Program Overview

The Certificate in College Teaching (CCT) Program was initiated in the early 2000s, with a series of credit-bearing courses. It grew into an official graduate certificate in 2011. Over 230 students have completed the CCT since 2011, making it one of the strongest certificate programs at The University of Arizona!

We asked one of the founding members of the CCT Program, Kyla Macario, retired Professor of Practice, to briefly share the history of the CCT Program with us. Click here to watch her summary of the "Start of A New Idea."  [This streaming video uses Flash. For the latest Flash player go here.]

The CCT contributes to the mission of the Office of Instruction and Assessment in providing faculty and future faculty development toward excellence in teaching.

Program Outcomes

The purpose of the Certificate in College Teaching is to provide students with opportunities to develop knowledge and skills useful in their current and future careers as college/adult-learning teaching professionals. The intended learning outcomes of the CCT are to:

  1. Identify and interpret the characteristics of effective learner-centered college teaching.
  2. Make instructional decisions grounded in the scholarship of teaching and learning.
  3. Demonstrate excellence in learner-centered college teaching.
  4. Demonstrate capacity to contribute to a professional learning community.

The Certificate in College Teaching Program is a 10-credit curriculum. It encompasses the 2-credit course IA 697a Learner-Centered Teaching, the 2-credit course IA 697b Using Technology in Teaching, one or more elective courses of a total of 3 credits, and the 3-credit course IA 697p College Teaching Practice. The program can be completed in a minimum of 2 semesters (IA 697a and IA 697b are prerequisites for IA 697p), and in up to 4 years. Most students complete the program in 3 semesters.

Application to the CCT program is not required to enroll in our courses except for the capstone course IA 697p. 

Up to 10 units of CCT coursework can be applied to a minor and would not require an application to the CCT Program. For more information, see Prospective Students.

Hear From Our Alumni

The CCT program is a wonderful way to expand your horizons regarding teaching at the college level. I entered this program hoping to walk away with innovative strategies that I can implement in the classroom to help engage students and break the monotonous ubiquity of most classrooms. I can confidently say that I am leaving the program with a toolshed worth of methods I can implement in the classroom, but more importantly, I can say I'm walking away with a core set of fundamental values as it pertains to building effective learning environments. I cannot wait to continue putting what I learned to use, as I continue my journey as an educator.

- Ben Schwartz, Neuroscience, CCT 2021 alumnus

I recommend this program to anyone who wants to learn to be a better teacher. It has an optimum balance of theory and application. I found the learnings to be immediately applicable in my teaching, sometimes as soon as the next day or week. Nothing felt extra or unnecessary. The diversity of students - in discipline, age, background, etc. - enrichens the learning process and provides insight into different ways of teaching and learning. The instructors are amazing and incredibly supportive. The program had sufficient structure for me to understand its clear trajectory and purpose, with enough latitude to approach projects and assignments to suit my individual needs and discipline. One side benefit was that I was able to simultaneously share applicable learnings with my own students, and they could see me as a learner, and not only as their teacher.

- Teresa Rosano, Architecture, CCT 2019/2020 alumna

The CCT Program was a powerful learning experience for me. The faculty and staff were extremely supportive to me as a student. Additionally, I learned a lot from the gifted and innovative faculty about how I could continue improving my professional and teaching skills, knowledge domains, and my interactions with diverse learners across multimodal teaching/learning environments. I recommend that professionals interested in exploring, enhancing, and/or learning cutting-edge strategies and knowledge about teaching, learning, and designing inclusive learning environments enroll in the CCT Program!

- Joanna E. Sanchez-Avila, English, 2019 CCT alumna

The teaching tools I received and the skills I developed in this program were essential in my job search, and I believe the CCT program is what helped me land interviews and job offers. Now as a new Assistant Professor, I have been able to implement everything I learned in the CCT program and I felt incredibly well-prepared during my first year of teaching.

