ACUE Certification

Effective Teaching Practices

Cohort Details

Application for Fall 2022 is now closed!

Fall 2022 Cohort Schedule

All full-time faculty tenure stream or lecturers, etc. are eligible.

Applications are due by May 31, 2022.

To apply, please submit the following as a single PDF file to Karen Bittner at by May 31, 2022 at 5:00 pm:

Cover Letter (no more than one page) that includes:

  1. how your participation in the course would impact you as well as the institution, and
  2. A description of your teaching experience that includes the courses you are currently teaching, the enrollment in your courses, and the diversity of majors impacted by your courses and teaching efforts.
  3. Your Curriculum Vitae
  4. Acknowledgement of Support from your Department Chair or Direct Supervisor (an email is fine)

For more information, please reach out to Dr. Antoinette Sol, Vice Provost for Faculty Affairs at


UTA is partnering with the Association of College and University Educators (ACUE) to offer the Course in Effective Teaching Practices to a limited number of faculty participants. The Course is the first course designed for higher education faculty that leads to a nationally-recognized Certificate in Effective College Instruction endorsed by the American Council on Education (ACE). 

In this course, educators learn about and implement evidence-based teaching approaches that improve student achievement. Working through 25 modules across five comprehensive units of study, educators collaborate with peers, receive expert facilitation, and develop practices necessary to:

  1. design an effective course and class
  2. establish a productive learning environment
  3. use active learning techniques
  4. promote higher order thinking
  5. assess in ways that inform and promote deeper levels of learning

This course prepares educators in all of the core competencies defined in ACUE’s Effective Practice Framework and leads to a Certificate in Effective Instruction awarded in collaboration with the American Council on Education.


Micro-credential on Fostering a Culture of Belonging

Cohort Details

The program is open to all full-time faculty (TT and NTT) and starts in February running through April.

Applications are due by December 16th, 2022.

Please click here to apply.

Chairs and Associate Deans Schedule

Faculty Schedule



An inclusive and equitable campus environment is created when instructional staff work to develop a deeper understanding of practices designed to mitigate the impact of implicit bias, microaggressions, imposter phenomenon, and stereotype threat on a student's sense of belonging. 

FCB is a newly updated micro-credential course from ACUE, guiding course-takers on how to prioritize equity and inclusion in their work with students and colleagues. 

In addition to highlighting practices that can be used by instructional staff, this newly updated offering adds practices, videos, and resources that non-instructional staff and campus leaders can learn and implement allowing them to contribute to a culture of belonging across the academic institution.


Micro-credential Course Modules

  • Microaggressions
  • Managing the Impact of Biases
  • Addressing Imposter Phenomenon & Stereotype Threat
  • Cultivating an Inclusive Environment


The Course Includes:

  • Interviews with experts focused on the additional roles included in the offering.
  • Interviews and demonstrations of effective DEI practices for non-instructional roles including advisors, security officers, hiring managers, residence life directors, student affairs professionals, and admissions staff from both community colleges and four-year institutions.
  • Observe & Analyze videos prompting quality discussions for non-instructional staff and leaders.
  • Additional implementation guides designed to support non-instructional staff and leaders in the implementation of DEI practices that foster a sense of belonging for students and their colleagues.

Fully Online and Asynchronous

Course-takers will spend on average 2-6 hours per module engaging with module content, participating in virtual discussions, completing reflection assignments - and will implement the new practices being taught.