Graduate Faculty Committee Doc. No Approved February 23, 2009

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1 Graduate Faculty Committee Doc. No Approved February 23, 2009 RECOMMENDATION OF THE SUBCOMMITTEE ON GRADUATE COURSE AND CURRICULUM, AND THE FACULTY OF THE DEPARTMENTS OF COMMUNICATION AND ADMINISTRATIVE LEADERSHIP TO ESTABLISH A GRADUATE CERTIFICATE IN TEACHING AND LEARNING IN HIGHER EDUCATION I. PROGRAM IDENTIFICATION 1.1 Title of Proposed Graduate Certificate: Teaching and Learning in Higher Education 1.2 Departments Sponsoring the Certificate: Communication and Administrative Leadership 1.3 Schools or Colleges: Letters and Science/Education/Graduate School 1.4 Timetable for Initiation: : Proposal Development and Review Spring/Fall 2008: Proposal/CARs to Graduate School & L&S Spring and Summer 2009: Marketing and Promotion Fall 2009: Initial enrollment II. RATIONALE This certificate program is designed for graduate students who wish to teach in higher education (i.e., college, university, technical school, community college) and who would benefit from an introduction to the theory and practice of teaching and learning. In addition, since few individuals who now complete MAs or PhDs receive instruction in teaching and learning, there may be higher education faculty currently employed, or instructors in the community, who would return to take these courses or earn this certificate. Finally, these courses would be of benefit to UWM s many teaching assistants who receive some (but often not much) training in teaching practices. Offering aspiring (or returning) post-secondary teachers a systematic, integrated core of teaching and learning theory, knowledge, practices, and skills, would equip them for teaching effectively in higher education. The planned certificate serves as a valuable tool in recruiting and retaining highquality graduate students, serves the higher education community of SE Wisconsin, and fulfills a research university goal of providing more effective higher education teachers in the Milwaukee area, as well as across the nation. Most graduate programs de-emphasize teaching as a part of a student s degree requirements. As Chris Golde noted in her recent book, Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline, many new faculty members do not feel ready to carry out the range of roles asked of them, particularly those related to teaching (2006, p. 5). In addition, Wulff, Austin, Nyquist and Sprague (2004) found in a survey of doctoral students that 45% reported they had not received appropriate preparation and training before they entered the classroom and 49% indicated that they lacked appropriate supervision to help improve their teaching skills (Paths to the Professoriate, p. 84). Respondents from this same survey in fields with the highest proportion of doctorates in academia recommended that Ph.D. programs teach students how to teach (p. 148). Moreover, in the most recent (2008) book on doctoral education from The Carnegie Foundation

2 Graduate Faculty Committee Doc. No p. 2 Approved February 23, 2009 (The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century), which reviews the results of the Carnegie Initiative on the Doctorate (CID) involving 84 PhD-granting departments, the authors noted that a recurring theme was the need for practices that will better prepare tomorrow s PhD s to be teachers, equipped with the knowledge and skills to convey their field s complex ideas to a variety of audiences, not only in the classroom, but in the many other settings in which doctorate holders work (p. 4). The authors (George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, and Pat Hutchings) note that what the CID has made clear is the need for much greater attention to the sequencing of [teaching] opportunities and to the need not only for more teaching but for better, more systematic feedback and reflection that can turn pedagogical experience into pedagogical expertise (p. 4). Historically the sine qua non of a graduate degree (especially the PhD) is research learning how to conduct research in the discipline. While this focus is important, and indeed imperative for preparing scholars, it reflects only part of the work that most faculty members in higher education undertake. Teaching is also paramount. In many higher education institutions nation-wide, teaching is an integral part of the vision and mission. Many, if not most, of our graduate students will spend much of the lifetimes teaching. Positions in liberal arts colleges, regional universities, or community colleges typically demand that teaching be a cornerstone of faculty members professional duties, and teaching plays a vital role in these institutions tenure and promotion policies. In addition, research-oriented universities are also beginning to pay more attention to teaching as a component of faculty members professional development. According to the Higher Education Research Institute (1999) teaching occupies most of a faculty member s time at many institutions. On average (across all types of institutions), faculty spend most of their time on teaching (59%), then service and administration (23%), and then research and scholarship (18%). Yet, few graduating MA or Ph.D students receive any background in theory and research on learning and teaching. Some MA and Ph.D students may receive some training in teaching and learning as teaching assistants through their departments, but this training is often more procedural than intellectual. There is a continued need for much greater systematization in the process of developing pedagogical expertise for this audience. A certificate that provides graduate students with an introduction to, and some expertise in, the theory and practice of teaching and learning prior to taking a job in higher education has several benefits. First, it contributes to more expert teachers, and therefore potentially improved student learning in the academy. Second, it offers a model that a future faculty member could use to approach teaching as a research-oriented and scholarly activity (if so desired). Third, it makes the graduate student s transition to faculty member easier because teaching is no longer a black box requiring excessive time and effort, especially at the outset of a career. Fourth, for those graduates who enter a research oriented university, juggling of teaching and research duties becomes easier because they are better equipped to handle the teaching parts of their jobs. Fifth, this certificate may give UWM job candidates an edge in the interviewing process (especially for more teachingoriented jobs which constitute the majority of higher education jobs). Sixth, it will equip students with the necessary knowledge and skills to be able to evaluate and improve their own teaching across their lifespan as an educator. Finally, it has the potential to make teaching a more enjoyable and fulfilling task for faculty because they will be more prepared and better able to perform the teaching parts of their professorial job.

