge earners develop skills around using classroom technology and equipment efficiently and safely. Learners will identify and demonstrate key elements and procedures around operating classroom technologies and demonstrate how to use them for in-person and flex classroom settings.
### To earn this badge, you must demonstrate the following knowledge and skills through badge assessments with a grade of at least 85%: ### 1. Identify key elements of in-person classroom space and equipment hygiene practices. 2. Identify key elements of in-person classroom health and safety practices. 3. Demonstrate your knowledge of what various classroom technologies are and how to use them in a practice situation. 4. Show how to use the following core classroom technologies and features used in a flex classroom in a low-risk/practice space including the hovercam, drawing/annotation monitor, Zoom with a large screen in class, etc. 5. Identify how to use a variety of screens and audio systems in an in-person classroom. **Who can earn this badge:** The University of ST. Thomas Community: Students, Staff and Faculty
Learners discovered and practiced new ways of engaging students through technology. They discussed ways to develop one’s online teaching personality, orienting students to the course, the use of synchronous and asynchronous communication, and managing the workload of teaching online.
Student employees are a large and important part of the workforce at the University of St Thomas. Student employment is a great opportunity for many of our departments and units to develop career-ready skills in our student employees while accomplishing the meaningful work of the University. This is a badge in the Student Employment Essentials series.
### To earn this badge, student employees will be able to (with at least 85% correct): ### **1.Locate and utilize the resources and tools within the Student Employee Handbook and Student Employee Toolkit;** **2.Demonstrate understanding of the role of, rights, and responsibilities of student employees at the University of St. Thomas;** **3.Record time worked using the St. Thomas Banner Time Entry system.** **4.Demonstrate understanding of the University's COVID-19 Preparedness Plan and the role of student employees in maintaining a safe and healthy work environment.**
This is a foundational badge in the Student Peer Tutor series. Learners will be introduced to information important to their role in academic student support. This badge addresses how peer tutors will understand and demonstrate their role as academic support in serving students as well as the greater St. Thomas community.
### To earn this badge, you must demonstrate the following knowledge and skills according to our learning assessment criteria: ### 1. Describe how Bloom’s Taxonomy relates to your work as a peer tutor/study group leader/support to academic learning; 2. Articulate ways that the Scaffolding concepts and strategies can assist you in your efforts to help students learning concepts in your subject area; 3. Identify examples of strategies to use that reflect the concept of scaffolding; 4. Describe the outline of a successful tutoring. **Who can earn this badge:** This badge is for any St. Thomas student employee tutor upon beginning to work with students.
This intermediate level badge in the Student Peer Tutor series addresses how peer tutors and study group leaders will understand teaching and tutoring pedagogy and will be able to assist their peers through multiple skill sets.
### To earn this badge you must demonstrate the following knowledge and skills according to our learning assessment criteria: ### 1. Identify the difference between Growth Mindset and Fixed Mindset; 2. Articulate ways that the Scaffolding concepts and strategies can assist you in your efforts to help students learn concepts in your subject area; 3. Describe how Bloom’s Taxonomy relates to your work as a peer tutor/study group leader/support to academic learning; 4. Identify ways that the following question asking and listening skills can be incorporated into a tutoring/study skills lessons, including how to ask questions, use active listening skills, and break down complex ideas; 5. Articulate ways to work with students from diverse backgrounds such as multi-language learners and students with disabilities.
Diversity, Equity and Inclusion Tutor Practices
This intermediate level badge in the Student Peer Tutor series addresses how peer tutors and study group leaders will understand the impact of unconscious bias, language, and behavior. Earning this badge indicates that they understand how to contribute and get the most out of their St. Thomas experience and any diverse community in which they live, learn, and work. As peer tutors, you interact with the St. Thomas community in a unique way to foster an inclusive learning space for all. As a result of completing this module you will demonstrate the knowledge and skills to assist in promoting an inclusive learning space for all.
### To earn this badge you must demonstrate the following knowledge and skills according to our learning assessment criteria: ### 1. Describe St. Thomas's commitment to inclusive education and equity; 2. Define diversity inclusively; 3. Engage comfortably with difference; 4. Manage assumptions; 5. Search for similarities; 6. Understand the effects of stereotypical thinking; 7. Focus on the impact of language and behavior choices; Identify and address microaggressions.
Design Your Course is intended to assist faculty with getting a jump start on designing courses with an online component. Participants will interact with peers in asynchronous discussion forums and optional synchronous Zoom sessions. STELAR instructional designers will engage in the discussions and provide feedback and guidance.
Participants will create student-focused, specific and measurable module learning objectives that align with course objectives, instructional materials, activities, and assessments. They will design an online course that focuses on instructor presence and student engagement, utilizes technology to support learning, embeds core accessibility skills into the content, and will begin to build this course in Canvas.
In this 4-week fully online course participants reflect on what went well and what they would like to improve in a previous online course. They compare their course design to best practices and develop a plan for continuous improvement with the support of peers and STELAR instructional designers.
# Course Learning Objectives 1. Identify elements of quality in an online course. 2. Complete a pre- and post- course readiness assessment of your online course. 3. Critically evaluate teaching and learning in your course and reflect on where you would like to focus your continuous quality improvement efforts. 4. Design your course to promote equity and support increased student engagement. 5. Create a continuous quality improvement plan for your online course.
This is the first badge in the student employment badge series. This foundational-level badge is a great opportunity for students to learn more about the various student employment options available at St. Thomas and understand how they might go about becoming a student employee.
### Badge earners demonstrate foundational knowledge that is assessed with a quiz upon completion of badge content: ### 1. Understand the scope of the student employment program at the University of St. Thomas. 2. Search for and apply to a variety of student employment positions. 3. Navigate the selection process for a variety of student employment opportunities. 4. Understand the basics of work-study awards and how they relate to student employment. 5. Be prepared to complete new hire paperwork and understand the responsibilities of an individual who has accepted a student employment opportunity. **Who can earn this badge:** University of St. Thomas students, especially those wanting to learn more about student employment.
This Student Employment Essentials badge can be earned upon being hired for a St. Thomas student employee position. Badge earners examine a variety of resources that will help them be more prepared, efficient, and productive as they start a new student employment opportunity on campus, and then take a quiz to demonstrate successful understanding of this core knowledge.
### Demonstrated knowledge (assessed on a quiz) for the following outcomes: ### 1. Locate and utilize the resources and tools within the Student Employee Handbook and Student Employee Toolkit. 2. Demonstrate understanding of the role of, rights, and responsibilities of student employees at the University of St. Thomas. 3. Record time worked using the Banner Time Entry system. 4. Demonstrate understanding of the role of student employees in maintaining a safe and healthy work environment, including the University's COVID-19 Plan and other aspects of a safe and healthy work environment. **Who can earn this badge:** Newly hired student employees (although any student employees are invited to participate). **Format:** This is a self-paced module (with an automated quiz) to complete upon being hired for a St. Thomas student employee position. **Estimated completion time:** 60 minutes
This is an intermediate level badge. Digital Site Facilitator badge earners demonstrate effective use of core Canvas features to help them create a thoughtful online presence that will help learners in their digital spaces to feel valued, included, and able to participate. This intermediate level badge requires at least six months experience using the Canvas digital platform as a student, and completion of a foundational level technology badge or the Tommie Tech certificate prior to completing this digital badge.
### To earn this badge, you need to demonstrate the following skills through successful completion of applied assignments: ### Specifically, you will show that you can demonstrate these technical skills as a teaching assistant or facilitator in Canvas: 1. Post an announcement including how to check for quality as well as creating a delayed post. 2. Understand how to technically use discussions, quizzes, and assignments as a Teaching Assistant or Site Facilitator. 3. Do simple grading in the Canvas gradebook. **You will also demonstrate these online presence skills that will assist learners in your sites to feel welcome and comfortable participating:** 4. Articulate your own introduction in writing or as a recording. 5. Develop an announcement in Canvas that is helps learners know what to expect in your site and how to reach you. 6. Create a Canvas profile page which will share written and visual image about you. 7. Demonstrate an understanding of the basic do's and don'ts of online etiquette.
The St. Thomas Inclusive Advisor badge represents learning and competencies demonstrated through successful completion of activities and assessments. The six modules are completed over six-weeks online; or in two four-hour in-person sessions and four additional hours of independent work. St. Thomas Faculty interested in earning this badge can visit our Internal St. Thomas badging site for contact information. https://one.stthomas.edu/sites/badging
### Inclusive Advisors will demonstrate the following knowledge and skills: ### 1. Describe the characteristics of healthy mentoring relationships. 2. Identify the fundamental patterns of cultural difference and how those patterns influence mentoring. 3. Apply these fundamental patterns of cultural difference to their advising relationships. 4. Apply awareness of cultural value difference to effectively hear their advisees’ stories. 5. Create a personal narrative to model journey story-telling. 6. Analyze personal bias and create effective responses to personal and social biases and stereotypes. 7. Develop practices that support revealing and sharing the hidden curriculum of higher education. 8. Apply the principles of culturally-responsive advising.
Innovation and Technology Services (ITS) Essentials
This foundational badge introduces core knowledge considered essential for Innovation and Technology Services (ITS) student and staff employees at St. Thomas. Content is organized into four modules: Module 1 Mission, Values and Service Areas; Module 2: Practical Work Essentials; Module 3: Feeling Welcome and Safe at Work; and Module 4: ITS Service Operations.
### The following outcomes are successfully addressed upon completion of the ITS Essentials badge: ### 1. Learn how core service areas contribute to the organizational mission and are interdependent with other teams. 2. Explore examples of our ITS Mission and Values. 3. Describe ways to operationalize the ITS Mission and Values in your daily ITS work. 4. Identify how to access the resources, equipment, accounts to perform your job. 5. Know what to expect in terms of a physically healthy workspace to be effective in your job. 6. Articulate ways to stay current on information in a technology position, and how to solve logistical issues that come up. 7. Know what to expect for an emotionally and mentally safe and respectful work environment 8. Identify Diversity-Equity Inclusion (DEI) practices and resources to support an inclusive work environment. 9. Understand the basics of where to go for help and support if you feel that some aspect of your work environment is not feeling safe, accessible, and valuing to you. 10. Identify UST policies and resources that support your well-being. 11. Understand basic concepts of IT Service Management (ITSM) and how we employ them at St. Thomas. 12. Identify the different components of Tommie Tech Services and understand their purpose. 13. Navigate our Service Catalog and submit a request for any service. **Who can earn this badge:** Innovation and Technology Services (ITS) Employees
The Digital Accessibility Basics badge is the first (foundational level) in a series of badges. The badge earner reviews content and completes activities to reflect on the meaning of accessibility and how it applies to digital content. Learners examine seven core accessibility skills and try out experiential activities. Learning is assessed via a quiz and an applied assignment.
Critical thinking refers to the skill of impartially assessing and evaluating information to make a well-informed decision, characterized by skepticism and scrutiny of assumed facts.
Accessibility of Services refers to the design and provision of services that can be easily accessed and utilized by a wide range of individuals, especially accommodating persons with disabilities.
Universal design is the process of creating products, environments, and systems that are accessible and usable by everyone, regardless of age, ability, or background, without adaptation.
### Upon completion of this module/badge, you will be able to: ### 1. Define digital accessibility. 2. Reflect on the role of digital accessibility in day-to-day communications (including your role at St. Thomas). 3. Identify seven core accessibility skills at an introductory level. 4. Identify how to start or continue to make digital content more accessible. This self-paced badge experience is available to any student, staff and faculty at the University of St. Thomas. St. Thomas community members who want to complete this badge can log into the OneStThomas site and type in badging and look up the Digital Accessibility badge log in. This Basics badge experience takes 45-90 minutes (depending upon one's previous knowledge). The course site is also available for the badge earner to go back and review at any point in time as a resource. The assessment includes an automated quiz and one short application assignment reviewed by a trained badge guide.
