Higher Education Teaching Certification Starting a Path to a Faculty Career

The Higher Education Teaching Certification program approaches teaching as scholarly work and it intends to supplement, advance, and extend existing university-wide and departmental graduate teaching assistant (TA) training efforts. It is designed primarily to enhance the teaching effectiveness of TAs while at the University of Delaware and to provide a systematic preparation for all aspects of academic careers. Teaching certification is awarded upon completion of all program aspects and it is included in the participant's official transcript. Participants need to have at least one semester of teaching experience (i.e., classroom instruction, studio teaching, discussion session facilitation, or laboratory instruction) prior to starting the program, and include in their application a statement of support from a faculty member in the discipline. Interested graduate students apply for admission directly to the Center for Teaching Effectiveness.  There is no tuition charge for the program.

HETC Program Fellow honored as future leader in higher education by American Association of Colleges & Universities (AAC&U),
UDaily, January 17, 2007
Grad program nurtures budding academics, UDaily, May 12, 2005
Courses added for higher education teaching certification program UDaily, November 4, 2003

For further information, please contact: Gabriele Bauer, CTE, 212 Gore Hall, 302-831-202

Program application available for Fall Semester 2008. (doc) - you may apply to the program at any time during the academic year.
Registration for the Fall semester seminar, UNIV 601, Pedagogy: Monday, August 4 - Monday, August 25, 2008.
Seminar dates: Thursdays, September 25, October 9, 16, 30, November 6, 20, and December 4, 5:15 - 7:45p.m.
Instructor: Gabriele Bauer, CTE

Summer Session Offering: Faculty Roles (UNIV-602)
Seminar dates: Wednesdays, June 11, 18, 25, and July 2 and 9 in location TBA.
Instructor: Gabriele Bauer, CTE

Please download the appropriate form, complete, and return via campus mail. Thank you. CTE will register students; the online registration process in UDSIS does not apply to this course.

• Strengthen the quality of undergraduate instruction.
• Enhance the teaching effectiveness of TAs while at UD.
• Provide a systematic and comprehensive preparation of graduate students for all aspects of their future faculty careers.

    -- Become familiar with current pedagogical practices and research in higher education.
    -- Provide opportunity to develop participants'  instructional skills in a mentored and collegial atmosphere.
    -- Reflect on teaching praxis and begin to engage in the scholarship of teaching.
    -- Observe exemplary instructors.
    -- Prepare for the demands of research, teaching and service in academic life.
    -- Document instructional skills and development through teaching portfolios.
• Document the teaching effectiveness of graduate students and enhance their marketability.
• Provide official recognition for graduate students who have prepared themselves for the complex aspects of future faculty responsibilities.

The non-credit, optional program is open to all graduate students (both at the Masters and Doctoral levels) who intend to become future faculty (regardless of discipline). There is no tuition charge for the program. The program is offered in an online environment (WebCT), supplemented with half-day on-campus seminars. Content areas do not need to be taken sequentially; students must complete all program requirements before graduation, but they can determine the timing of the program elements to best accommodate their schedule and professional needs. Departmental advisement for sequencing program components is critical. Content areas are delivered throughout the academic year. Teaching certification is awarded upon completion of all program aspects and is included in the participant’s official transcript.

Content areas are offered in five- or ten-week segments as outlined in the Content Area section. The online material and assignments are complimented by three to four half-day interactive on-campus seminars (tentatively scheduled 5:00-8:00p.m.) on designated weekdays.  Graduate students may enroll in more than one content area in a given semester/session depending on offerings.

The program focuses on teaching as scholarly work and is based on the following elements:

• Research (on learning and teaching in higher education),
• Application (of learning theory on concrete learning contexts), and
• Reflection (on the effectiveness of teaching methodologies).

The program consists of two tracks: (1) pedagogy track including seminars on learning and pedagogy, and (2) academic career preparation track including seminars on faculty roles and academic job search. The pedagogy track has been designed to be taken concurrently with teaching appointments, typically early in the graduate program; the academic career preparation track has been designed to be taken one year prior to going on the job market. It is not recommended to enroll in the seminars during the final year of doctoral study when candidates are completing their dissertations.

You may access UDSIS for seminar offerings and dates.

Learning (UNIV-600) - [10 weeks during spring semester] - Syllabus (tentative)
This content area explores the cognitive, affective, and social aspects of the learning process. The coursework seeks to help participants develop skills to facilitate student learning in their respective disciplines. Please keep in mind that you need to be teaching at the time you're taking UNIV-600 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.

