To complete the Certification in College Teaching, all participants must complete a final teaching e-portfolio to document participation in all required activities and reflection on the core competency areas.
Your college may have unique requirements beyond the university-wide ones detailed on this page. Contact your college coordinator to learn more.
You will develop discipline-related teaching strategies through completion of a discipline-related or other approved course on teaching.
Select appropriate pedagogical approaches to teaching threshold concepts and research methods specific to a discipline or field.
Topics may include:
Cultivate effective learning environments by promoting student success and engagement and creating inclusive learning spaces.
Topics that may be addressed include:
To complete the workshop requirements for competencies 2-5, you are required to attend the CCT Institute.
Incorporate digital technologies into teaching practices.
Topics that may be addressed include:
To complete the workshop requirements for competencies 2-5, you are required to attend the CCT Institute.
Negotiate the college and/or university institutional environment (e.g., identify partners, resources, governance structures) to maximize their ability to cultivate student learning.
Topics that may be addressed include:
To complete the workshop requirements for competencies 2-5, you are required to attend the CCT Institute.
Assess student learning outcomes using summative and/or formative approaches.
Topics that may be addressed include:
To complete the workshop requirements for competencies 2-5, you are required to attend the CCT Institute.
You will ask a teaching and learning question, develop an instrument to collect the data to answer that question, collect the data in the context of a course at MSU (most people do not collect data in their own classrooms), and write about what you’ve learned.
All graduate students and postdocs successfully completing the Certification in College Teaching (CCT) will demonstrate achievement in five teaching competencies.
A teaching philosophy is a one-to-three-page document that clearly articulates the value you put on teaching, the goals you have for student learning, and teaching and assessment strategies you will use.
This statement may be used during the job application process, as a centerpiece for a teaching portfolio or annual review or RPT package, as content for various job and pedagogical applications, and as a tool for self-reflection.
A good teaching philosophy statement will offer evidence and examples, convey thoughtfulness and reflection about teaching, and overall communicates that the person values teaching. It should be student/learner centered and be free of jargon, and grammatical/spelling errors.
The reader should come to understand the author’s goals for learning, strategies to enact those goals, strategies for measuring those goals, and approaches to creating inclusive learning environments.
To prepare for writing your statement:
The teaching e-portfolio must address each competency, provide evidence of activities that fulfill each area, incorporate reflections that demonstrate your understanding of that competency, and describe how you will integrate the competency into your future teaching and professional development.