This Peer Tutor Champion badge indicates successful completion of four badges in the Peer Tutor series which includes demonstrating foundational knowledge about peer tutor responsibilities and roles, practical logistical skills around tutoring, and use of more intermediate level skills around using effective learning strategies during tutoring and applying Diversity-Equity-Inclusion practices during tutoring. This badge series is for St. Thomas student employees providing tutoring and academic supports.
More specifically, in order to earn the Champion badge, the learner successfully earned badges that included verified learning activities around the following learning outcomes: ### Tutor Start Up Essentials (Badge 1) Learning Outcomes achieved: ### • Identify confidentiality and privacy expectations with respect to tutor support including completing the Family Educational Rights and Privacy Act (FERPA) training. • Identify the specific requirements for D1 athletes seeking tutoring. • Understand and agree to follow what is required as a tutor in terms of communication confidentiality practices, record keeping and documentation of a student who seeks tutoring. • Understand what resources are available to make appropriate referrals to campus resources. ### Tutor Foundations How To (badge 2) learning outcomes: ### • Describe how Bloom’s Taxonomy relates to your work as a peer tutor/study group leader/support to academic learning; • Articulate ways that the Scaffolding concepts and strategies can assist you in your efforts to help students learning concepts in your subject area; • Identify examples of strategies to use that reflect the concept of scaffolding; • Describe the outline of a successful tutoring. ### Intermediate level Teaching and Learning knowledge and skills assessed in this badge: ### • Identify the difference between Growth Mindset and Fixed Mindset; • Articulate ways that the Scaffolding concepts and strategies can assist you in your efforts to help students learn concepts in your subject area; • Describe how Bloom’s Taxonomy relates to your work as a peer tutor/study group leader/support to academic learning; • Identify ways that the following question asking and listening skills can be incorporated into a tutoring/study skills lessons, including how to ask questions, use active listening skills, and break down complex ideas; • Articulate ways to work with students from diverse backgrounds such as multi-language learners and students with disabilities. ### Upon completion of the Diversity, Equity, and Inclusion for Tutors Intermediate badge, learners demonstrate the following knowledge and skills according to our learning assessment criteria: ### • Describe St. Thomas's commitment to inclusive education and equity; • Engage comfortably with difference; • Focus on the impact of language and behavior choices on individuals and in tutoring; • Identify and address microaggressions; • Engage in understanding your and other's emotional intelligence; • Note and challenge our implicit biases.
This is the first badge in the Tutor and Academic Support series, and is required for any St. Thomas student employee tutor prior to any tutoring work with students. Badge earners will develop and demonstrate their understanding of their responsibilities and what is required of them in serving as academic support.
### By the end of this module, peer tutors will be able to: ### 1. Articulate your understanding of confidentiality and privacy expectations with respect to tutor support (including completing the Family Educational Rights and Privacy Act FERPA training). 2. Identify the specific requirements for D1 athletes seeking tutoring. 3. Demonstrate your understanding of what is required of you as a tutor in terms of communication, record keeping and documentation of a student who seeks tutoring. 4. Understand what resources are available to make appropriate referrals to campus resources.
The Interfaith Leader Badge includes opportunities for fellows to cultivate and practice leadership skills alongside community leaders or peer students on campus. The badge experiences are designed to build interfaith leadership by teaching how to inspire, lead, and create resilient and inclusive environments. Skills in collaboration and teamwork are developed for effective interaction within diverse religious groups. Advocacy and engagement are emphasized to promote interfaith understanding and address social and ethical issues. Ethical leadership focuses on decision-making and reflective practices that foster personal growth, inclusivity, social justice, and interreligious understanding.
National Association of Colleges and Employers
This badge aligns with the leadership and teamwork NACE competencies. Leadership: Recognize and capitalize on personal and team strengths to achieve personal goals. Teamwork: Build and maintain collaborative relationship to work effectively towards common goals, while appreciating diverse viewpoints and shared responsibilities
**We designed this experience so that Interfaith Fellows (Badge Earners) will:** - Cultivate and practice leadership skills alongside community leaders and peers - Gain firsthand knowledge of tensions and issues surrounding interreligious relations in Minnesota and on campus. **Complete one of the following programs to earn the Interfaith Leader badge:** - St. Thomas Interfaith Council (6 sessions) - VISION Student Leader (1 program) - Student Interfaith Program Leader (1 program) - Leader for ELMAC (Emerging Leaders Multifaith Action Council of Minnesota) - 1 semester - Campus Leadership Role (other campus leadership role, subject to approval)
**Who can earn this badge** This badge is available to people at the University of St. Thomas who enroll in the Interfaith Fellows Program. **For more information:** https://cas.stthomas.edu/centers-institutes/center-for-interreligious-studies/leadership-programs/index.html **Format** Experiential learning in dialogue and engagement facilitated and supervised by faculty, staff, and community partner professionals. **Cohort model or anytime?** Anytime **Prerequisites?** No **How to enroll?** https://one.stthomas.edu/sites/schools-colleges/college-of-arts-sciences/cas-jay-phillips-center-for-interreligious-studies/SitePage/80010/student-programs **Estimated Time Commitment** 1 semester
The Interfaith Practitioner Badge includes the opportunity to encounter religious diversity through community and dialogue engagement. The badge activities aim to enhance interfaith engagement through skills for dialogue, cooperation, and understanding. They focus on developing leadership and advocacy for interfaith initiatives, promoting pluralism and social justice. Cultural competence and empathy are emphasized for appreciative approaches and to various religious orientations and traditions. Practical experience is gained through active interfaith work in real-world settings.
National Association of Colleges and Employers (NACE)
Communication, Career and Self Development, Professionalism
Cross-Cultural Competence (Intercultural Communication)
Intercultural communication is the ability to effectively communicate and interact with people from different cultures.
Lightcast Skills Library (formerly EMSI)
Verbal communication skills refer to the ability to communicate effectively using spoken words. This includes not only speaking clearly and articulately, but also active listening, asking questions, and interpreting nonverbal cues from others.
**We designed this experience so that Interfaith Fellows (Badge Earners) will:** - Engage with and navigate religious diversity to empathetically put a human face on interfaith engagement. **Complete one of the following program options to earn the Interfaith Practitioner badge:** - Interfaith Community Engaged Internship with organization or company - Peace Meals Dialogue program at St. Thomas (1 semester) - Internship with the Minnesota Multifaith Network or partner - Public Community Engagement with Religious Diversity - Minnesota Multifaith Network Leadership Seminar (6 sessions) - Soliya Global Connect (8 sessions) Global Circles (2 series) - Emerging Leaders Multifaith Action Council of Minnesota (ELMAC) - participation 1 semester
**Who Can Earn This Badge** This badge is available to people at the University of St. Thomas who enroll in the Interfaith Fellows Program **Format** Experiential learning in dialogue and engagement facilitated and supervised by faculty, staff, and community partner professionals **Cohort model or anytime?** Anytime. **Prerequisites?** No How does someone enroll? https://one.stthomas.edu/sites/schools-colleges/college-of-arts-sciences/cas-jay-phillips-center-for-interreligious-studies/SitePage/80010/student-programs **Estimated Completion Time** 1 semester
This intermediate level badge can be pursued after earning your Digital Site Facilitator badge. This is a badge where you need to be concurrently enrolled in a digital space as either a Badge Guide or Badge Guide "in training" or shadowing someone else. The Badge Reviewer badge has you first reflect on your understandings and skills around being a leader in online and digital space, expands upon technology ideas first introduced in the Site Facilitator badge, and then provide some specific ways to practice and apply your knowledge and skills as a badge guide.
By the time you complete this Badge Reviewer badge, you will be able to demonstrate strengthened knowledge about your approach to being a leader in the digital age, and improved skills in how to interact with others about their work: ### Upon completion of this badge you will be able to ### 1. Describe your own guidelines and philosophy with being a badge reviewer who has integrity, respect, and thoughtfulness in interactions with others in digital space. 2. Identify one or more leadership strengths to build upon, and also one or more specific skill that you want to further improve as a person who interacts others people's learning work (e.g, Badge Guide/Badge Reviewer). 3. Identify constructive positive ways to respond to specific scenarios that may come up as a Badge Guide/Badge Reviewer. 4. Demonstrate how to show an encouraging, collaborative presence in a learning site (e..g, developing a welcome note/announcement and joining in a public discussion space). 5. Demonstrate your own examples of ways you can provide thoughtful, helpful feedback on learning/badging assignments. 6. Identify one or more skills that you want to further improve upon as a Badge Guide/Badge Reviewer, and an initial plan for your further development of that.
This is the first badge in the University of St. Thomas STEM Study Group Leaders series (STEM: Science, Technology, Engineering and Math). Learners will be introduced to confidentiality and privacy information that is important to their role in academic student support as a Study Group Leader. Learners will develop and demonstrate understanding of their responsibilities and what is required of them when serving in this role.
### Upon successful completion of this badge module, you will be able to: ### 1. Articulate your understanding of confidentiality and privacy expectations with respect to academic support. This includes completing the Family Educational Rights and Privacy Act (FERPA). 2. Understand what resources are available to make appropriate referrals to campus resources. **Who can earn this badge:** This badge is required for any St. Thomas student employee STEM Study Group Leader prior to any work with students.
This foundational badge introduces STEM Study Group Leaders to some strategies around planning for a meeting with students and some practical ideas around teaching and learning. Learners will develop strategies to help them better provide students with academic support.
### Upon completion of this badge module, study group leaders will be able to: ### 1. Describe how Bloom’s Taxonomy relates to your work as a study group leader/support to academic learning; 2. Articulate ways that the Scaffolding concepts and strategies can assist you in your efforts to help students learning concepts in your subject area; Identify examples of strategies to use that reflect the concept of scaffolding; 3. Describe the outline of a successful study group session. **Who can earn this badge:** This badge is for any St. Thomas student employee STEM Study Group Leader upon beginning to work with students.
This is the first badge in our St Thomas Email Marketing series. In this badge, learners will be introduced to Email Marketing including best practices and required "CAN-SPAM" regulations. Badge earners will also will also be guided through creating an email mockup in PowerPoint, where to locate the Brand guidelines and brand-approved images, and how to re-size images. Badge earners will put this into practice by designing their own email messages.
### Students will be able to: ### 1. Explain what Email Marketing is and the six elements an email must have in order to comply with CAN-SPAM regulation. 2. Differentiate between Transactional and Marketing emails. 3. Apply brand guidelines. 4. Obtain image files from the University of St. Thomas Asset Bank. 5. Create a Marketing and Transactional email mockup in Powerpoint.
This is the second badge in our St Thomas Email Marketing series. In this badge, learners will be introduced to Salesforce Marketing Cloud (SFMC) and the products that comprise it, as well as folder structure and file naming convention at UST. Learners will focus on the Content builder and Subscriber functionalities, and learn their way around the SFMC Email Studio. Badge-earners will use their Email Design and Marketing Cloud skills in action to build a professional, responsive, and branded email the St. Thomas way in Content Builder.
### To earn this badge you must demonstrate the following learning: ### 1. Describe Salesforce Marketing Cloud and it's main products. 2. Navigate SFMC Email Studio 3. Describe key functionalities of Email Studio 4. Build a marketing email in Salesforce Marketing Cloud.
