Graduate Certificate in Teaching and Learning in Higher Education
ABOUT THIS PROGRAM
Since 2014, Boise State has offered a Graduate Certificate in College Teaching (GCCT), a credit-bearing certificate that appears on one’s transcript. We are in the process of re-assessing the structure of the GCCT to consider how we might better support graduate student instructors in their current roles. In the meantime, we are pausing the GCCT in its current format.
In the interim, we are offering this new opportunity for graduate students to engage in professional development around teaching and learning in higher education in a more informal way (and with a significantly lower time commitment).
WHO SHOULD PARTICIPATE
This program is open to graduate students in all disciplines and regardless of your current teaching duties. The program will be especially beneficial to graduate teaching assistants and those whose career plans may include teaching.
By completing the program, you are expected to make progress in your ability to:
- Apply backward course design principles
- Implement effective learning activities
- Assess student learning
- Develop inclusive and ethical learning environments
- Reflect on their own growth and development around teaching and learning
These learning outcomes are derived from the graduate student competencies developed by Linda von Hoene, Linda B. Nilson, and Greg Siering.
You will select 10 activities to complete. These should be chosen in consultation with the CTL Coordinator for Graduate TA Support to ensure that they align with your career goals and current teaching responsibilities (if any).
- Graduate students who want to participate are strongly encouraged to enroll in GCOLL 516, Explorations in Pedagogy (1 cr, offered fall and spring semesters). Each instance of GCOLL 516 will count as TWO activities. Additionally, the three CTL workshops that you participate in during GCOLL 516 can count toward the requirement. Thus, completing GCOLL 516 twice can fulfill the activity requirements of this program (assuming the workshops are chosen strategically).
- At least four of the activities will be CTL workshops. These four workshops should align with the first four learning outcomes above (one workshop per outcome). The other six activities may also be CTL workshops.
- If a graduate student is teaching their own course, they are encouraged to have a MAP (mid-semester assessment). Completing the MAP, follow up meeting, and submitting a short reflection and action plan will fulfill one of the activity requirements.
The culminating activity will be a reflection on your growth and development, especially as it relates to the learning outcomes for the program. In addition to completing the activity tracking form (information below), please answer the following questions in a google doc and share it with email@example.com and firstname.lastname@example.org:
- For each of the first four learning outcomes (LOs) stated above:
- Identify which of the activities you completed primarily contributed to your progress on that LO.
- In about one paragraph for each, give a specific example of how you plan to implement something related to that LO in your future teaching work and why doing so will benefit students’ learning.
- Explain at least three ways in which your beliefs about teaching and learning have changed as a result of the activities you completed. Give specific examples of the activities that contributed to these shifts.
- If you have had teaching responsibilities while working on the program, describe how that work has been impacted by your participation.
- Include a link to your activity tracking sheet for easy reference.
HOW TO SIGN UP
Please complete this form to enroll in the program.
HOW TO TRACK YOUR ACTIVITIES
Access this google sheet; you’ll be prompted to make a copy. Share the sheet with email@example.com and firstname.lastname@example.org.
As you work through the ten activities, keep the sheet updated. You will submit the completed sheet along with your final reflection.