Pedagogy (UNIV-601) - [10 weeks during fall semester] - Syllabus (tentative)
This content area familiarizes participants with sound teaching principles and innovative teaching methodologies that pertain to their academic fields. The coursework has a practical orientation, and seeks to help participants enhance their classroom performance and teach effectively in their respective disciplines. Please keep in mind that you need to be teaching at the time you're taking UNIV-601 since the course is applied in nature; i.e., you will have opportunities to apply research on effective teaching and pedagogical practices to concrete instructional contexts in your discipline.

Faculty Roles (UNIV-602) - [5 weeks during summer session] - Syllabus (tentative)
This content area introduces participants to the range of faculty roles and responsibilities at different types of academic institutions. The coursework seeks to help graduate students identify their ideal academic setting, and understand the possibilities and responsibilities concomitant to such appointments.  The content area is designed to enhance participants' awareness of academic career options.

Academic Job Search (UNIV-603) - [5 weeks during winter session] - Syllabus (tentative)
This content area helps graduate students prepare for their insertion into the academic work place by focusing on Curriculum Vitae (CV) construction, teaching portfolio preparation, and refining of interviewing skills. This course is co-designed and co-taught by members of the Bank of America Career Services Center and the Center for Teaching Effectiveness.

Graduate students need to have at least one semester of teaching experience (i.e., classroom instruction, studio teaching, discussion session facilitation, or laboratory instruction) prior to starting the program.  Interested students apply for admission directly to CTE and include in their application a statement of support from a faculty member in the discipline. Students who completed their TA appointment in a department other than their home department may ask the faculty advisor in their home department for a statement of support. Students are advised to select faculty who can best speak to their role as a TA and instructional effectiveness as well as their career goals of becoming future faculty.

Each semester/term CTE will enroll the graduate students in the content area(s) which they indicated on their course registration form.  Enrollment in the content areas will be limited to 20 participants to allow for maximum interaction. There is no tuition charge for the program. Note. Exceptions to the teaching experience requirement will be considered on a case-by-case basis.

Applicable Experience. Graduate students who have completed similar content areas within their departments, the ELI's ITA Program, previous CTE workshop sessions or university-wide pedagogical seminars (e.g., ITUE) may apply this experience to the program. The department needs to submit written documentation to CTE on behalf of the graduate student. The Faculty Director of CTE and the Assistant Provost for Graduate Studies in coordination with interested departments will make a recommendation regarding the equivalencies and substitutions using the general content area parameters (specified in content area section).  The Vice Provost for Academic Programs will accept the recommendation. This collaborative procedure is designed to recognize the diversity of departmental training efforts currently in place, and to encourage further dialogue around TA development in the disciplines.

To receive the teaching certification graduate students must complete coursework in (1) pedagogy track including seminars on learning and pedagogy, and (2) academic career preparation track including seminars on faculty roles and academic job search as follows:

• Learning (UNIV-600 010) Pedagogy (UNIV-601 010) Faculty Roles (UNIV-602 010) and
• Academic Job Search (UNIV-603 010)

• Completion of on-line readings, assignments, and course content application task(s) prior to or following on-campus seminar attendance.
• Attendance of pertaining on-campus seminars on selected weekdays during the academic year.

• Be observed by and receive reflective feedback by a faculty mentor in the discipline: Teaching Observation and Feedback by Faculty - you are advised to invite a faculty member in your discipline to observe your teaching who may also serve as a reference for your teaching effectiveness. More than one observation is recommended, if possible. The observation needs to be conducted while enrolled in the seminars.
  
• Document his/her teaching effectiveness via portfolio (reviewed by departmental faculty mentor and CTE staff): Teaching Portfolio Completion
  To facilitate portfolio development, you need to participate in (a) teaching portfolio orientation session as part of your first or second seminar, and (b) teaching portfolio progress session as part of your third or fourth seminar. The complete portfolio needs to be submitted within two semesters after completion of all coursework, accompanied by a reflective statement on the teaching portfolio process.

During each semester/session several content areas will be offered as indicated in the chart below. Faculty will be invited to co-design and co-facilitate content areas. The first content areas were piloted during the 2003-2004 academic year.  For suggested sequencing, refer to the table below as well as the outlined possible sample program trajectories.

Course Offering Fall 2008
UNIV-601 010 - Pedagogy in Higher Education
This ten-week course is offered in an online format with several half-day interactive seminars. 
Faculty:  Gabriele Bauer, CTE
You need to be teaching at the time you're taking UNIV-601 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.

Program Requirement Offerings Fall 2008
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty

Course Offerings Winter 2009
UNIV-603 010 - Academic Job Search
This five-week course is offered in an online format with several half-day interactive on-campus seminars.
Faculty:  Marianne Green, Bank of America Career Services Center and Gabriele Bauer, CTE

Program Requirement Offerings Winter 2009
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty

Course Offering Spring 2008:
UNIV-600 010 - Learning in the College Classroom
This ten-week course is offered in an online format with several half-day interactive on-campus seminars. 
Faculty:  Gabriele Bauer, CTE
You need to be teaching at the time you're taking UNIV-600 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.