In this badge, learners will use the Subscriber application to import a list into Marketing Cloud to prepare email deployment. Learners will apply their skills to do Quality Assurance to inspect the emails built in Marketing Cloud, as well as conducting a live test of the email content before deployment. Learners will also apply their deployment skills by schedule-sending an email in Salesforce Marketing Cloud. After email-deployment, Badge-earners will create a report in Marketing Cloud to gain data and valuable insights.
### To earn this badge you must demonstrate the following learning: ### 1. Create a sendable data extension. 2. Import a data file into a data extension. 3. Create a preview email to use for QA with the QA Checklist 4. Send the Preview email to your stakeholder for approval 5. Complete a mail merge using a record in the data file to send a live test email to audit 6. Schedule an email using Send Email in Email Studio. 7. Create three reports in Tracking in Email Studio
This champion badge is awarded to badge-earners who have achieved completion of all three badges in the Email Marketing series.
### To earn this badge you must have demonstrated the following learning: ### - Email Marketing Content Design Badge #1-5 - Marketing Cloud Email Content Builder Badge #6-9 - Marketing Cloud Email Deployment Badge #10 -16 1. Explain what Email Marketing is and the six elements an email must have in order to comply with CAN-SPAM regulation. 2. Differentiate between Transactional and Marketing emails. 3. Apply brand guidelines. 4. Obtain image files from the University of St. Thomas Asset Bank. 5. Create a Marketing and Transactional email mockup in Powerpoint. 6. Describe Salesforce Marketing Cloud and it’s main products. 7. Navigate SFMC Email Studio 8. Describe key functionalities of Email Studio 9. Build a marketing email in Salesforce Marketing Cloud. 10. Create a sendable data extension. 11. Import a data file into a data extension. 12. Create a preview email to use for QA with the QA Checklist 13. Send the Preview email to your stakeholder for approval 14. Complete a mail merge using a record in the data file to send a live test email to audit 15. Schedule an email using Send Email in Email Studio. 16. Create three reports in Tracking in Email Studio
Conference attendees learned from speakers who bring the latest in innovation to the health care industry. On topics such as: the rise of digital health, actions taken to reduce health care costs, and workforce management and its challenges post-pandemic.
Attended the conference and conference sessions
The Data Innovators Badge is awarded upon completion of a custom St. Thomas data and analytics training program for staff created to push one's passion for data to the next level and deepen one's data role at the University of St. Thomas. This year-long course with a learning co-hort focuses on the following four areas: 1) Data Management, 2) Data Storytelling, 3) Systems & Tools and 4) Analytics & Exploration. In addition, each Data Innovator engages in a 1:1 mentorship with a St. Thomas data and analytics expert while working on a data project dedicated to advancing an initiative in their department.
To earn this badge learners participate in monthly synchronous learning/training sessions during the year long course, engage in learning from self-paced learning materials and their project development assignment, work with a St. Thomas data and analytics expert, and complete and present a final project that is a culminating synthesis of applied learning as a Data Innovator. ### Upon completion of this badge, learners will be able to: ### 1. Provide data and analytics standards of excellence to empower data ambassadors throughout the University of St. Thomas, including Data Management; Data Tools & Systems; Data Analytics & Exploration, and Data Storytelling. 2. Upskill in a high-demand area and advance or expand their current role. 3. Utilize the data available to its full potential and share that potential with fellow teammates. 4. Build relationships with campus partners and strengthen our One University strategic priority. 5. Empower data ambassadors to prepare data for action within their area and act as a Data Steward to the Institutional Data, Analytics & Reporting (IDAR) team. ### Who can earn this badge: ### This badge is available to participants in the Data Innovators Course at the University of St. Thomas. ### Format: ### Asynchronous modules along with monthly synchronous zoom sessions and regular mentorship engagement with a St. Thomas data and analytics expert. ### Estimated Completion Time: ### Structured activities spread over 1 year with a learning cohort group.
Student Data and Registrar Operations Team Essentials
This foundational-badge is required training for any St. Thomas Student Employee working in the Office of Student Data and Registrar. Badge-earners will develop a foundational overview of their roles and responsibilities supporting the high-level tasks that impact the entire University community prior to starting their position.
### By the end of this badge, student employees will know how to to: ### 1. Log in to Banner and navigate to enrollment verifications, transcripts, diploma information and student information. 2. Print, package and deliver transcripts. 3. Complete enrollment verifications including phone and letter requests. 4. Process diplomas being ordered, mailed out, and prepare for pickup. 5. Scan a student's files into Optix, and find a student's files in Optix. 6. Answer phone calls, fax documents, read/respond/categorize emails and navigate Teams.
In this semester long course “Professional Development Foundations,” Dougherty Family College scholars engage in subject matter to prepare for success in internships and professional careers. The course assists learners in identifying their unique strengths and skills, exploring careers, and gaining a vast range of transferable professional skills.
### To earn the Professional Development badge, badge recipients complete learning activities, assignments and practice activities that demonstrate readiness for placement into an internship and meet the following learning objectives: ### 1. Describe and execute professional communication skills 2. Demonstrate teamwork and collaboration 3. Interpret and explain professional & ethical standards 4. Identify and apply instruments for self-understanding and career navigation
Info about what you do to earn micorcredential.
In this Graduate Microcredential, learners will gain key takeaways related to Green Energy & Sustainability at the University of St. Thomas.
**In this badge, learners will be able to:** 1.... 2... 3...
St. Thomas Tommie PRIDE Member badge earners demonstrate the skills to create a welcoming environment for LGBTQIA+ people on campus. Earning the Member badge includes a two part experience. The Tommie P.R.I.D.E. program exists to increase capacity of students, faculty, and staff to support the flourishing of LGBTQ+ students on campus. PRIDE: Promoting Respect, Inclusion, Dignity, and Equity
### To earn this badge, learners will ### 1. demonstrate a basic understanding of gender expansive and sexuality terms, language, and concepts; 2. identify where they can direct others to and go for themselves to gain more knowledge about resources for LGBTQ+ students, staff, and faculty; 3. describe institutional expectations of themselves when it comes to awareness and skills to reduce harm targeted or about LGBTQ+ students, staff, and faculty; 4. recognize and (re)examine policies and practices that cause harm for LGBQ+ students, staff, and faculty. **Format:** Part 1: a self-paced learning module in Canvas (with videos, readings, and assessment activities). Part II includes participating in a two hour workshop with discussion and practice on engaging ally behaviors, and a post session reflection assignment. **Estimated Time Completion:** Part I: 2-5 hours; Part II: 2 hours
The Tommie PRIDE Facilitator experience supports learning and development in order to facilitate the learning of St. Thomas community students, staff, and faculty as they complete the Tommie PRIDE Member experience. PRIDE: Promoting Respect, Inclusion, Dignity, and Equity
### To earn this PRIDE facilitator badge: ### First, complete the Member badge, demonstrating the knowledge and skills for the Member badge including: 1. demonstrate a basic understanding of gender expansive and sexuality terms, language, and concepts; 2. identify where they can direct others to and go for themselves to gain more knowledge about resources for LGBTQ+ students, staff, and faculty; 3. describe institutional expectations of themselves when it comes to awareness and skills to reduce harm targeted or about LGBTQ+ students, staff, and faculty; and 4. recognize and (re)examine policies and practices that cause harm for LGBQ+ students, staff, and faculty. ### And the Facilitator badge earners also demonstrate group facilitation skills, specifically: ### 5. Developing rapport with diverse groups of people. 6. Understanding and describing personal identity (positionality). 7. Holding difficult conversations. 8. Utilizing liberatory consciousness as a tool for action. **Who:** Staff or faculty who earned the Tommie PRIDE Member badge and then completed the Facilitator training. **Format and Time:** 1. Participate in a 2-hour workshop about facilitation, including creation of participation guidelines, guided practice with scenarios involving LGBTQ+ students in complex situation, engagement with learning outcomes, and strategies to answer difficult questions. 2. Engage with resources to support LGBTQ+ students, faculty and staff. This is after first earning the Member badge--Part I self-paced online training (2-5 hours) and Part II in person workshop and reflection (2 hours).
In this micro-credential course, awarded by a digital badge, you will learn how to understand behavior from a broader lens. This course discusses the ABCs of behavior and how disability, trauma, and culture can influence behaviors and our interpretations of challenging behaviors.
### Upon completion of this module/badge, you will be able to: ### 1. Define and describe the ABCs (antecedents, behavior, consequences) of behavior. 2. Observe and describe behavior objectively based on what you see. 3. Define disability, trauma, and culture. 4. Explain the ABC-Iceberg framework. 5. Provide examples of how underlying characteristics can influence behavior and interpretations of behavior. **Rationale:** The rationale for this professional development is an understanding of how factors such as disability, culture, and trauma influence behavior and interpretations of behavior is fundamental. Professionals may not understand behavior and may come from backgrounds different from individuals they serve and their families. Without adequate knowledge and understanding of behavior and how factors such as disability, culture, and trauma affect behavior, behaviors can be misinterpreted, and strategies put into place may not meet the needs of the individual and/or their family. **Format:** This asynchronous online course is self-paced with automatically graded assignments in the learning management system. **Time:** Each lesson in this course is expected to take approximately 3 hours. **Audience:** The target audience for this course is general educators, special education teachers, related service providers, social workers, guidance counselors, psychologists, school administrators, behavior analysts, direct service providers, parents, and others who wish to understand behaviors.
This foundational badge introduces the basics of Canvas navigation and support. The badge earner will also learn how to build content in Canvas modules and the rich content editor and apply standards of digital accessibility.
### Upon completion of this module/badge, you will be able to: ### 1. Log in to Canvas 2. Identify several methods to log in 3. Navigate the Global Navigation Menu and the Course Navigation Menu. 4. Find 24/7 support in Canvas including the tutorials, phone chat and live chat. 5. Familiarize yourself with the STELAR team and the ITS department 6. Understand the basic principle of alignment by backward design and the role of learning objectives 7. Access your Canvas sandbox (practice site) 8. Understand the function and importance of modules 9. Create a module and add content to it. 10. Use the rich content editor and apply standards of digital accessibility **How to Start the Badge?** Using your St. Thomas credentials use this self-enroll link: https://stthomas.instructure.com/enroll/TRXEEA **Who can earn this badge:** The University of St. Thomas community: Students, Staff and Faculty
Badge earners will be introduced to core concepts of Sustainability and their connection to our St. Thomas mission. Badge earners will also learn how the university is taking action to contribute to sustainability goals and identify ways they can get involved and contribute to efforts at St. Thomas and beyond in their own lives.
Sustainability strategy refers to the creation and execution of plans and policies aimed at promoting ecological responsibility, social fairness, and financial success for an organization's long-term sustainability.
### Upon completion of this module/badge, you will be able to: ### 1. Define what sustainability is; 2. Identify ways that the St. Thomas mission statement, land acknowledgement statement and Catholic teachings connect to sustainability; 3. Identify connections to the university's Sustainability Strategic plan (e.g. our goals to Carbon Neutrality and STARS); 4. Identify ways you can contribute to sustainability at St. Thomas and beyond. **Who can earn this badge:** The University of St. Thomas community: Students, Staff and Faculty
The St. Thomas New Employee Onboarding badge is earned upon completing the new employee onboarding course. The onboarding course includes content spread out over eight modules that include essential content for all new staff and optional additional content for exploration according to one's role. Learning checks are built into each module to reinforce key ideas.
