Certificate in College Teaching and Learning
The Post Baccalaureate Professional certificate in College Teaching and Learning is designed to enhance the teaching competencies of education professionals who seek to effectively develop, implement, manage, and evaluate postsecondary learning environments. Grounded in the latest educational research of best practices in college teaching, the program provides graduate students (from any discipline), community college instructors, adjunct, and full-time faculty at four-year institutions the opportunity to obtain the skills and knowledge to create engaging learning environments.
The purpose of the College Teaching and Learning Certificate program is to provide students with meaningful learning opportunities to develop skills and learn best practices that will assist participants in their current and future careers as post-secondary instructors.
The College Teaching and Learning Certificate program will provide participants with a variety of diverse learning opportunities and hands-on experiences. Participants will learn about the principles of adult learning and best practices for engaging students who are enrolled in post-secondary learning environments that will include community colleges, universities, training programs, and other classroom-based learning situations. It will also engage participants in effective course design, assessment strategies, and a variety of instructional design methods. The program is designed to be flexible in order to remain current with the changing landscape of higher education.
Certificate Program Objectives
Upon completing the College Teaching and Learning Certificate program, participants will be able to:
- Develop student outcomes that are realistic, measurable, and valuable.
- Develop curriculum, classroom activities, and learning experiences that enable students to achieve identified learning outcomes.
- Apply effective curriculum models, instructional practices, and delivery formats for post-secondary students in a variety of learning experiences.
- Develop and apply the knowledge and skills of designing, developing, delivering, and evaluating post-secondary learning environments and programs that are accessible for individuals with disabilities and are responsive to learners’ diversity and cultural differences.
- Use critical thinking, appropriate technology, and problem solving skills to foster creativity and innovation in post-secondary education.
- Utilize data and findings from assessments and other data sources to modify instructional methods and content to enhance student learning in a variety of learning environments.
The minimum admission standards for candidates for the College Teaching and Learning Certificate program are one or more of the following:
- A master’s degree from an accredited college or university in this country, or its equivalent in a foreign institution, Or
- Be currently enrolled in a master's program, Or
- Hold a bachelor’s degree and currently teaching in a community college or four-year institution, Or
- Other circumstances acceptable to the chair or program coordinator.
To apply for admission to the graduate Certificate in College Teaching and Learning program the candidate must submit the following:
- An application for admission to the graduate school as College Teaching and Learning-Post-Baccalaureate Certificate: (https://app.applyyourself.com/AYApplicantLogin/fl_ApplicantLogin.asp?id=UNCW-GRAD) or students currently enrolled in a graduate program may elect to take some or all of the courses in the Certificate Program (all courses must be taken and passed (no less than an earned grade of C in all courses to receive the Certificate);
- Official transcripts of all prior university or college coursework (undergraduate and graduate);
- Professional resume and personal statement delineating professional background, future goals, and how obtaining the Certificate in College Teaching and Learning helps in meeting stated goals.
Individuals who do not meet all of the criteria may be admitted by the recommendation of the chair or program coordinator and if other factors indicate potential for success. The courses in this certificate program are all project-based with individual and team collaboration. Current university faculty work closely with students to facilitate the hands-on design of the practicum component of the curriculum. These factors facilitate the successful completion of the program in a timely manner.
Individuals interested in teaching in post-secondary education settings should know that to be eligible to teach at a community college they must first earn a Master's degree in an academic discipline and have completed a minimum of 18 graduate course hours in each discipline that they hope to teach. Individuals hoping to teach at a four-year institution typically must earn at least a Master’s degree to teach undergraduate students and a Doctorate degree to teach graduate-students. In addition, some professional programs at a four-year institution require 18 graduate credits in the academic discipline. This Certificate in College Teaching and Learning is not a substitute for any of the above noted educational requirements.
Policies Governing Certificate Admission Criteria and Subsequent
Admission to Graduate Degree Programs
The certificate admission criteria and policies governing the relation of certificates to graduate degree programs include the following:
- Graduate students currently admitted and enrolled in a graduate degree program at WCE or UNCW may simultaneously pursue the certificate program if approved by graduate program coordinator, chair, and the certificate program coordinator. An additional application is currently required.
- Students who are currently enrolled as a non-degree seeking student must formally apply to the College Teaching and Learning Certificate Program for admission to the program before completing ten credit hours.
- No transfer credit from another institution will be counted toward the completion of the certificate program.
- A certificate graduate student may enroll on either a part-time or a full-time basis.