- Ellen Santos, Epidemiology, CCT 2017/2018

The CCT program effectively prepared me to be a strong instructor by applying evidence-based practice techniques in my teaching, self-assessment and monitoring on how to improve my teaching, considering different modes of assessment in teaching, and gave me a significant amount of practice and experience teaching before I taught a class of my own. Thank you, CCT!

- Genesis Arizmendi, Speech, Language, and Hearing Sciences,  CCT 2017.

When Dr. Joe Gerald invited me to work with him on this article ["Time to Make Your Mandatory-Attendance Policy Optional?" in The Chronicle of Higher Education, 2019], I appreciated how the message fit with my experiences in the CCT program. Our ideas around attendance may not be appropriate or even necessary in every setting, but we thought it was a good option to encourage positive classroom behaviors while still prioritizing student autonomy. One of the important lessons I gained from the CCT program is that effective teachers do not seek to universally apply a single, correct learning strategy to all students, but to assist them in identifying and adopting strategies that work for them.

- Benjamin Brady, College of Public Health, 2017 CCT alumnus.

The CCT program models exemplary education strategies and techniques creating a fun, interactive learning environment where you will learn a lot. Each minute of class is carefully crafted to facilitate personal learning and growth. In addition to being able to learn by example, CCT courses are designed to give you tangible products that will benefit you as an educator and your students. For example, CCT courses demonstrate a variety of learning strategies and techniques as part of your class activities that include workshopping class syllabi, teaching statements, and lesson plans.

- Dr. Arica Crootof, Geography, CCT 2016/2017 alumna

The CCT curriculum and instructors helped me understand the dimensions of "excellence in teaching" landscape. Because of this thorough introduction, I became comfortable enough to continue to explore this landscape. After years of post-CCT teaching, when looking back, I see I have become very comfortable in this pedagogical space and am continuing down my own pathway, confidently.

- Netzin Steklis, Ethology & Evolutionary Psychology, CCT 2016 alumna

Through the Certificate in College Teaching program, I learned detailed, reflective pedagogical practices for both face-to-face and online teaching. I especially found helpful the program's pairing of teaching observation with discussions of linking course design and student engagement to varied educational outcomes. The certificate program provided an excellent way to strengthen my teaching repertoire and gave me confidence in using a broad set of active learning approaches in my courses. I use the techniques, practices, and pedagogies taught within this program every single day. The experience with CCT also made me realize how generative it is to collaborate on teaching and learning, and has shaped my subsequent research and service work.

- Angela Storey, School of Anthropology, 2015 CCT alumna.

The instructors in the CCT Program were personable and invested and they took so much care in how they taught, mentored, and offered feedback. I felt supported and inspired by the CCT Program and couldn't recommend an experience more. Along with the intense responsibilities and activities of being a graduate student in the Dance Program, I left UA with a strong sense of who I am as a teacher and what guides me to continue to develop my pedagogy.

- Lindsay Hawkins, M.F.A., School of Dance, CCT 2015 alumna

The best part for me about the program was the very intimate relationship with the instructors in the Office of Instruction and Assessment. They are very excited, they’re very happy, they’re very interested in helping you develop yourself as a teacher and they were more than willing to … share everything they know. And they have learned so much and done so many things! Please click here to view the full video testimonial. [This streaming video uses Flash. For the latest Flash player go here.]

- Dan Erickson, Norton School of Family and Consumer Sciences, 2014 CCT alumnus.

Click here to view the UA News article "Bringing Experience to the Classroom" (2013) and read what our alumni Dee Hill Zuganelli, Sociology, and Alyssa Alger, School of Dance, have to say about the program.

Completing the CCT at UA was deeply enriching to my own teaching practice for the long term. Foundational skills and knowledge in helping students learn and succeed were truly developed and honed in this program. In addition, CCT helped me to find "my people" at UA -- the OIA faculty, staff, and students who were as excited about teaching as I was. I am now mid-career in a productive teaching-focused faculty position and I feel I owe a great deal to the CCT for making that happen.

- Jessie Finch, Sociology, CCT 2012