### Upon completing the New Employee Orientation (NEO), learners will: ### 1. gain information about the university to help to feel connected to the St. Thomas community; 2. feel welcome and a sense of belonging at St. Thomas, and experience the UST commitment to accessibility and DEI (diversity, equity, inclusion); 3. learn about the history, mission, vision, and convictions of the University; 4. become familiar with the University's organizational structure and strategic plan; 5. identify the importance of one's role within the organization and connection to the rest of the university; 6. locate and explore technology resources to help make work life successful; 7. understand expectations regarding policies, procedures, and performance; and 8. identify ongoing professional development opportunities upon completion of this initial onboarding experience.
This course is designed to provide professionals (e.g., educators, social workers, related service providers, school psychologists) with a basic understanding of how to work with families as they navigate disability criteria and how to qualify both medically and educationally.
### Upon completion of this module/badge, you will be able to: ### 1. Understand the differences between IDEA and DSM qualifications 2. Learn strategies to work together with other professionals when qualifying students 3. Discuss strategies for supporting families understand both medical and educational qualifications 4. Apply knowledge of IDEA and DSM qualifications to real life situations 5. Learn about educational criteria for autism, intellectual disabilities/ developmental cognitive disabilities, and emotional behavioral disorders **Format:** This course will be self-paced and there will be a pre-test and post-test that needs to be completed. There is also a discussion board where you have the opportunity to discuss the course concepts with your peers. All assignments will be manually-graded. **Time:** This course should take you about 8-10 hours to complete. **Audience:** This badge is meaningful for anyone who works with young children with disabilities and their families.
This badge is awarded to those who have earned the Digital Site Facilitator, Badge Reviewer, and Digital Accessibility Basics badge at the University of St. Thomas.
The Microsoft 365 Basics badge teaches foundational knowledge about the core elements of the Microsoft 365 tool set. Practice activities and learning checks help the learner to navigate web and desktop applications and culminate in reaching the following learning objectives (see earning criteria).
1. Describe how web apps and desktop apps are linked. 2. Switch between a web app and a desktop app with ease. 3. Discover the various different Microsoft 365 applications. 4. Familiarize yourself with the Microsoft 365 mobile applications. 5. Effectively manage your Outlook calendar and schedule meetings. 6. Find people and their contact info (within an institution) via Microsoft 365 applications. 7. Locate and use the accessibility checker in various Microsoft 365 apps. 8. Understand how to find more help and training.
The Basics badge is self-paced and with mostly automated with quizzes. Staff subject matter experts (and student employees under training) review the other short application assignments. This badge experience is open to any St. Thomas students, student employees, staff, or faculty who want to get set with Microsoft 365 Basics. Time estimate: 2 hours
In this badge, students learn elements of quality course design and alignment and are provided with some tools to assist in the design process. Then, they apply these ideas and practice content creation, editing and accessibility in a culminating final project on course design.
### Upon completion of this badge, you will be able to: ### 1. identify principles of alignment and backward design. 2. identify ways to align learning objectives with course content and assignments. 3. identify examples of specific and measurable learning objectives. 4. view a course using student view 5. use the link validator to confirm that course links are accessible by students 6. organize the course navigation and disable unused items, quizzes, pages, files, and assignments 7. edit pages, quizzes, assignments, and discussion boards to add details 8. create accessible Canvas pages 9. link to a resource outside of Canvas 10. link to an item within the Canvas course 11. embed a video 12. link to a library resource 13. assess a course for readiness to publish and address any issue
This Microsoft 365 Intermediate badge provides a more advanced understanding of how to utilize Microsoft 365 collaboration applications (Teams, SharePoint, OneDrive, Planner).
**Upon completion of this badge, learners will be able to:** 1. Identify the different aspects of Office 365 like OneDrive, Sharepoint, Teams, Planner, and Forms. Explain the purpose of OneDrive and SharePoint. 2. Demonstrate how to create, save, store, share, and manage access to files using Office 365 apps. 3. Distinguish the Office 365 groups and how to use them. 4. Demonstrate how to use Teams and SharePoint together. 5. Show how to share a SharePoint site. 6. Show how to add members to a team or Planner board. 7. Discover features regarding Teams notifications.
The purpose of this badge is to help learners comprehend the primary components of the Microsoft Power Platform and develop their own no-to-low code solutions. (from an end-user, rather than IT Admin perspective).
**Upon completion of this badge, learners will be able to:** 1. Use various applications to build a custom site or application for your group. 2. Learn that one can create no-code or low-code solutions based on their unique needs with the tools built into Office 365. 3. Understand how to seek help and resources to support your goals on Office 365.
Badge earners learn the foundation for successful online course design and facilitation, and apply best practices in online teaching and learning to a final project. This asynchronous course takes 5-10 hours to complete, and is the first course in a multi-part series which leads to the St. Thomas Online Teaching Certificate. Each module in the course includes readings, videos, quizzes, and progress exercises toward a final project. In the final project, learners apply course concepts to an assessment they can use in their class and reflect on their learning.
**Earning the Online Teaching Foundations digital badge (professional credential) verifies that the learner successfully completed learning activities and assessments around the following learning outcomes:** **Module 1: Language of Online Learning, Characteristics of Learners, Community of Inquiry Model** * Identify the principles of the Community of Inquiry (CoI) model to online course development * Identify regulations that apply to different delivery models * Use the language and vocabulary of online learning and Regular and Substantive Interaction (RSI) * Identify features of online course delivery models * Identify characteristics and expectations of online learners **Module 2: Alignment of Objectives and Assessments, Scaffolding, Engagement** * Identify alignment between course components that apply to one summative assessment * Write specific and measurable learning outcomes for a module * Identify existing scaffolding to support the chosen summative assessment * Identify points of engagement in their class **Module 3: Assessments, Universal Design for Learning, Digital Accessibility** * Create a transparent assessment using Purpose, Task, Criteria * Create a Canvas Assessment that utilizes best practices in digital accessibility * Create an assessment that takes into consideration principles of Universal Design for Learning **Module 4: Content Creation and Curation, Copyright** * Locate possible open educational resources (OER) for a course * Identify possible copyright infringement in their course's assigned and optional readings, and create a remediation plan * Identify ways a Resource List might help with accessibility and copyright compliance * Identify best practices in video **Module 5: Communication, Managing Workload, Course Improvement Plan** * Create a communication plan to establish and maintain individual and whole class engagement * Reflect on time and workload management when facilitating an online or blended course * Identify ways of soliciting feedback from students * Create a plan for continuous course improvement Instructional Designers from St. Thomas's STELAR center (academic technology team) facilitate the course, grade the work, and are available to meet individually with participants.
This badge will give you the basic knowledge needed to reduce your risk of injury when working in the Engineering Labs. What you learn here will also be applicable in other lab-like spaces you may work in outside the University as well.
## Upon completion of this badge, you will be able to... ## 1. Know who has responsibilities for ensuring safety 2. Know who to contact when you need help 3. Know common lab safety rules 4. Understand basic hazard communication 5. Recognize common safety equipment, including personal protective equipment 6. Have awareness of special safety topics (e.g., biohazards, radiation, etc.)
Audience: The badge is open to anyone at the University of St. Thomas. Format: Self-paced Estimated Completion Time: 1 hour To Self-Enroll: 1. Navigate to this link: https://one.stthomas.edu/sites/badging/SitePageModern/94739/current-badges-available (Site internal to St. Thomas) 2. Under the "Students" section, click "Engineering Labs" 3. Click "Lab Safety Badge Details," and under "Getting Started," click the Self-Enroll link.
This course is designed to provide professionals (e.g., educators, social workers, related service providers, school psychologists) with a basic understanding of how to work with families as they navigate disability criteria, both medically and educationally. This course will start by highlighting differences in the Diagnostic Statistical Manual (DSM) medical criteria and the Individuals with Disability Act (IDEA) educational criteria. The course will discuss how to use evidence based practices to collaborate in supporting families using culturally and linguistically sustaining practices as they work through the initial identification of a disability process. It is important to know how to work with families as they begin to understand what it means to have a child with a disability and how to support them in receiving services both educationally and medically.
## Upon completion of this badge, you will be able to: ## 1. Understand the general history of disability in the U.S. 2. Identify key policy and program changes in the U.S. 3. Apply disability perspectives that support the inclusion and rights of people with disabilities. 4. Describe components of multi-dimensional and multi-disciplinary models of understanding disability in young children. 5. Identify ways in which multiple disciplines can work together to support biopsychosocial development of children with disabilities and their families. 6. Consider problem-focused coping strategies and how ECSE and SW can provide information to support families 7. Identify ways in which ECSE and social workers can support families emotionally through the use of empathic responses 8. Examine elements of family unit concepts that can influence family functioning for those who have children with disabilities 9. Apply strengths-based family systems perspectives to consider families of children with disabilities 10. Apply family quality of life, resilience, and coping to case studies. 11. Apply knowledge of inter-professional practices to case studies.
This career development/professional development intermediate-level course assists learners to improve their own skills and assist others to create accessible digital content. This badge course is available to any St. Thomas faculty, staff, or student interested in deepening their accessibility practices. Badge earners demonstrate their knowledge and skills as accessibility ambassadors; they expand their overall knowledge about digital accessibility, communicate solutions effectively, use resources to remediate digital content in their work and life, and overall be better equipped to help others understand the importance of digital accessibility.
Advocacy refers to the active promotion and support of a cause or policy, with the goal of shaping public opinion or government decisions.
Web accessibility refers to the design and development of websites that are usable by all individuals, including those with disabilities.
## Upon completion of this badge, you will be able to... ## 1. Effectively explain to others the what and why of digital accessibility. 2. Expand your communication effectiveness by helping others know why it is important to create digitally accessible content. 3. Articulate what you know about the core digital accessibility skills, and ways to continuously develop your skills.​ 4. Demonstrate how you have taken one or more accessibility concepts, skills, or technologies to apply to a final project that both improves your digital accessibility skill and also helps others in some way (be a digital accessibility ambassador) Participate in 5 to 8 one hour Zoom sessions on core accessibility skills and application, engage in asynchronous resources and reflection activities (before and after Zoom sessions), and complete a final applied assignment that you develop throughout the learning series. Time to complete entire digital badge course: 12-15 hours spread out over 1 or 2 semesters. Prior to this badge, learners complete the Digital Accessibility Basics badge (or can demonstrate equivalent knowledge for that basics badge).
By drawing on a unique blend of resources informing how to communicate compassionately at work, this course, curated by Dr. Yvette Erasmus, assists learners to improve workplace climate by learning a model of communication that aspires to ensure that all people know they are valued because their feelings and needs are identified. Badge earners are also empowered to make observations that are neutral and requests that are skillful, and are equipped to identify the positive aspects of positions that are contrary to their own.
## Badge earners will demonstrate their expanded capacity to do the following (in an applied assignment): ## 1. identify well polarities and disconnection frames; 2. reflect honestly on one's instincts about what one may initially want to say or do in that situation; 3. employ compassionate communication intentionally (makes a neutral observation; identifies feelings; identifies needs; and makes a skillful request); and 4. reflects sincerely on whether the model is useful. In this final applied assignment learners need to demonstrate "excellence" or "making progress" (on the rubric) on three out of four criteria. Learners will also explore readings/videos and contribute discussion posts in modules 1-6.
This course is designed to provide professionals (e.g., educators, social workers, related service providers, school psychologists) with a basic understanding of the lifelong impact of trauma, toxic stress, and attachment in early childhood development. The course will also begin to introduce key concepts and tools to support families and children on their healing journeys. Note: Please be aware that learning about trauma can trigger memories for the learner. If this is the case for you, please take a break or do something to take care of yourself, so you can get back to the course when you are feeling able. If necessary, consult a mental health professional.