The program requires a minimum of 12 credit hours. Students must complete:
EDL 558 Social Justice Topics in Education (3 credits) EDL 590/690 Curriculum Planning in Post-Secondary Education (3 credits),
EDL 592/692 Instructional Delivery (3 credits), and a 3-credit elective (see below).
Students may substitute:
MIT 500. Instructional Systems Design: Theory and Research (3 credits) and
MIT 510. Design and Development of Instructional Technology (3 credits) FOR
All students are recommended to complete the EDL 593/693. Practicum in College Teaching (3) regardless of other courses selected. This course gives participants experience teaching at the post-secondary level under the close supervision of a faculty member.
Students may also complete 3 credit hours of electives.
Required Courses (12 credits)
EDL 590/690. Curriculum Planning in Post-Secondary Education (3). This course covers concepts of planning curriculum and courses, establishing goals and outcomes, aligning outcomes with professional or disciplinary standards, prioritizing content, and planning for student engagement and active learning. Topics include syllabus construction, pace of instruction, amount of reading, formative and summative evaluation methods, and grading rubrics.
EDL 5XX/6XX Adult Learning Theories and Instructional Strategies (3). This course is an introduction to adult learning theory and principles. Students will study human development, learning theory, motivation, environmental and cultural influences, and moral development as it relates to adult learning. Strategies for providing education and training to adults will be discussed and applied.
EDL 592/692. Instructional Delivery (3). Educational professionals will learn about course delivery (e.g., online learning, blended, face to face instruction, seminar style, and compressed learning). They will engage in discussion and make decisions about what to teach, how to teach, and how to ensure students are achieving important learning goals in a variety of contexts.
Students may take the following two courses in place of EDL 591/691:
MIT 500. Instructional Systems Design: Theory and Research (3). Advanced instructional design theory and research focus on analysis of theoretical foundations of instructional design
and their application in design practice. Examines multidisciplinary and multicultural influences
upon instructional theory and development. Explores a broad range of current design research
and theory, and future directions in design theory and practice. AND
MIT 510. Design and Development of Instructional Technology (3). Prerequisite: MIT 500 or approval of department. Emphasizes skills and understanding necessary to create effective, efficient, and appealing instruction in any content area and with any medium, including live instruction. Addresses both “process” and “product.” Process is concerned with activities and media required to create and deliver the instruction. Product is concerned with what the instruction should accomplish. Students will engage in leading a team that designs, produces, implements and evaluates an instructional system developed for a field site. Team leaders will ensure the quality and integrity of the design and report.
Elective Courses—Choose up to one from the following (3 credits)
EDL 593/693. Practicum in College Teaching (3). This course will help students develop knowledge and skills as teachers in an institution of higher learning (both community college and university) to meet the needs of a diverse student body. Students will gain teaching experience and document their professional growth through an apprenticeship with a faculty member that includes syllabus development, delivery of content, reflection and self-evaluation. (This course is highly recommended for students who are hoping to gain hands-on experience teaching at the post-secondary level under the close supervision of a faculty member.)
EDL 551/651. Student Development Theory (3). This course covers the study of major theories and practices of learning, student development, and advising and counseling. Topics also include meeting the needs of diverse learners and supporting culturally diverse students in higher education settings.
EDL 568. Educational Program Design and Evaluation (3). Intended to familiarize students with a variety of approaches for planning and conducting evaluation and to provide practical guidelines for general evaluation. Within this framework, more specific goals are to develop awareness of and sensitivity to critical concepts and issues in educational evaluation, to develop a clear perspective about the role of evaluation in education, and to develop ability to conduct useful, feasible, and technically sound evaluation studies.
SEC 520. Instructional Design, Technology, and Leadership (3). Designed to provide
students with the knowledge and skills required for designing and evaluating effective
instruction. Topics include: types of learning, learning hierarchies, task analysis, educational
goals and objective formulation, assessing learner entry skills and evaluation. Course emphasizes
the effective integration of technology in teaching and learning together with the development of
Other courses as approved by the program coordinator or advisor.
The following courses have to be completed before the elective courses can be taken.
EDL 590/690 Curriculum Planning in Post-Secondary Education (3 credits),
EDL 5XX/6XX Adult Learning Theories and Instructional Strategies (3 credits),
EDL 592/692 Instructional Delivery (3 credits)
The following two courses may be substituted for EDL 592/692:
MIT 500. Instructional Systems Design: Theory and Research (3 credits) and
MIT 510. Design and Development of Instructional Technology (3 credits)