3 Graduate Faculty Committee Doc. No p. 3 Approved February 23, 2009 The proposed program offers a unique opportunity for students interested in teaching in higher education to gain knowledge about teaching and learning, both generally and within their discipline. Prospective teachers venturing into today s higher education environment would benefit from an understanding of teaching and learning theory, research, and effective practice. Successful instructors require many tools to teach, as well as the wisdom to know when and how to apply those tools. This wisdom comes from a critical, reflective understanding of the research and theory behind teaching and learning. The 15-credit certificate program is multi-disciplinary, drawing upon current coursework in Communication, the School of Education, and other disciplines that have teaching and learning courses in place (e.g., English, FLL). It is developed to be flexible with many course options. The departments of science, technology, math, and engineering (STEM) at Madison have developed a program for teaching graduate students in these disciplines the basics of teaching and learning. However, beyond this program dedicated exclusively to STEM areas, there are no comparable programs currently available to either degree-seeking or post-graduate students in the Illinois, Minnesota, or Wisconsin area. There are some comparable programs at other universities. A web search showed that universities such as the University of Michigan, University of Colorado, University of Iowa, University of Illinois, Pennsylvania State University, Johns Hopkins University, Michigan State University, University of Delaware, Vanderbilt University, University of Indiana, University of California-Santa Barbara, Duke University, and Rutgers University all have programs aimed at developing graduate students teaching knowledge and skills. This Teaching and Learning in Higher Education Certificate could be earned either independently or in conjunction with a graduate degree. III. INSTITUTIONAL CONTEXT 3.1 Relationship to Mission of Institution By better equipping potential teachers for today's variety of higher education contexts, the proposed Teaching and Learning in Higher Education Certificate serves individual students, Wisconsin's need for effective instructors in its multiple colleges and universities (both public and private), and UWM's larger urban mission to provide the Milwaukee community with practical, theoretically grounded programs that are at once flexible and relevant Relationship to/impact on Other UWM Programs The proposed program will complement all existing UWM graduate programs where students who earn MAs or PhDs in that discipline seek to become professors or instructors in a higher education setting. It will offer instruction in teaching and learning theory and practice that does not duplicate anything currently offered. It will draw upon course offerings in teaching and learning from several departments, so that students can select those courses most relevant to their needs. Such crossdisciplinary traffic should contribute to graduate enrollments in these schools or departments without taxing their current resources or affecting their current curricula. To maximize efficient resource use and to give the certificate its coherence, the Teaching and Learning Certificate program draws largely on established courses that can serve multiple constituencies. All but one of

4 Graduate Faculty Committee Doc. No p. 4 Approved February 23, 2009 these courses are already regularly taught in the various departments, and so are already available. There is a new course being added in Communication (Instructional Communication in the College Classroom, 837) that will contribute to the MA and Ph.D. program in that department. We will seek approval for the inclusion of all courses with pertinent departments. It is expected that the additional enrollment (especially in the early stages of the certificate) would not overly tax these courses. In addition, because the coursework requirements will be flexible, if a student fails to gain access to a course, there will be other options from which to choose. IV. NEED Faculties, talented in teaching undergraduate and graduate students, are always needed. As argued in the rationale section, universities, colleges, technical schools, and community programs require good teachers if we are to produce knowledgeable, learned, and informed citizens of tomorrow. As Wisconsin s largest urban area, Milwaukee needs well-trained teachers in all of its many universities, colleges (public and private), technical schools, and community adult education programs. In addition, many of Wisconsin s public and private colleges and universities pride themselves on their teaching mission. These higher education institutions will be seeking graduates who have knowledge and practice in the research and theory of teaching and learning. This program will help develop these teachers. Because it can be pursued as a non-degree certificate or in conjunction with a UWM graduate degree, and because the courses will often be offered at night, on line, or in hybrid format, this program is tailored to attract Milwaukee s non-traditional as well as traditional students. V. PROGRAM DESCRIPTION AND EVALUATION 5.1 Description Brief Narrative Description The Teaching and Learning in Higher Education Certificate prepares teachers with essential knowledge, skills and practice through a set of 15 credits. These courses are listed below. All students would take two core courses designed to provide a foundation in teaching and learning theory, research, and practice. Students would also select an additional six credits from the electives offered, as determined by their needs and interests. Finally, students would be expected to participate in a practicum in teaching and learning. This practicum would be discipline-focused, requiring students to do research on teaching and learning issues in their own discipline, and to then propose a project that would illustrate their knowledge and competence regarding disciplinespecific pedagogical content knowledge and practice. The practicum could include a variety of projects including (but not limited to): research project on a disciplinary teaching and learning issue, development of a teaching portfolio, extensive literature review on a teaching and learning topic, or critical analysis paper on a disciplinary teaching and learning issue, among other options. Once students sign on to do the certificate, they will have the option of asking a faculty member (preferably from the student s discipline) to serve as a mentor. If a faculty member agrees to serve as a mentor, the relationship between the student and the mentor can be worked out individually. Some practices that the mentor might engage in with the student include: (a)