## Upon completion of this module/badge, you will be able to: ## 1. Explain how the brain develops through early childhood. 2. Identify the impact of attachment on development and throughout the lifetime. 3. Describe how the stress-response system functions. 4. Describe the impact and prevalence of trauma and toxic stress. 5. Learn about neuroplasticity and how it heals trauma. 6. Identify the building blocks of resilience. 7. Identify the key components of a healing-centered environment. 8. Gain foundational skills to support children whose stress and trauma is escalated. Format: This asynchronous online course is self-paced with automatically graded assignments in the learning management system.
This course was developed by the Institutional Data, Analytics and Reporting team to teach how to understand, create, write, and document reports and dashboards within the Salesforce Education Data Architecture (EDA) platform and to set expectations for being a report/dashboard writer. Salesforce EDA is the Customer Relations Management (CRM) system used by various departments at the University of St. Thomas including enrollment services/admissions, university advancement, academic counseling, and more.
## Upon completion of this badge, you will be able to: ## 1. Create a basic Salesforce report that includes filters, groups, and formulas 2. Create a basic Salesforce dashboard 3. Find data definitions using the Data Cookbook 4. Find the standard and custom Salesforce report types needed for various reports using the Data Cookbook 5. View the Salesforce EDA schema in the Data Cookbook 6. Identify which folders they should be saving their reports and dashboards in 7. Create Salesforce Specification definitions for reports in the Data Cookbook 8. Understand the expectations of Salesforce Report Writers ## Target Audience ## Specific UST Staff ## Time ## We estimate that this course will require anywhere from 2 hours up to 8 hours to complete depending on your familiarity with Salesforce and the Data Cookbook.
The St. Thomas SEED credential earners have been active learners in 30 hours of Seminar experiences that deepen their understanding of systems of power and oppression and the role they can play in driving change toward diversity, equity, and inclusion while centering wholeness, wellness and just relationship for everyone involved. SEED seminars are anchored in personal reflection and testimony, listening to others' voices, and learning together in the context of intersecting identities and systemic analysis. The St. Thomas SEED program is grounded in the National SEED (Seeking Educational Equity and Diversity) Project (SM), a peer-led professional development program that creates conversational communities to drive personal, organizational, and societal change toward greater equity and diversity. Then the St. Thomas SEED Facilitators create lessons and experiences that respond and connect to our own context. SEED Facilitators also read/review the Final Reflection that is submitted at the culmination of the SEED seminars.
### SEED graduates learn how to deepen their understanding and application of the following goals: ### 1. Drive social change one conversation at a time at the individual and institutional level by cultivating relationships and building community towards social justice. 2. Understand systems of power & oppression and the role that they play in organizations and communities. 3. Acknowledge each participant’s intersecting identities through story sharing and reflection and how they connect to systems. 4. Attend a majority of the cohort sessions, engaging in journaling, serial testimony, and cross talk activities. Participants attend SEED cohort sessions over the course of the academic year or summer, totaling 30 hours of meetings. Participants also complete readings, watch videos, journal, and engage in material offline between sessions aimed at the learning goals. Then , badge earners also create and upload a final reflection assignment (written, recorded, or some other format) that speaks to several culminating questions that allow a final synthethis of previous SEED experiences.
Want to know more about pollinators and how to help them? This badge will give you an overview of how important pollinators really are, types of pollinators, the plants that depend upon them, and how plants and pollinators are connected by evolution, all in the context of our Pollinator Path.
## After earning this badge, you will be able to: ## 1. Understand how pollination works and the necessity of pollinators in our food supply 2. Understand the important threats to pollinators and how they can be mitigated 3. Become acquainted with the Pollinator Path environment at the University of St. Thomas 4. Identify different types of plants 5. Identify parts of a flower 6. Identify the components of insect anatomy and common local bees 7. Explain the mutualistic relationship between plants & pollinators 8. Explore the Pollinator Path highlighting the Pollinator Garden and the Medicinal Garden 9. Recognize various gardens in the Pollinator Path and that they have plants that bloom at different times. 10. Recognize a few different kinds of bees and other pollinators 11. Recognize various flower shapes 12. Understand how pollinators and flowers have co-evolved
This badge explores the definitions of burnout and compassion fatigue, highlighting the differences between the two. It will also focus on burnout and consider practices and strategies for coping with burnout. It reviews how we define compassion fatigue and considers some responses to prevent and address compassion fatigue, both at the individual and program levels. You will also read and consider an article at in-person session that considers the common challenges that new providers experience.
## After completing this badge, you will be able to: ## 1. Contrast the differences between burnout and compassion fatigue. 2. Identify risks that lead to burnout and compassion fatigue. 3. Illustrate the impact of burnout in the workplace. 4. Appraise how compassion fatigue influences educators. 5. Understand the scope of concern about burnout and compassion fatigue. 6. Describe the ways in which individuals and organizations can address burnout. 7. Identify your current experience with burnout. 8. Consider the ‘fit’ between your preferences and needs and your future or current employer. 9. Describe the ways in which individuals and organizations can address compassion fatigue. 10. Identify your current experience with compassion fatigue. 11. Consider ways to prevent compassion fatigue or address it if it occurs. 12. Identify Skovholt and Trotter-Mathison's nine frequently reported experiences of novice providers. 13. Consider the most likely response you will have as a new provider. 14. Recognize possible implications of these novice provider responses.
The Online Teaching Certificate comprises the completion of the Online Teaching Foundations course and two other learning opportunities that demonstrate knowledge and practice in online teaching and learning.
## Those who have earned this badge: ## 1. Use the principles of Backward Design and alignment to plan (design) and teach a quality course for effective online learning. 2. Select and implement appropriate technology tools to meet learning objectives. 3. Apply principles of Universal Design for Learning to create engaging and effective educational experiences for all students. 4. Develop strategies for fostering an inclusive, accessible, and supportive learning environment, including promoting student belonging, interaction, and collaboration. 5. Reflect on personal teaching practice and apply principles of continuous improvement to enhance student learning and teaching effectiveness.
This badge is designed for anyone who wants to learn more about best practices in Online Teaching. It is one of the badges eligible for the Online Teaching Certificate badge. To earn this badge, attend two workshops identified as qualifying for the Online Teaching Practice Series badge. Send an email to stelar@stthomas.edu if you are interested in this opportunity, and ask to be enrolled in the Online Teaching Practice Series Canvas site.
## The objectives of this badge are to provide experiences that allow faculty to: ## 1. Apply best practices in online teaching and learning 2. Reflect on best practices in online teaching and learning
This badge takes your learning about flowering plants and pollinators one step farther. The focus here is the most important flowers on the Path (or for your own garden) and the life cycles of honeybees, bumblebees and one example of a solitary bee.
## After earning this badge, you will be able to: ## 1. Recognize a few important native flowers 2. Recognize a few annuals or non-native shrubs that feed pollinators 3. Understand the life cycle of a few pollinators 4. Recognize the difference between a common name and a scientific name for plants.
This badge will review important information needed to safely operate drill presses and hand drills. This badge will also review important information needed to safely operate band saws. What you learn here will also be applicable in other lab-like spaces you may work in outside the University as well.
## After completing this module, you will be able to: ## 1. Recognize common safety concerns related to various drill types 2. Know how to choose an appropriate drill bit 3. Know how to determine the correct drill speed 4. Recognize various setups and work holdings 5. Recognize common safety concerns related to operating a band saw 6. Recognize various cuts and work holdings
Audience, Format and Estimated Completion Time
Audience: The badge is open to anyone at the University of St. Thomas who has completed the Lab Safety Badge. Format: Self-paced and In-Person Seminar Estimated Completion Time: 60 minutes for the self-paced portion, plus a 3 hour seminar.
This module will review important information needed to safely operate miter saws and table saws. What you learn here will also be applicable in other lab-like spaces you may work in outside the University as well.
## After completing this module, you will be able to: ## 1. Recognize common safety concerns related to operating a miter saw 2. Recognize various types of cuts and work holdings 3. Recognize common safety concerns related to operating a table saw 4. Identify specific parts of a table saw 5. Recognize different types of cuts
Audience: The badge is open to anyone at the University of St. Thomas who has completed the Wood 1 Badge. Format: Self-paced and In-Person Seminar Estimated Completion Time: 60 minutes for the self-paced portion, plus a 3 hour seminar.
The Accessible Documents Intermediate badge will focus on the accessibility of Word documents, PowerPoint presentations, Outlook communications, and related core skills for those types of documents. will build on what you learned in our Digital Accessibility Basics Foundations badge and will learn how to Learners identify and remediate accessibility issues while using these products, The Digital Accessibility Basics Foundations badge (or an equivalent) is the prerequisite for this intermediate-level badge.
### After completing the required modules (including exploring resources, Zoom sessions, and assignments) for the Accessible Documents badge , learners will be able to: ### 1. Identify accessibility issues in Microsoft documents and communications using the 2. Microsoft accessibility checkers 3. Remediate accessibility issues in Word, PowerPoint, and Outlook email 4. Be aware of resources to also support accessible tables and accessible PDFs. 5. Discuss the applicability of several Microsoft accessibility features There are both 5-7 one hour required virtual sessions and self-paced asynchronous learning that target these outcomes. The final assignment involves a demonstration of accessibility practices across several types of documents. The total badge experience takes approximately 15 hours to complete.
Data Foundations is an introduction to the fundamental concepts and skills required for working with data, and the tools used to harness it. This course aims to provide learners with a solid understanding of key principles related to data collection, processing, analysis, interpretation, and security.
After completing this course, you will have acquired the skills to: 1. Distinguish between data and information and identify key data partners. 2. Understand data governance and the roles associated with managing data. 3. Adhere to data security and privacy guidelines to safeguard both constituents and data. 4. Stay vigilant against data biases and potential misleading interpretations. 5. Develop a toolkit for managing data to enhance your daily work. 6. Utilize the Data Cookbook as a resource for comprehending data and its implications. 7. Seek additional data or assistance in understanding the data being utilized. Assessment of your learning in this course will be based on the successful completion of quizzes, assignments, and a self-reflection task centered around your utilization of data.
Audience: Faculty, Staff, and Students Format: Self-paced Estimated Time Commitment: 2-4 hours, depending on your familiarity with the tools and concepts being presented.
By learning anew how the doctrine of discovery enabled settlers to justify the colonization of [this] land and overseeing the abuses that occurred in them; and by envisioning a future that entails repair for the harm done on [this] land, this course serves to orient participants to [this] land, at this moment in time, in order to begin to chart a different and more just future for the original inhabitants of [this] land--a repair that also supports the re-humanization of those who have settled here.
By the end of the course, participants will be able to: 1. Learn anew the role of the doctrine of discovery in the colonization of North America. 2. Recount how the University of St. Thomas acquired the parcel of land it occupies. 3. Recognize the role of the Catholic Church in establishing residential boarding schools and the abuses that occurred in them. 4. Envision a future that entails repair for the harms that have been done, insofar as it is possible. Assignment/Criteria: The course requires students to complete four reflection exercises based on the content of each module. The first asks students to reflect on the role of religion and spirituality in the justification of colonization. The second asks students to reflect on land acquisition in Minnesota and the history of the land on which we dwell. The third asks students to reflect on responsibility for historical injustices. And the fourth asks students to identify concrete reparative actions that they could support. It is all asynchronous; the lectures will take about four hours to complete, and the additional reflection exercises may take another four hours—so eight hours total. Studying the indigenous history of the lands the University occupies fosters respect for the original stewards of the land, increases understanding of current affairs, guides a more informed and equitable development of policy, and promotes reconciliation, enabling the University to live out in a meaningful way commitments it makes in its land acknowledgement statement. All members of the University community are invited to go through the course in order to have a better understanding of this place.
