The College Teaching Certificate (CTC) is a three-semester (9 credit) graduate certificate in pedagogy for NDSU graduate students from across campus who plan to teach in a college or university and individuals who already have a graduate degree and work on campus. Students study contemporary education research focused on higher education issues, as well as gain experience in the teaching and learning process through microteaching modules, field experience, peer observations, and a structured practicum.
Students enrolled in the CTC program must be concurrently enrolled in a graduate program leading to a degree or already have a graduate degree and work on campus. For more information view the College Teaching Certificate program bulletin page on the NDSU Graduate School website.
This sample plan of study is a guide to show you what your courses might look like. Your actual plan of study for this program may vary. Discuss your course plan with your advisor to ensure these courses are still available and that your selected courses are the best choice for your specific needs.
Foundation Courses (Choose 1):
COMM 702 Introduction to College Teaching in the Humanities and Social Sciences (3 CREDITS)
HDFS 802 Teaching Developmental Science (3 CREDITS)
STEM 810 Teaching College Science (3 CREDITS)
Electives (Choose 1):
EDUC 728 Instructional Technology for Teaching and Learning (3 CREDITS)
EDUC 753 Managing and Monitoring Learning (3 CREDITS)
EDUC 853 Instructional Methods for Adult Learners (3 CREDITS)
HDFS 880 Supervision and Teaching Couple and Family Therapy (3 CREDITS)
STEM 820 STEM Curriculum and Instruction (3 CREDITS)
STEM 840 Designing Technology-Infused Learning Environments in Higher Education (3 CREDITS)
Required Teaching Practicum (Choose 1):
* Refers to courses cross-listed to be taken under a prefix in the student's major field. For example, an HDFS major would take HDFS 892. This experience requires a minimum of 15 face-to-face teaching hours, with the remaining credit hours to be dedicated to preparing lesson plans, evaluating student data, and developing assessments. The field experience will be designed in consultation with a faculty teaching mentor. Students will prepare a 2-page field experience proposal for approval from the CTC director during the semester prior to the experience.
- This schedule is subject to change.
- Every course has an enrollment cap. Please check with the course instructor about this.
- Once requirements are completed a student must submit the Verification of College Teaching Certificate form or call 701-231-7981 for a more accessible version of the form.
The following courses are offered in the semesters listed, assuming their are enough students registered.
- STEM 810 will be offered in Fall 2019.
- STEM 820 will be offered in Spring 2020.
- STEM 840 will be offered in Spring 2020 and Spring 2021.
The Teaching Portfolio is a living document, and should change as you practice and grow professionally. The portfolio is for your current and future use. We will make sure that it adheres to the guidelines and outcomes listed below, but it is, more than anything else, your record of who you are and what you are about as a teacher. Regarding the portfolio, itself: The document should include the Verification Sheet.
- Teaching philosophy.1
- Sample teaching materials. These may include course syllabi, assignments, lesson plans, presentation slides, extension publications, etc.
- Sample of diagnostic, formative, and/or summative assessments that align with and measure learning outcomes.
- Annotated bibliography of research that informs your approach to teaching. The scholarship included should provide answers to the following questions.
- What do we know about how people learn?
- What do we know about how people learn?
- How do we assess student learning?
- How do we increase student engagement?
- Application of scholarship. Here you will take something from the literature, apply it to your field experience, and assess how it went. Your portfolio should include a copy of the article selected, a lesson plan demonstrating how you implemented the idea, and a written assessment of the implementation.
- Evaluations of teaching by supervisors, peers, and/or students.
- Reflective essay on how you have changed as a teacher since the start of the program. It should include what you have learned from your CTC coursework, the scholarship of teaching and learning, observations of your mentor, and your field experience. The essay should also address how your current teaching reflects evidence-based strategies of teaching and learning.
Your Teaching Portfolio should demonstrate the following outcomes of the CTC program.
The items in parentheses refer to the teaching portfolio element(s), above.
- Articulate principles of teaching and learning that inform your instructional practice. (TPE1)
- Teach in a way that is consistent with evidence-based practices in instruction. (TPE2)
- Describe, evaluate, and apply scholarship in teaching and learning. (TPE4 & TPE5)
- Design assessments that provide evidence of student learning. (TPE3)
- Evaluate your teaching using multiple sources of feedback (reflection, student feedback, observation by others) (TPE6 & TPE7)
1 There are many universities that have guidance for developing a teaching philosophy. Here is an excellent starting point, from the University of Michigan’s Center for Research and Teaching and Learning. http://www.crlt.umich.edu/category/tstrategies/tstpts
The capstone teaching experience and associated teaching observations are critical components of the College Teaching Certificate program. Off-campus cooperating teachers: The student and cooperating teacher should commit to adhere to the following expectations. Supervising faculty must meet regularly with the candidate to focus on and discuss key dimensions of teaching college courses:
- Planning: Detailed syllabus and lesson plans including a reflective statement about the goals and objectives of the course and lessons in that context.
- Learner and Learning: Reflective statements about how instructional practices are intended to promote student engagement and learning, and the assessment practices that are used to monitor learning.
- Content: Describe the core ideas of the course and lesson, why they are important, and some distinction between critical ideas that all students should gain and enrichment or extension ideas that may not be fully learned by all.
- Instructional Practices: Describe and demonstrate instructional practices that promote student engagement and learning along with rationale for the selection of these strategies that goes beyond anecdotes and folk wisdom.
- Professionalism: Demonstrate the responsibility and independence that is necessary for an instructor to be a critical reflective practitioner.
- Reflection: Demonstrate the ability to honestly reflect on the accomplishments and shortcomings of the candidate’s teaching in relation to evidence of student learning.
Early formative observations provide opportunities to identify strengths and weaknesses of the candidate while there is still plenty of time to make and evaluate changed practices. Final summative visits and evaluations document the quality of teaching and learning that has taken place during the semester.
A student and a mentor should discuss course design, assignments, and/or learning activities prior to their implementation. As a vital part of this discussion, the student should prepare a list of evidence-based teaching strategies to guide observations.
Each class observation should include:
- a preliminary meeting to discuss instructional plans for the lesson in the context of the course and to identify things to observe;
- attendance of a full lesson and systematic collection of observational data;
- a written summary of the observation including instances of successful instruction and suggestions for changes; and
- a follow up meeting to discuss the observation report and to make plans for the next observation. After the final observation of the semester (at least three observations should take place during the semester) the faculty mentor should provide a letter summarizing the observations and development that has taken place.
To be admitted to the College Teaching Certificate program, the applicant must:
- Submit the College Teaching Certificate Application or call 701-231-7981 for a more accessible version of the form.
- Hold a baccalaureate degree from an educational institution of recognized standing.
- At the baccalaureate level, have earned a cumulative grade point average (GPA) in all courses of at least 3.0 on a 4.0 scale. Applications should be submitted directly to the graduate school.
- Be a current degree-seeking student in a enrolled graduate program or have a graduate degree and be working on campus.
NDSU Office of Teaching and Learning
NDSU Graduate School