May 28, 2026

SIU faculty, staff earn national certification in effective teaching

Southern Illinois University Carbondale faculty and administrators are being recognized for their commitment to teaching excellence after earning nationally recognized certifications through the Association of College and University Educators (ACUE). 

A total of 13 SIU Carbondale faculty and administrators earned ACUE’s Certification in Effective Teaching as part of a broader SIU System initiative that supported professional development in evidence-based teaching practices. Across the SIU System, 27 faculty and staff members earned full certificates, while 78 additional faculty and staff (35 from SIU Carbondale) completed at least one ACUE course between summer 2024 and spring 2026. 

The opportunity was made possible through support and coordination from the SIU System under the leadership of Sheila Caldwell, vice president for the Office of Anti-Racism, Diversity, Equity and Inclusion. Participants engaged in courses focused on instructional effectiveness, equitable course design, active learning, student engagement and fostering a culture of belonging. The ACUE framework is built around research-based teaching practices shown to improve student success, retention and engagement. 

“Providing faculty and staff across the SIU System with access to nationally recognized professional development opportunities like ACUE reflects our commitment to student success and teaching excellence,” Caldwell said. “These programs give educators practical, evidence-based strategies that support engagement, belonging and meaningful learning experiences for students across disciplines and delivery formats.” 

Craig Engstrom, director of the Center for Teaching Excellence, said the program provided faculty with practical, research-informed strategies that can be immediately applied in the classroom. 

“One of the most valuable aspects of the ACUE experience was that faculty were able to immediately connect research-based teaching practices to their own courses and students,” Engstrom said. “The program encouraged reflection, collaboration and innovation while reinforcing strategies that promote engagement, clarity and a stronger sense of belonging in the learning environment. It also created meaningful opportunities for faculty and staff from across the SIU System to learn from one another and share ideas focused on improving student learning outcomes.” 

Recent conversations with SIU Carbondale faculty were part of a systemwide feedback session held through the ACUE Impact Exchange with faculty members. This exchange also included a starter conversation with former business dean and provost, Andrea Scott, who currently serves as a consultant for the Lilly Institute. Together, these conversations surfaced both the measurable impacts of instructional change and the broader institutional insights shaping teaching and learning practices across SIU. 

Faculty at SIU Carbondale reported significant improvements in student success outcomes, particularly in high DFW —  courses with high rates of students earning D’s, F’s, or withdrawing — and technical courses. Faculty and ACUE data demonstrated an overall 6% reduction in DFW rates, with several redesigned mathematics and technical courses reporting zero DFW outcomes, improved retention, and stronger student engagement.  

Faculty attributed these gains to intentional shifts in teaching practice that created more engaging, transparent, and student-centered learning environments. Many adopted active learning strategies —  such as structured discussions, low-stakes formative assessments, and real-world applications tied to professional and certification expectations. They also strengthened alignment between course goals, learning outcomes, assignments, and rubrics, resulting in clearer expectations and more meaningful assessment. Equally important, faculty noted that removing less effective practices such as attendance-based grading, lengthy lectures, automated online homework systems, and late penalties allowed greater emphasis on collaborative learning and competency driven assessment approaches.  

Graduate students and early career faculty described the experience as transformative, noting that it provided foundational pedagogical strategies that often take years to develop, while experienced faculty said it sharpened their existing practices and deepened instructional intentionality. Faculty also identified opportunities for continued growth, including expanded guidance on artificial intelligence in assessment, updated course content aligned with today’s learning environment, and more discipline specific pathways, particularly within STEM fields. 

Collectively, these reflections underscore the importance of continued institutional investment in teaching excellence as a critical driver of student success across the university system. 

Faculty and administrators earning ACUE Effective Teaching Certificates include: 

  • Sarah Bond, associate professor of practice, College of Agricultural and Life Sciences, Agribusiness Economics.
  • Kristen Ceballos, associate lecturer, School of Mathematical and Statistical Sciences.
  • Kwangho Choiy, professor, School of Mathematical and Statistical Sciences.
  • Craig Engstrom, director, Center for Teaching Excellence and associate professor, School of Communication Studies.
  • Diedra Hopes, associate lecturer, School of Health and Human Sciences/Social Work.
  • Juhi Kidwai, assistant professor, School of Health Sciences/ Communication Disorders and Sciences.
  • Katherine I. Martin, associate professor, School of Languages and Linguistics.
  • Christie Mitchell, instructor and assistant director, School of Management and Marketing.
  • Katie Moore, assistant professor, School of Languages and Linguistics.
  • Jeffrey Punske, director, University Core Curriculum and associate professor, School of Languages and Linguistics.
  • Laxmi Sagwan-Barkdoll, associate professor of practice, School of Biological Sciences.
  • Bailey Saldana, Graduate Teaching Assistant, School of Justice & Public Safety
  • Tirza Vargas, graduate teaching assistant, Ph.D candidate, curriculum and instruction (STEM Education), School of Education. 

In addition to the certification pathway courses, SIU faculty and staff also participated in ACUE coursework focused on fostering a culture of belonging in student services. The professional development effort reflects SIU’s ongoing commitment to student-centered teaching and continuous improvement in instructional quality.  

More information about ACUE certifications and the Effective Teaching Framework is available through the Association of College and University Educators (ACUE)