This module will give you the basic knowledge needed to reduce your risk of injury when working in the Chemistry Labs. What you learn here will also be applicable in other lab-like spaces you may work in outside the University as well. The badge issued upon completion of this module is required for continued access to the Chemistry Labs. Failure to complete the badge may result in your inability to attend laboratory sections or continue with research.
After completing this badge, you will be able to: 1. Know who has responsibilities for ensuring safety 2. Know who to contact when you need help 3. Know common lab safety rules 4. Understand basic hazard communication 5. Recognize common safety equipment, including personal protective equipment 6. Have awareness of special safety topics (e.g., biohazards, radiation, etc.) Estimated completion time: 1 hour
To properly prepare for the use and disposal of chemicals, the Department of Chemistry has developed a badge that walks you through the required safety and regulatory trainings. Completion of this badge is the foundation for a safe and productive workplace and will grant you the ability to engage in chemical research or advanced chemistry laboratories. This badge is merely a "foundation" and each research group, student employment, and course may have further detailed training to address specific needs of that role.
After completing this badge, you will be able to gain a fundamental understanding of the following concepts related to chemical safety: OSHA Regulations: You will complete the basic OSHA training for Chemical Hygiene, Storage, and Waste Management as well as how to address laboratory chemical and physical hazards. St. Thomas Emergency Response Plan: You will know the St. Thomas procedures for emergency response to spills, fires, and other important emergencies that will arise. You will be trained on how to initiate an emergency response and keep yourself and other safe when an emergency arises. St. Thomas Chemical Hygiene Plan: You will understand the St. Thomas specific protocols related to work with chemicals, including proper storage and disposal procedures. Chemistry Department Policies and Procedures: You will learn department specific safety procedures including risk assessment, inventory management, and preparation of Standard Operating Procedures for repeated experiments and techniques. Estimated completion time: 3-5 hours
The Interfaith Scholar Badge integrates academic exploration with practical experiences in the realm of interfaith engagement and (inter)religious studies. Badge earners have the option to engage in enriching academic coursework, conduct directed research or internships, or collaborate with peers and mentors in diverse interreligious contexts. This program emphasizes the development of a deep understanding of various worldview traditions, the cultivation of skills for effective interfaith communication and collaboration, and the application of these insights in real-world scenarios.
Research consists of methodical examination and analysis of data or resources to uncover factual information and draw new conclusions through critical evaluation.
Public speaking is the skill of presenting ideas persuasively and engagingly to an audience, using oratory methods to influence, educate, or captivate listeners.
Presentation skills refer to the capability of conveying information clearly, concisely, and attractively to an audience while keeping them engaged.
Intercultural Competence refers to the capability of effectively communicating and working with individuals from different cultures, while displaying understanding, respect, and adaptability towards diverse norms and variations.
Identify and respond to needs based on an understanding of situational context and logical analysis of relevant information.
Demonstrate the awareness, attitude, knowledge and skills required to equitably engage and include people from different local and global cultures. Engage in anti-racist practices that actively challenge the systems, structures and policies of racism.
**We designed this experience so that Interfaith Fellows (Badge Earners) will:** - Cultivate and practice scholarship skills relevant to interreligious studies and interfaith engagement. **Complete one of the following program options to earn the Interfaith Scholar badge:** - one approved 4-credit course in interreligious studies (e.g., THEO 228: Comparative: Interreligious Encounter). Note: these courses often also fulfill core requirements in Theology, IH, DISJ, GP, etc. Courses outside Theology may be approved. - one 4-credit directed research study or internship - one-semester UROP research projectLinks to an external site. with a faculty mentor in interreligious studies - Foundations of Interfaith Leadership CertificateLinks to an external site. (Online Course) - Minor in Interfaith LeadershipLinks to an external site. (4 courses)
This badge is available to undergraduate students at the University of St. Thomas who enroll in the Interfaith Fellows Program.
Academic, scholarly, and Eexperiential learning in interreligious studies and interfaith engagement facilitated and supervised by faculty, staff, and community partner professionals.
What is the estimated time-commitment for this bage?
The Interfaith Champion Badge, a capstone achievement within the Interfaith Fellows Program, marks the pinnacle of the program, merging the skills, experiences, and insights accrued from the Scholar, Practitioner, and Leader badges. This badge recognizes fellows prepared to advocate for inteinterfaith engagement and cooperation across public and professional spheres, aiming to share their insights and experiences with a broader audience both within the academic environment and beyond. As such, it symbolizes a fellow's dedication to advancing interreligious studies, interfaith understanding, collaboration, and the common good, highlighting their readiness to serve as ambassadors of engagement across religious diversity and cooperation in the wider world.
**We designed this experience so that Interfaith Fellows (Badge Earners) will:** 1. Advocate for Interfaith Cooperation: Champion badge earners can effectively communicate the importance of interfaith dialogue and cooperation to diverse audiences, including employers, community groups, and through public platforms. 2. Synthesize Interfaith Learning: They can integrate their knowledge, skills, and experiences from the Scholar, Practitioner, and Leader badges to advance interfaith understanding and action. 3. Enhance Professional and Civic Engagement: Fellows are prepared to leverage their interfaith competencies in various sectors, contributing to their communities and workplaces by fostering environments of inclusivity and respect for religious diversity. **In addition to the Scholar, Leader and Practitioner badges, complete the following components to earn the Interfaith Champion badge:** - Attendance at Four (4) Cohort Sessions - Completion of Scholar, Practitioner, and Leader Badges - Write a resume/LinkedIn blurb that articulates the value of their Interfaith Fellows Program experience and how it has prepared you for professional and civic engagement in a religiously diverse world. - Publicly share your experience through a medium of your choice, such as video, social media post, blog article, etc., that conveys how the Interfaith Fellows program has prepared you for the world ahead.
Experiential learning in dialogue and engagement facilitated and supervised by faculty, staff, and community partner professionals.
- Interfaith Scholar Badge - Interfaith Practitioner Badge - Interfaith Leader Badge
The Tommie Ambassador badge indicates that student employees earning the badge demonstrate knowledge and skills to inform and welcome campus visitors to the University of St. Thomas. The badge, awarded by the Office of Admissions, prepares learners to give accurate and thorough campus tours to prospective students and their guests during the college selection process. It also builds confidence with experience management tactics, which earners can implement at large recruitment events hosted by the Office of Admissions.
Communication is the process of exchanging thoughts, data, and emotions via speech, writing, and non-verbal cues, promoting comprehension and productive cooperation.
Leadership development focuses on enhancing individuals' skills, behaviors, and abilities to take on leadership roles, driving organizational performance and achieving strategic objectives.
Leadership is the capacity to direct, encourage, and influence a team towards attaining shared objectives, creating a cooperative, responsible, and creative atmosphere.
**To earn this badge, learners will:** --demonstrate an understanding of the tour route and the student resources in every campus building --identify effective customer service best practices --share personal stories about St. Thomas that may enhance the campus tour --recognize the institutional value proposition and how it may inform someone’s college decision --learn all their job duties and expectations **Training/badge completion requirements include:** -A self-paced Canvas asynchronous course that includes videos, readings, discussion boards, and graded quizzes (approximately 3 hours). -After completing the online Canvas course, to earn the badge, they must shadow 4 campus tours, lead 2 mock tours to an admissions intern, and pass a final certification tour with a visits and events manager (approximately 8 hours) -Anticipate completing badge work over a 2-3 week period and a total of 10-13 hours
The Interfaith Fellows program has the mission to educate and prepare (inter)religiously literate and responsible scholar-practitioner leaders, critically informed by how lived religious practices and beliefs shape America, who act wisely, work skillfully, and engage religious diversity in service of the common good in civic, academic, professional, nonprofit, public, and community sectors. This badge is available to undergraduate students at the University of St. Thomas who enroll in the Interfaith Fellowship Program.
Interfaith Fellows (badge earners) apply leadership skills and gain firsthand knowledge of tensions and issues surrounding interreligious relations. Specific knowledge and skills cultivated in this badge experience include: 1. Leadership: Recognize and capitalize on personal and team strengths to achieve organizational goals (NACE competency); 2. Teamwork: Build and maintain collaborative relationships to work effectively towards common goals while appreciating diverse viewpoints and shared responsibilities (NACE competency) These leadership skills are practiced and assessed alongside community leaders from Minnesota in the Multifaith Leadership Seminar and alongside peer students in one campus leadership opportunity. Successful completion of the experiences and learning assessments in the badge module are evidence for earning the badge.
**Who can earn this badge** This badge is available to undergraduate students at the University of St. Thomas who enroll in the Interfaith Fellows Program. **For more information:** https://cas.stthomas.edu/centers-institutes/center-for-interreligious-studies/leadership-programs/index.html **Format** Experiential learning in designing and facilitating leadership programs supervised by faculty and staff **Estimated Completion Time** 50-80 hours
Interfaith Practitioner Copy - for Records
The Interfaith Practitioner Badge denotes successful completion of a 100-hour community engagement practicum with a local community or professional organization, a one semester dialogue practicum with peer students on campus or globally, and experiential learning assignments connected to career competencies (see criteria section for more details). This semester long experience is facilitated and supervised by faculty, staff, and community partner professionals This badge is a part of the St. Thomas Interfaith Fellows program with a mission to educate and prepare (inter)religiously literate and responsible scholar-practitioner leaders, critically informed by how lived religious practices and beliefs shape America, who act wisely, work skillfully, and engage religious diversity in service of the common good in civic, academic, professional, nonprofit, public, and community sectors.
The overall badge goal involves expanding ones knowledge and ability to engage with other people empathetically, putting a human face on interfaith engagement and navigate religious diversity in community and/or workplace. More specific knowledge and skills cultivated in this badge include: **Communication Competency:** To clearly and effectively exchange information, ideas, facts and perspectives with persons inside and outside of the organization; **Career & Self-Development Competency:** Proactively develop oneself and one's career through continual personal and professional learning, awareness of one's strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one's organization; and **Professionalism Competency:** Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger work community.
**Who Can Earn This Badge** This badge is available to undergraduate students at the University of St. Thomas enrolled in the Interfaith Fellows Program. **For more information:** https://cas.stthomas.edu/centers-institutes/center-for-interreligious-studies/leadership-programs/index.html. **Format** Experiential learning in dialogue and engagement facilitated and supervised by faculty, staff, and community partner professionals **Estimated Completion Time** 110-120 hours
For the Interfaith Fellows Pathway (Engaging Religious Diversity Certification Program), this Milestone is achieved when you attend Four (4) Cohort Sessions of your choice (offered monthly during fall and spring semesters).
Fellows will attend: - a minimum of Four (4) Cohort Sessions for the Engaging Religious Diversity Certification Program (Interfaith Fellows). This badge will be manually awarded to you by the program facilitator when you meet the requirements.
The Cohort Sessions Schedule can be found in the Canvas Site for this course, under "Upcoming Cohort Sessions." Visit the Interfaith Fellows site for more information (internal link): https://one.stthomas.edu/sites/schools-colleges/college-of-arts-sciences/cas-jay-phillips-center-for-interreligious-studies/SitePage/178821/interfaith-fellows-if
Milestone: Complete Champion Badge Assignment
For the Interfaith Fellows Pathway (Engaging Religious Diversity Certification Program), this Milestone is achieved when you complete all required components for the Champion Badge assignment in Canvas. This includes writing a resume/LinkedIn blurb articulating the value of the Interfaith Fellows experience and sharing your experience through a medium of your choice.
