Advanced Graduate Teacher Certificate (AGTC)
The Advanced Graduate Teacher Certificate (AGTC) program is centrally administered by the Center for Instructional Excellence (CIE). This program is designed for a select group of graduate students who have achieved an advanced level of teaching experience, skill and success.
The AGTC can assist graduate students who aspire to be excellent teachers in a number of ways. First, the AGTC helps prepare the future professoriate by approaching teaching from a discipline-based perspective, incorporating interaction with peers and applying multiple tools in the assessment of teaching. Second, the AGTC honors graduate students who have made exceptional contributions in classroom teaching, inquiry into teaching and service related to teaching. Finally, the AGTC equips graduate students to confidently advance into the professoriate.
Click on the button to the left to enroll.
Classroom Teaching Experiences
Teach a minimum of four classes at Purdue. Teaching a class is defined as having University-scheduled teaching duties with students on a daily, semiweekly or weekly basis in a classroom, studio or lab. Responsibilities consisting only of grading and/or writing tests/exams, holding office hours and proctoring tests/exams do not fulfill this requirement.
If you have taught a class as the primary instructor (i.e., creating a syllabus, selecting reading materials, designing student assessments, and developing creative, effective teaching and learning strategies), you only need three teaching experiences.
Complete a CIE-approved campus course on college teaching. Additional instructions and options to fulfil this requirement will be given to you once you enroll on the program.
Teaching Other Graduate Teaching Assistants (GTAs)
Work with other GTAs to support good teaching, both on campus and in the graduate student's department, for a minimum of 5 hours. Options include working as a head GTA, supervising other GTAs for a minimum of one semester; facilitating at a pre-semester orientation for GTAs and/or international GTAs; or facilitating continuous improvement seminars for other GTAs (CIE will assist you in this process).
There are two components to this requirement: being mentored and being a mentor. Being mentored includes meeting with a faculty member on a specified basis. Being a mentor includes meeting one-on-one on a weekly or semiweekly basis for a minimum of one semester with a junior GTA. Documentation must include a reflective narrative.
Provide a minimum of 10 hours of discipline-based service on campus or in the community. Examples are accounting majors helping community members with tax returns, kinesiology majors coaching youth teams, English majors tutoring in literacy programs, agronomy majors assisting with 4-H programs, completing a for-credit Service Learning course and serving on department, college campus-wide or professional committees. Documentation must include reflection.
Scholarship of Teaching and Learning (SoTL)
Investigate a minimum of one area related to your teaching and student learning and present results in a campus setting such as a graduate seminar, colloquium or workshop. An example might be comparing two different teaching methods used with different sections of a course and comparing the differences in student learning outcomes or adapt, develop or implement a creative interactive use of technology for instructional settings such as interactive computer testing, videoconferencing, and/or distributed or distance learning.
More details will be provided to you once you enroll on the program.
Construct a teaching portfolio that includes a personal teaching philosophy, samples of lessons, tests, feedback to students, a sample syllabus, assessment and evaluation results, personal narratives reflecting on your progress, and if possible, student narratives selected from evaluations to support teaching effectiveness.
The portfolio can be a hard copy or an e-portfolio.
Four observations will be conducted: you will observe an experienced faculty member in your field, an experienced GTA in your field and an IMPACT re-designed course. As with the other two certificate tiers, a faculty member in your department will also observe your teaching.
Graduate students interested in the AGTC are encouraged to begin working on it as soon as they begin their teaching assistantships. Upon application, a representative from CIE (Center for Instructional Excellence) or a departmental faculty or staff member will assist the graduate student in individualizing the AGTC program and provide guidance throughout the process.
Graduate students who fulfill AGTC requirements and demonstrate excellence in teaching are eligible to have their applications reviewed by the AGTC committee.
While graduate students are encouraged to complete the Graduate Teacher Certificate (GTC) program prior to completing the AGTC, it is not mandatory to do so (see the companion brochure on the GTC). Requirements fulfilled for the GTC can be applied to the AGTC program. Click on the buton to the left to enroll in the program.
Graduate Teacher Celebration
The annual Purdue Graduate Teacher Celebration will recognize exceptional Graduate Teaching Assistants, and will honor students who successfully complete the AGTC by April 1 of any given year. A certificate will be awarded to those graduate students who successfully complete the AGTC program.