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College Teaching Development Program

The College Teaching Development Program is open to all faculty, staff, postdocs, and graduate students. We define teaching broadly (classes, mentoring, advising, etc.), and have designed these programs to meet varied goals. The program consists of two certificates:

  • The Certificate of Foundations in College Teaching
  • The Certificate of Practice in College Teaching

The two certificates are both standalone and can be completed in any order. The Practice Certificate 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

The Foundations Certificate provides an overview of evidence-based teaching practices and strategies. This program has two versions: a face-to-face workshop series and an asynchronous online program. In both versions of the program, participants are expected to engage with peers during workshop activities or through asynchronous online activities as they explore central topics in college teaching. Participants will also reflect on concepts, experiences, and applications at the end of each topic. Core topics include:

  1. Making Learning Accessible
  2. Assessing Student Learning
  3. Creating a Learner-Centered Environment
  4. Applying the Science of Teaching and Learning

The four-week spring 2022 online session of the Foundations in College Teaching runs Monday, Jan. 24, through Friday, Feb. 18. There will be no synchronous meetings, but participants will be expected to engage with and respond to others on discussion boards and write reflections. You should plan to devote approximately 3 hours during each week of the program.

Register by Jan. 22 for the online spring 2022 version of Certificate of Foundations in College Teaching Program by completing this form.

Certificate of Practice in College Teaching

The Practice Certificate is an inquiry-based, semester-long program that requires participants have a teaching role, broadly defined, during the semester or summer term 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 Practice Certificate multiple times over different semesters, as long as they have a teaching role during that semester. Each time a participant completes the Practice Certificate, they must choose a different area of emphasis. Participants are encouraged to choose topics relevant to their specific teaching role; this can involve new mentoring practices in advising, a lab, or office hours; designing new assessments or learning activities; or enhancing a series of professional development workshops for colleagues.

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) at least a week before the semester/term or your mentorship/advising project will begin.
    • 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.

Practice Certificate Proposal Form (Download and fill out the form)

Register your interest here.

View frequently asked questions.