Fellows will: - Write a resume/LinkedIn blurb that articulates the value of their Interfaith Fellows Program experience and how it has prepared you for professional and civic engagement in a religiously diverse world. - Share your experience publicly through a medium of your choice, such as video, social media post, blog article, etc., that conveys how the Interfaith Fellows program has prepared you for the world ahead. This badge will be manually awarded to you by the program facilitator when you meet the requirements.
The Champion Badge Assignment can be found in the Canvas Site for this course. Visit the Interfaith Fellows site for more information (internal link): https://one.stthomas.edu/sites/schools-colleges/college-of-arts-sciences/cas-jay-phillips-center-for-interreligious-studies/SitePage/178821/interfaith-fellows-if
Chances are, either you or someone you know already uses Assistive Technology in your/their life. Assistive Technology (AT) refers to any device, equipment, or software that helps people with disabilities (and also currently non-disabled people) to perform tasks that might otherwise be difficult or impossible for them. In the Assistive Technology Basics module, learn about many types of AT used to support completing activities with more independence and control over one's life. This 60-90 minute module includes short learning check activities and a discussion space to start applying your learning.
To complete the module and earn the badge, you will: 1. Define assistive technology. 2. Identify examples of assistive technology. 3. Explore several types of AT and how AT can positively impact a person's quality of life. 4. Identify ways that you can help support someone else's use of AT (in your design work, as you purchase or find new tools, etc.) We also hope that learners pursue the second more intermediate level Uplifting Assistive Technology badge.
Uplifting Assistive Technology (Intermediate)
This is the second badge in the University of St. Thomas Assistive Technology series. There are 6 modules that include multi-media, readings, and short activities to examine the importance of assistive technology for learners across a wide range of abilities, visible and invisible disabilities, and various ages. You learn more about how to "uplift" and promote Assistive Technology. The final assignment involves some type of action to further uplift awareness and/or skills related to the needs of AT users.
Upon successfully completing these badge activities, you will demonstrate how you can: 1. Examine the importance of assistive technology for learners across a wide range of abilities and needs including a variety of abilities and disabilities and various ages. 2. Identify ways to "uplift" and promote Assistive Technology. This could include ways to be supportive of people using certain types of assistive technology, ways to share information and advocate for AT for those who need AT. 3. Identify various laws that support the use of AT. Knowing the laws helps become aware of ways to further uplift and advocate. 4. Take some type of action to help make our school environment or life beyond St. Thomas more aware of or supportive of AT users. This intermediate level badge takes approximately 4-6 hours to complete.
Getting Started with Generative AI badge image
Getting Started with Generative AI is the first in a series of University of St. Thomas employee AI digital badge courses. This asynchronous mini-course offers a solid foundation for learning more about generative AI whether you are an instructor, administrator, manager, coordinator, or any other employee role at St. Thomas (Self-paced and takes 1-2 hours). This digital badge reflects a commitment to leveraging AI responsibly and ethically, in alignment with the mission of the University of St. Thomas' Institute for AI for the Common Good. It represents a dedication to advancing innovation that addresses our community's most pressing challenges and fosters positive change.
Generative AI refers to algorithms that generate novel, varied, and realistic content by learning from extensive data sets, encompassing text, images, and audio.
After completing this course, learners will be able to: 1. Identify your current understanding of AI 2. Define generative AI and explain its basic principles 3. Identify common AI vocabulary 4. Recognize ethical, security, and privacy concerns around the use of generative AI 5. Explore various AI How To's and Applications 6. Articulate a way to use AI in your current context Learning is assessed by a quiz, learning checks, and a final discussion board application of learning.
Self-Enroll (for University of St. Thomas Employees)
The St. Thomas Developing for Accessibility Badge explores best practices and techniques to improve the Accessibility of the code you write. This mini-course teaches Web Content Accessibility Guidelines (WCAG), how to make your HTML and CSS accessible, resources to reference when developing accessible solutions, and methods for testing what you created. This course is for anyone who finds themselves occasionally or frequently working with HTML source during the creation of web content such as web pages, templates, and posts as well as developers creating web components.
Upon completing this asynchronous mini-course, badge earners will be tooled with strengthened knowledge of the importance of their role in designing accessible systems. **Upon completing the course learners will be able to:** 1. Identify the key accessibility principles represented by the POUR acronym 2. Navigate and apply Web Content Accessibility Guidelines (WCAG) 3. Develop accessible components by using and implementing: -Semantic HTML -Color Contrast -Images -Keyboard Navigation -Focus, Target Size, and WCAG Resources -Tables -ARIA Roles and Attributes -Forms 4. Perform testing and validation using a variety of methods and tools. These developer best practice knowledge and skills can be applied in their work development projects.
This badge demonstrator an user's ability to navigate Marketing Cloud key applications including Email Studio, Reports, Journey Builder etc to view campaigns and reports.
An user needs to complete Module 3, 4 and 9 to earn this badge.
This semester-long blended program is designed for any St. Thomas faculty or instructor to build inclusive teaching skills in a supportive community. Completion of the Inclusive Classroom Institute requires engagement within four primary focus areas: inclusive course design, inclusive pedagogy, and self-reflection and growth. The Inclusive Classroom Institute is comprised of a blend of synchronous workshops and asynchronous modules and involves completing application activities, which are hands-on and/or reflective exercises intended to deepen understanding and application of concepts. Completing the cohort is a 10-15 hour time commitment.
Individuals who have completed the Inclusive Classroom Institute will be able to: 1. Identify multiple strategies for inclusion and accessibility within their course design process and specific plans for implementation of these strategies; 2. Identify and apply multiple strategies for inclusion and accessibility within their pedagogical practice and specific plans for implementation of these strategies; 3. Engage in ongoing critical self-reflection to identify areas for growth related to understanding identity, positionality, biases, and assumptions; and 4. Identify ways to apply this self-reflection to their educational practices.
This Student Tenant Education Program (STEP) mini-course prepares St. Thomas students for living off campus, the legal implications of a lease agreement, and learning about how to be a good neighbor. It's essential for the university and its students to be good stewards of our neighborhood and welcoming to all residents and visitors. The learning modules guide you to make informed decisions as you prepare to live off campus.
In this mini-course badge earners learn: 1. How to search for a rental property 2. Build relationships with your neighbors 3. Sign a lease and understanding the legal implications of a lease agreement 4. Learn local rules and regulations (e.g., off-street parking, property maintenance) 5. Find the right roommates 6. Budget for housing expenses The course takes 60-90 minutes to complete, including short learning activities to demonstrate using the concepts. Students are asked to share their STEP badge with their landlord to see if they offer an incentive. Not all landlords offer an incentive for completing the course, but some do. Incentives landlords have offered in the past have included gift cards, waiving of application fee, or a discount on a deposit.
Getting Started with Generative AI for Students
Getting Started with Generative AI for Students badge image
Getting Started with Generative AI is the first in a series of University of St. Thomas student AI digital badge courses. This asynchronous mini-course offers a solid foundation for learning more about generative AI. This digital badge reflects a commitment to leveraging AI responsibly and ethically, in alignment with the mission of the University of St. Thomas' Institute for AI for the Common Good. It represents a dedication to advancing innovation that addresses our community's most pressing challenges and fosters positive change.
Upon completing the course learners will demonstrate the following: 1. Identify your current understanding of AI (module 1) 2. Define generative AI and explain its basic principles (module 2) 3. Identify common AI vocabulary (module 2) 4. Recognize security, privacy, and academic integrity concerns around the use of generative AI (module 2) 5. Explore various AI How To's and Applications (module 3) 6. Critically evaluate generative AI output (module 4) 7. Articulate when and how it might be appropriate (or inappropriate) to use AI in an academic context (module 5 - discussion) This self-paced badge takes 1-2 hours to complete. Learning is assessed via practice activities and automated quizzes, as well as an applied discussion assignment that is also reviewed/graded by a person.
Self-Enroll (for University of St. Thomas Students)
After earning this badge, you will be able to coach and facilitate agile projects at St. Thomas. This course was developed by members of the ITS (Innovation Technology Services) Implementation Team to support building agile project management competencies across ITS and the University.
## After earning this badge, you will be able to: 1. Explain the fundamental concepts and methodologies of project management. 2. Summarize and define the principles and characteristics of Agile methodologies, including Scrum and Kanban. 3. Develop a plan to initiate and manage an agile project with a clear product vision and backlog. 4. Explain core Scrum ceremonies and conduct backlog refinement and other key user-ceremonies 5. Evaluate the essential components and objectives of sprint planning within an agile framework. 6. Apply and execute on a sprint, sprint review, sprint retrospective
Course Format: Asynchronous Facilitation: This course is a facilitated in a cohort model, with others interested in putting agile project management ideas into practice.
Learn to navigate professional interviews with confidence. This module teaches you how to prepare, communicate strengths beyond a resume, and engage authentically with employers. Emphasis is placed on behavior-based interviews, evidence-based preparation, and reflective practice, including virtual reality simulations.
**Upon completion of this badge, you will be able to:** 1. Understand the purpose and structure of professional interviews. 2. Apply the STAR method to respond effectively to behavior-based interview questions. 3. Demonstrate strategies to prepare for interviews, including researching organizations and analyzing job descriptions. 4. Develop personalized answers that highlight relevant skills, achievements, and a growth mindset. 5. Formulate thoughtful questions to assess company culture, role expectations, and overall fit. 6. Reflect on personal interview performance and identify areas for improvement using VR practice or other simulated experiences. 7. Communicate professionalism, adaptability, critical thinking, and teamwork through interview interactions. **Competencies Targeted: ** **Communication**: Students practice sharing ideas clearly, listening actively, and presenting themselves effectively in one-on-one and group interview settings. This builds confidence in adapting communication to different contexts and demonstrating career readiness skills. **Professionalism**: Students develop habits that reflect preparation, ethical conduct, self-awareness, and workplace norms, helping them “show up” professionally during interviews.
Learn how to build meaningful professional relationships that advance your career. This module focuses on identifying and expanding your network, crafting an elevator pitch, reaching out to professionals, and conducting informational interviews.
**Upon completion of this badge, you will be able to:** 1. Explain what networking is and why it is important for career development. 2. Identify people in your existing network and explore ways to expand it. 3. Compare formal and informal networking strategies and determine when to use each. 4. Craft and deliver a clear, confident elevator pitch. 5. Reach out to professionals and alumni using tools such as LinkedIn and St. Thomas Connect. 6. Prepare for and conduct informational interviews with professionals in fields of interest. 7. Communicate effectively, build professional relationships, and demonstrate career readiness competencies through networking interactions. **Targeted Competencies** Communication: Students practice sharing ideas, asking thoughtful questions, actively listening, and presenting themselves confidently in networking contexts. These skills help build relationships and expand social capital. Professionalism: Students demonstrate workplace norms, etiquette, and ethical communication while networking, ensuring interactions are professional and effective.
Develop skills in self-awareness, understanding bias, and collaborating effectively in the workplace. This module emphasizes inclusive communication, conflict management, and reflective practice through realistic simulations.
