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.
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:
- Identify and interpret the characteristics of effective learner-centered college teaching.
- Make instructional decisions grounded in the scholarship of teaching and learning.
- Demonstrate excellence in learner-centered college teaching.
- 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
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.
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.
- Angela Storey, School of Anthropology, 2015 CCT 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.