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Certificate in College Teaching over letters CCT. Yellow line underneath with the words Center for the Enhancement of Teaching and Learning

The Certificate in College Teaching (CCT) is a free, experiential professional development program that prepares graduate students for college-level teaching. The curriculum will provide foundations in effective course delivery and inclusive teaching practices with opportunities to observe college instructors and engage in teaching experiences. Participants will also create important products to evidence their professional development and contribute to their future teaching applications. Completion of the CCT will enhance students' knowledge of learning theory and strengthen teaching skills, making them more competitive for teaching positions. 

The CCT program is open to all graduate students at UNC. The CCT curriculum is self-paced and may take up to two years to complete. Participants will go through an asynchronous set curriculum, complete a culminating assignment where they develop course materials and a course syllabus, and participate in  teaching observation(s) and teaching experience(s).

CCT Learning Outcomes

At the end of the Certificate in College Teaching program, participants will:

  1. Have received ongoing, systematic pedagogical training that supports:
      • Knowledge of current best practices in teaching and learning in higher education.
      • Appropriate use of inclusive pedagogy in higher education.
      • Assessment and evaluation of student learning outcomes in higher education.
  2. Understand the importance of and have developed a teaching practice that emphasizes Pedagogical Metacognition (reflective and reflexive practices).
  3. Develop materials suitable for use in applying for teaching positions after graduation.

CCT Curriculum

To achieve the learning outcomes participants will complete a variety of different activities that support the multiple program outcomes. The curriculum will prepare participants to successfully complete the teaching observation and teaching experience requirements.

Pedagogical Metacognition

Learn the difference between reflective and reflexive practice and why both are important for teaching and learning in higher education. 

Current Best Practices in Higher Education Teaching

Learn about student achievement, learning strategies, student-faculty interactions, Universal Design for Learning, and course design. 

Inclusive Pedagogy & Assessment

Learn about implicit bias, classroom caring, deconstructing the higher education classroom, and  research-based grading and assessment techniques. 

Equity-Minded Syllabus

Develop a syllabus using principles of inclusive pedagogy, assessment, and current best practices in higher education. 

Teaching Project

Using content knowledge from the CCT curriculum, build elements of a course including course name, goal of course, textbook, course learning outcomes, summative assessments for each learning outcome (rubric, etc.), one lesson plan (including an activity), and grading scheme. 

Teaching Observation and Experience

CCT Participants will engage in a teaching observation and a teaching experience. Participants will complete at least one observation of an instructor’s teaching within their discipline and complete a reflective prompt about the observation. Participants are also  required to complete at least one direct teaching experience that utilizes the knowledge gained from the CCT curriculum.

If participants do not have an official teaching assistantship, they will be able to participate in a mock classroom session or pair with a faculty mentor for whom they can provide a guest lecture.

Supporting Materials for Job Search

  • Teaching Philosophy: Learn the elements of a teaching philosophy and draft your own. 
  • Diversity Statement: Learn the elements of a diversity statement and draft your own.