**Upon completion of this badge, you will be able to:** 1. Recognize how self-awareness and unconscious bias influence workplace interactions. 2. Practice reflection strategies that strengthen communication and collaboration. 3. Apply inclusive collaboration skills in simulated workplace scenarios. 4. Connect insights from practice activities to your personal and professional growth. 5. Communicate effectively and contribute to equitable, respectful, and inclusive team environments. **Targeted Competencies include:** **Diversity, Equity, and Inclusion (DEI):** Students reflect on identity, examine power and privilege, recognize biases, and practice inclusive behaviors. These skills foster equitable and welcoming team environments. **Professionalism:** Students explore ethical and respectful conduct, self-awareness, and workplace norms, integrating these practices into collaborative team settings.
This St. Thomas Inclusive Excellence badge initiative is grounded in the Culture of Encounter, which encourages us to be present, listen deeply, and foster meaningful relationships with those who are similar and different from us. Together, we create meaningful connections toward greater community well-being and strengthen our campus community. Badge earners demonstrate their expanded participation in a Culture of Encounter which creates connections and relationships which can strengthen our campus climate. Earners will have completed 6 of 10 modules (listed in the earning criteria section), complete a complete a reflection of the activity and learning opportunity within the school year. Our commitment to inclusive excellence is rooted in our Catholic convictions, which guide us in advancing human dignity and diversity. We consider inclusive excellence indispensable to our institutional and academic achievement and to the holistic development and advancement of every student, faculty, and staff member.
Upon completing the Inclusive Excellence badge, learners will be able: 1. Recognize the impact of belonging and inclusion on individual and community well-being within the campus context. 2. Examine the social and cultural factors of self and others that contribute to the campus climate at St. Thomas. 3. Explore strategies and practices that bridge connections and relationships among students, faculty, and staff. 4. Commit to actionable ways to cultivate community building, compassion, and understanding at St. Thomas. These learning outcomes are addressed in the following modules (that include written reflections for each module experience): -Books, Articles and Podcasts -Coaching and Mentoring -Educational Classes -Observation and Journals -Personal Interactions -Site visits -Theater, Film and Arts -Training Programs -Travel -Workplace Activities Earners will have completed 6 of 10 modules (listed below) and include a learning reflection of each of the module learning opportunity within the school year.
Digital Accessibility Champion badge image
This is a culminating digital badge credential from the University of St. Thomas that verifies completion of a series of digital accessibility courses that verify demonstration of a series of digital accessibility competencies (listed under the badge criteria below).
Those who earn this Digital Accessibility Champion badge have demonstrated competencies with the following learning outcomes: (List out for each badge course).
AI Ethics is a self-paced asynchronous badge course that allows St. Thomas employees and learners to explore and critically evaluate the ethical implications of using generative AI tools and their impact on society, education, the workforce, and themselves. The scale depicted on the badge signals the many ethical considerations that need to be weighed. These ethical considerations include our module topics: environmental impact, treatment of workers, bias, data privacy and security, copyright, regulating AI, and academic integrity. This is the second course in the St. Thomas AI Series. This digital badge reflects a commitment to leveraging AI responsibly and ethically, in alignment with the mission of the University of St. Thomas' Institute for AI for the Common Good.
**Learning Outcomes** Learner/Badge earner will be able to: 1. Critically analyze the ethical implications of generative AI, including the environmental impact, labor practices, regulation, privacy, bias, copyright, and academic integrity. 2. Develop a personal framework for making ethical decisions about how and when to use generative AI tools. 3. Reflect on how generative AI fits into our world and understand its connection to the Common Good, both at the University of St. Thomas and beyond. **Assessments and Time** Learners complete 8 topical modules with videos/readings and a quiz/knowledge check at the end of each module. In the final module learners create their own personal “I believe” statements reflecting on their future ethical use of generative AI and a human reviews/grades that reflection. The entire course takes at least 90 minutes. **Creative Commons Attribution** This course was adapted from Ethical Considerations — Using Generative AI Responsibly at Bowdoin and Beyond under a creative commons Attribution NonCommercial ShareAlike 4.0 licenseLinks to an external site. This short course was created at Bowdoin College to explore the ethical, social, and practical dimensions of generative AI. The course includes; curated readings and media, knowledge-checks, and a summative assessment. Created by Elizabeth Hoppe, Social Sciences Research & Instruction Librarian Juli Haugen, Digital Accessibility Consultant. The St. Thomas AI Pathways Badge Team has customized the content to reflect the University of St. Thomas.
Self-Enroll (for the entire St. Thomas Community)
Badge earners learn beginning level NVDA (Nonvisual Desktop Access) screen reader skills to begin to test out digital content for accessibility. Screen readers are software programs that read aloud digital content. Content can be read aloud with a speech synthesizer or braille display. Individuals who are blind, have low vision, or other types of disabilities use screen readers. Manually testing content with a screen reader is considered an essential element of testing for accessibility. The NVDA Basics is for students or employees at St. Thomas who want to develop manual testing of content using the NVDA screen reader for reviewing digital content for accessibility. Screen reader skills also help learners use better design skills when creating new digital material and technology by increasing awareness of how content is read by a screen reader. These would be useful skills to help review products under consideration from a vendor or review content developed by St. Thomas. And these skills would be an asset for many career paths; highlight in your resume and in interviews that you have some digital accessibility competencies, including screen reader skills.
St. Thomas NVDA Screen Reader Basics badge earners demonstrate foundational knowledge about screen readers, and specifically NVDA screen readers at a beginning level. Learners learn basic keyboard functions and navigation on a PC and begin to identify common accessibility barriers and basic testing and review of content with NVDA. **These are the modules and learning outcomes for each session:** **Session 1: Screen Readers & NVDA Foundations** -Define what a screen reader is and explain its purpose -Describe how screen readers interpret and communicate digital content -Explain why NVDA is a widely used and appropriate screen reader -Launch and exit NVDA successfully -Identify the NVDA modifier key **Session 2: Navigation Basics — Headings, Links & Structure** -Navigate web content using keyboard-only commands -Move through content using headings, links, and buttons -Explain why structure is essential for screen reader navigation -Use NVDA’s elements list to locate content efficiently **Session 3: Reading & Navigating Documents (Word, PDFs, Canvas)** -Read content continuously and by line or word -Navigate documents using headings and reading order -Identify when document structure supports or hinders accessibility -Compare document accessibility across formats (Word, PDF, Canvas) **Session 4: Accessibility Testing with NVDA** -Use NVDA to evaluate basic accessibility of webpages/course pages -Identify common accessibility barriers using nonvisual testing -Explain why visual review alone is insufficient -Awareness of other web testing resources and tools **Session 5: Customization, Forms & User Experience** -Adjust NVDA speech settings to support different user needs -Navigate and complete basic forms using NVDA -Identify accessibility barriers related to form labels and controls -Explain how design decisions impact screen reader users **Session 6: Learning Showcase & Reflection** -Demonstrate practical use of NVDA to navigate and evaluate content -Explain accessibility findings using appropriate terminology -Reflect on how NVDA changes their understanding of digital accessibility -Apply accessibility principles to future content creation **Learning in this badge cohort is assessed through the following methods:** -Participate in hour long in person sessions spread out over a semester -Explore learning materials offered in a Canvas site, and also learning checks and practice activities. -Guided practice checklist completion -Short written, audio reflection, or live demo
Digital badge with words Health Equity and Ethics. Two images include an image of a group of abstract shaped people connected in a circle to denote humans a part of equity, and a balanced scale for justice.
Advancing health equity for older adults requires examining the structural, economic, ethical, and social forces that shape health outcomes. To earn this digital badge, learners complete an online course Health Equity and Ethics that explores social determinants of health, financial vulnerabilities, ageism, social isolation, and ethical dilemmas that can arise when working with older adults. After completing course, learners will be better able to apply ethical and equitable approaches when caring for older adults. This is one course in the five course Whole Person Healthy Aging series from the University of St. Thomas. The course and badge are available to students at St. Thomas in health and allied health programs, as well as people in healthcare who are or will work with older adults.
In order to earn the digital badge credential, learners complete the asynchronous learning and assessment that includes short lectures, articles to read, videos to watch, and interactive activities such as case study application scenarios, reflection opportunities, knowledge checks, and a culminating quiz. (10-15 hours to complete). The content and assessments address the following learning outcomes that are anchored within these five modules: **Aging through the Lens of Equitable Practice** - Discuss how the Social Determinants of Health (SDOH) apply to older adults - Identify the social inequities and disparities that affect the health and quality of life for older adults - Examine health equity as it relates to older adults **The Economics of Aging** - Identify income, health insurance, and support programs for older adults. - Evaluate the vulnerabilities of government programs along with the subsequent impact on health equity. - Analyze the distinct effects of poverty that diminish whole person healthy aging. **Disparities & Opportunities: A Focus on Social Isolation & Loneliness** - Recognize the risk factors for social isolation and loneliness in older people - Examine the effects of social isolation and loneliness in the lives of older adults - Identify strategies to mitigate social isolation and loneliness **Ethical Considerations in Aging** - Identify the primary ethical dilemmas affecting older adults - Examine the ethical considerations of surrogate decision making - Recognize elder maltreatment as an ethical issue with a significant impact on health equity **Exploring Ageism in Context** - Identify the societal effects of ageism on health equity - Examine the consequences of ageism on mental and physical health - Reorganize the concept of Elderspeak as a symptom of ageism
Health care providers are better able to respond to patients and families at end of life from a culturally responsive lens. In this St. Thomas End of Life Care course, learners gain understandings about death and dying, hospice vs. palliative care, ethical decision-making, as well as disparities in end-of-life services Learners develop the mindset and skills required to provide sensitive, patient-centered, and equitable end-of-life care. This is one course in the five course Whole Person Healthy Aging series from the University of St. Thomas. The course and badge are available to students at St. Thomas in health and allied health programs, as well as people in healthcare who are or will work with older adults.
In order to earn the digital badge credential, learners complete the asynchronous learning and assessment that includes short lectures, articles to read, videos to watch, and interactive activities such as case study application scenarios, reflection opportunities, knowledge checks, and a culminating quiz. (10-15 hours to complete). The content and assessments address the following learning outcomes that are anchored within these five module lessons: **Culturally Responsive Practice at End of Life** - Analyze cultural competence and humility - Evaluate key strategies to address bias in healthcare practice - Embrace fundamental skills essential to culturally responsive practice in health care settings **Death & Dying** - Describe common causes of death, illness trajectories, and various definitions for end of life - Understand the multifactorial needs that commonly arise at end of life - Articulate factors that influence the dying experience **Considerations for End-of-Life Care** - Compare and contrast hospice and palliative care - Explore and analyze end of life treatment choices - Apply ethical principles to practice at end of life **Disparities & Inequities at End of Life** - Analyze systemic factors contributing to disparities and inequities at the end of life - Evaluate the impacts of disparities and inequities at the end of life - Create strategies to promote equity in end-of-life care **Assessment & Interventions at End of Life** - Evaluate the ways in which culture shapes/influences/affects end-of-life preferences - Demonstrate culturally responsive assessment and intervention skills in the care of patients at end of life - Create culturally responsive strategies to respond to grief
Lab Safety: Chemistry 2026-2027 badge image
AI and Information Literacy Foundations is designed to introduce St. Thomas students to the basics of generative AI and highlight why AI literacy is an essential part of information literacy. In today’s academic environment, it’s not enough to simply use AI tools—you also need to understand how they work and how to critically evaluate the information they produce. This self-paced course takes approximately 60 minutes, and is a terrific introduction to the relationship between AI and Information Literacy and St. Thomas commitment to ensuring that students have equitable access to these important literacies.
To complete the learning and earn the badge, learners will: Complete four short learning modules What generative AI is and how it works Key terminology you’ll encounter when using AI tools Why evaluating AI-generated information is an important academic skill