Graduate Certificate in Teaching in Higher Education
The Martha Bradley Evans Center for Teaching Excellence offers a 5 course certificate (four 3-credit courses and one approved 3-credit elective) in Teaching in Higher Education! All CTLE courses are available asynchronously online. As part of this program, you will discover best practices in modern collegiate education and develop a great teaching portfolio– so you can feel informed, confident, and prepared to teach the leaders of tomorrow.
Are you a postdoc or other non-matriculating student? Learn how to enroll in courses as a non-matriculating student.
You must use a Gmail account to complete these forms. For your security, your University of Utah Google Workspace address (uNID@gcloud.utah.edu) is preferred. Learn how to access Google Workspace from UIT.
Have other questions? Send us an email at cte@utah.edu!
Course Descriptions & Learning Outcomes
Select each of the sections below to learn more about each course in the program.
- 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.
- 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 Course Description
Prerequisites: 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 Course Description
Prerequisites: CTLE 6000, 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.
To be approved by CTE certificate advisor. Content of the course should relate to teaching in higher education and/or teaching within your specific discipline.
Program Outcomes & Assessments
Learning outcomes will be evaluated at the course level through formative and evaluative assessments, including creative projects, observations, papers, quizzes, discussions, and reflection statements. Assessments will be evaluated utilizing detailed rubrics available in each course.
In the Practicum Course (CTLE 6800), your summative assessment will be a comprehensive portfolio to demonstrate achievement of the program learning outcomes. As part of this portfolio, learners will include a CV, teaching statement, statement of commitment to diversity, and a plan for growth as an educator. All components of the portfolio will be assessed through rubrics.
| Program-Level Learning Outcomes | Course-Level Assessment | Program-Level Assessment (Teaching and Academic Portfolio) |
|---|---|---|
|
Assess student learning utilizing multiple levels of assessment |
6000, 6510 |
|
| 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:
|