Program Requirement Offering Spring 2008:
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty

Course Offering First Summer Session 2008
UNIV-602 010 - Faculty Roles in Institutions of Higher Education
This five-week course is offered in an online format with several half-day, on-campus, interactive seminars.
Faculty:  Gabriele Bauer, CTE

Program Requirement Offerings Summer 2008
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty

Sample Program Trajectories Case A: Program completed in 2 semesters plus two sessions
 

Case B: Program completed in 3 semesters plus 2 sessions
 

HETC Program Fellows currently enrolled (by department)

Department	Current Fellows
Animal & Food Sciences Erin Bernberg, Hudaa Neetoo	2
Art	1
Art History	1
Biological Sciences Erica Dashner	1
Biomedical Science Al Douex	1
Chemical Engineering Erik Welf	1
Chemistry & Biochemistry Julie Lloyd, Jeffrey Spraggins, Paul Tobash, Yuzhen Wang	4
Civil & Environmental Engineering Akash Sondhi	1
Computer & Information Sciences Ilknur Aydin, Li Jin	4
Economics Leo Rey Gordon	2
Education Bridget Brennan, Licinia Kaliher Wilkey Wong	3
Entomology & Applied Ecology Bridget Collins	1
Foreign Languages & Literatures Claudia Biester, Courtney Brunone	2
Geography Ethan Frost, Gina Henderson	2
Geological Sciences Katherine Skalak	1
Health, Nutrition & Exercise Sciences	1
History Michelle Mormul	1
Individual & Family Studies Juliet Bradley, Laura Thompson Brady Michael Sturm, Bethany Willis Hepp	4
Linguistics Ozge Ozturk	1
Mathematical Sciences Zeying Wang, Ang Wei, Xinyi Zhang	3
Physics & Astronomy Gokce (Aisha) Cehreli, Thomas Madura	4
Plant & Soil Sciences Jennifer Gilbert, Amanda Jones Volha Lazouskaya, Daniel Mongeau Amy Sprinkle, Liping Zhang	6
Political Science & International Relations Vittorio (Nick) Galasso	1
Psychology Karen Daniels	1
Sociology & Criminal Justice Victor Argothy, Chanele Moore Sherry Skaggs, Yuning Wu	4
Urban Affairs & Public Policy Nicole Ruggiano, Glen Silverstein	2

What program participants have said:

Academic Preparation

Once I got involved in this program, I had many opportunities to reflect on my professional goals and I was sure that I wanted to become a faculty, I wanted to teach and not work in industry. - Chemistry & Biochemistry

Participation in the program sets you apart from the rest of the graduate students; that you chose to go beyond your discipline and focus on preparing for a faculty career. - Biomedical sciences

The program opened my eyes to what the academic profession is all about and helped me better define my career goals. - Chemical Engineering

The practical documents that we developed, the teaching portfolio, CV, teaching philosophy, were very helpful in my job search. - Physics

I think that what I learned and the documents that I developed by going through this program were very instrumental in helping me get a faculty position. - Sociology & Criminal Justice

Blended Learning Format

WebCT is an excellent forum for this program. I can access the courses anytime so it's flexible to my schedule and needs. WebCT is very convenient, user-friendly and the material is well organized. The online discussion got me more involved in the course as I was reading and responding to others' work and thoughts about the material. - Education

Enhanced Teaching Effectiveness

I am more aware of how to assess and meet students' learning needs as well as discipline-specific approaches to learning. - Plant & Soil Sciences

I learned that I have preferred ways of teaching that might not always jive with students preferred learning styles and that I have to adjust accordingly and evaluate how students are learning relative to the way I prefer to teach. - Entomology & Applied Ecology

The program gave me the opportunity to think about how it would be to be a faculty member and what are the main principles that I go by when I teach. It's something that I have kind of done automatically as a TA, but I never really thought about it systematically. - Mathematical Sciences

I have learned about active student learning and assessment, I have been able to apply in some way or another to the lab setting and make the lab more interesting to the students. - Plant & Soil Sciences

There's a whole world of really excellent teaching approaches out there that you can do to help students learn, which if I hadn't taken this program I wouldn't have known about, other than perhaps stumbling across them later. - Animal Sciences

It was very helpful and enjoyable to be engaged with a group of peers for whom improving their teaching is important; in this setting I feel that my interests and experiences are valued. The wide range of majors in the program helped me look at things from different perspectives. - Computer & Information Sciences

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