Graduate Teaching Development Program

There are two certificates available to complete as part of the GTDP: The Certificate of Foundations in College Teaching (CFCT) and the Certificate of Practice in College Teaching (CPCT). The two certificates are both standalone; graduate students can complete either or both in any order. The CPCT can also be completed multiple times with different emphases. Below are descriptions, as well as the requirements to complete each certificate.

Certificate of Foundations in College Teaching (CFCT)

The CFCT uses workshop participation and reflection to provide an overview of evidence-based teaching practices and strategies. Participants will complete a brief series of workshops organized by CIE focusing on the fundamentals of college teaching. Following their workshop participation, graduate students will complete a guided reflection to relate the workshop material to their specific discipline and apply what they learned to future teaching.

Requirements of the certificate
  • Attend all four workshops in the foundational workshop series in a single semester.
  • Thoughtfully answer all reflection questions at the end of each workshop.
  • Write an overall guided reflection following completion of the entire series of workshops.

Certificate of Practice in College Teaching (CPCT)

The CPCT is an inquiry-based, semester-long program that requires graduate students have a teaching role, broadly defined, during the semester in which they complete the certificate. Participants identify a challenge/opportunity that they will address that semester using evidence-based practices, in consultation with a faculty mentor of their choosing.

Participants may complete the CPCT multiple times over different semesters, as long as they have a teaching role during that semester. Each time a participant completes the CPCT, they must choose a different area of emphasis. Participants are encouraged to choose topics relevant to their specific teaching role; for instance, graduate students who are assisting faculty-run activities with large classes may want to focus on student engagement, while graduate students who are doing mostly grading may want to focus on assessment.

The following are some examples of potential emphases: engagement, student motivation, assessment, diversity and inclusion, mentoring students, etc.

Requirements of the certificate

  • Submit a proposal (using the provided template) prior to the week before the semester begins.
    • Read and summarize several scholarly articles related to your topic.
    • Meet with a mentor at least three times during the semester to discuss your topic.
    • Apply what you have learned to your teaching.
  • Complete a guided reflection (using the provided template) on your experience addressing your challenge/opportunity this semester.

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