Skip to content

Martha Bradley Evans Center For Teaching Excellence

Undergraduate Studies

Main Navigation

Graduate Certificate in Teaching in Higher Education

Apply for Fall 2024 here. For questions, please email cte@utah.edu.

*must have a gmail account and University of Utah graduate unofficial transcrpt

(For postdocs or other non-matriculating students, please click HERE for information on how to enroll in courses as a non-matriculating student.)

Course-Level Learning Objectives (Four 3-credit courses plus approved 3-credit elective)

CTLE 6000: Teaching in Higher Education (3)

  • Apply a “student-centered” approach to the way you teach.
  • Incorporate active learning techniques, even when you lecture.
  • Promote an inclusive, supportive, and respective climate, which supports learning.
  • Design an effective course based on the backwards course design approach.
  • Create effective teaching tools, including syllabi, lesson plans, and assignments.
  • Facilitate student learning based on research from cognitive psychology about how the brain learns and remembers. 

CTLE 6510: Cyber-Pedagogy (3)

  • Utilize teaching tools and technologies you experimented with in this course.
  • Create a climate and sense of community conducive to learning.
  • Design an accessible course that benefits all students.
  • Assess student learning in the online environment.
  • Create effective and engaging online lessons, activities, and course materials.
  • Effectively utilize video in more ways than you had previously considered.
  • Utilize tips for surviving the design and teaching of your online course. 

CTLE 6200: Equitable Teaching in Higher Education (3)

(Prerequisties: CTLE 6000)

  • Describe and differentiate basic concepts of inclusion, equity, diversity, and anti-racism (IDEA) for teaching 
  • Communicate strategies to create an Inclusive, Diverse, Equitable, and Anti-Racist (IDEA)classroom
  • Identify historical contexts resulting in inequities in higher education
  • Demonstrate effective strategies to engage with difficult conversations around inequity. 
  • Research, compare and contrast educational practices and resources to support underrepresented students in their academic and social growth.   
  • Create a field-specific plan for ongoing work in anti-racist pedagogy at predominately white institutions 

CTLE 6800: Practicum in Teaching (3)

(Prerequisties: CTLE 6000 and CTLE 6510)

  • Apply the teaching evaluation process to your own teaching, including evaluations from CTE, a faculty mentor, and a self-evaluation. 
  • Create a teaching and academic portfolio tailored for a specific institution of higher learning 
  • Consult with a faculty mentor or the Career and Professional Development Center about applying, interviewing, and negotiating for a faculty position.
  • Explore the historical backgrounds and philosophical bases of institutions of higher education. Determine the roles and responsibilities of faculty in institutions of higher education.
  • Explore the dimensions of faculty appointment, evaluation, retention, and tenure in institutions of higher education and the implications for applying for a faculty position. 

Approved Elective (3) – to be approved by CTE certificate advisor; content should relate to teaching in higher education and/or teaching within the student’s specific discipline

Program Learning Objectives

Program-Level Learning Objectives Course-Level Assessment Program-Level Assessment (Teaching and Academic Portfolio)

Assess student learning utilizing multiple levels of assessment

6000, 6510
  • Design of sample assignments utilizing:
    • Formative and summative assessments (quizzes, exams, assignments)
  • Design sample rubrics
Facilitate challenging classroom discussions leading to student learning 6000, 6510, 6200 Design of sample lesson plans for face to face and online discussions
Determine the best use of classroom technologies in both online and in-person settings 6000, 6510 Sample syllabi for both online and face-to-face courses 
Create and maintain inclusive and equitable classroom environments 6000, 6510, 6200

Sample syllabi and course design commitment to inclusivity and equity. 
Reflect on their own teaching strengths and challenges, alongside a plan for growth as an educator. 6800, 6200

Academic Portfolio:

  • Statement of teaching philosophy
  • CV 

Learning outcomes will be evaluated at the course level through objective, formative and evaluative assessments including observation, papers, quizzes, discussions, and reflection statements.  Assessments will be evaluated utilizing detailed rubrics.  In the Practicum Course (CTLE 6800), a comprehensive portfolio will demonstrate summative assessments of the learning outcomes. The portfolio will also include professional development of a CV, teaching statement, statement of commitment to diversity, and a plan for growth as an educator. The final portfolio will be a demonstration of both the skills and knowledges that meet each learning outcome.  All components of the portfolio will be assessed through rubrics.

Last Updated: 4/1/24