5 Graduate Faculty Committee Doc. No p. 5 Approved February 23, 2009 observing the student teach (at least once) and providing feedback (at least oral, and preferably oral and written) to the student; (b) helping the student learn the ways of teaching and learning in that discipline (including various types of jobs available, work-life balance issues, ethical issues in teaching and learning, higher education instruction issues, etc.); and (c) meeting with the student periodically to discuss teaching and learning issues in that discipline, among other possible options. Additionally, the student might spend time observing the mentor teach, and then discuss with the mentor instructional strategies. Students can request to be observed teaching at least once during the course of the certificate, and provided with oral feedback by one of the faculty members serving on the Certificate Committee, or by a faculty member designated by the Certificate Committee members. It is likely the program will attract students with diverse levels of teaching experience and knowledge about teaching and learning. Those with little or no experience and/or knowledge will gain exposure to practical aspects of teaching and learning through course assignments with an applied focus and through practicum experience. The program will assist students in identifying appropriate practicum experiences Definition of the Nature of the Program Teaching and Learning in Higher Education Certificate is a multi-disciplinary certificate where the broad goal is to provide a foundation in teaching and learning theory and practice for a student in any discipline. The more specific goal of the certificate program is to bring research on teaching and learning from a variety of disciplines to bear particularly on the practices of teaching at the higher education level, and to do so in a way that would allow post-baccalaureate students either to specialize without pursuing a full graduate degree or to investigate teaching and learning as a specialty within a graduate degree Level of Program This 15-credit certificate will be available at all three possible levels under the following terms: a. Post-Baccalaureate For students who have completed a bachelor s degree, are enrolled for graduate credit, but are not enrolled simultaneously in a graduate degree program. Teachers in the Milwaukee or surrounding communities may be interested in additional training and certification without pursuing a complete, rounded 30-credit graduate degree. b. Graduate For students enrolled simultaneously in a graduate degree program. Students formally admitted to and enrolled in a graduate program may count certificate credits toward their graduate degree program as allowed by their home department. Admission to, or completion of, the certificate program does not guarantee subsequent admission to the student s selected graduate program. c. Post-Graduate For students who have completed a master s or doctoral degree, are enrolled for graduate credit, but are not enrolled simultaneously in a graduate degree

6 Graduate Faculty Committee Doc. No p. 6 Approved February 23, 2009 program. It is conceivable that a student holding a graduate degree and seeking additional advanced training short of another full graduate degree may be interested in this certificate Learning Objectives and Competencies Effectively teaching in any higher education context (public or private, research oriented or liberal arts, university, college, technical school) requires fluency in teaching and learning theory, practices, research, and values. Hence we would expect that by the time students have completed this certificate they will be able to: Assess theory and research on teaching and learning in higher education, and understand how it applies (or does not) to teaching practice; Identify and critically analyze the important teaching and learning issues in their own discipline; Perform the core elements of the teaching task (including planning, design, communication in the classroom, assessment, evaluation); Understand the role of technology in the college classroom environment Demonstrate understanding and application of professional values appropriate to teaching in higher education Anticipated Alternative Instructional Models All of the courses in the certificate will employ active learning strategies. In addition, some of the courses will be taught entirely online, and some will be in hybrid format. In the future, we may design a completely online version of this certificate to allow interested students outside the immediate area to also access it. 5.2 Curriculum Courses and Credits ******************************************************************* Fifteen total credits Core Courses: 6 credits from the following Ad Ldsp 757 Principles and Foundations of Adult Education, 3 cr (offered every semester) Ad Ldsp 687 Instructional Design and Teaching Strategies, 3 cr (offered every summer) Ad Ldsp 900 (TBD) Role of the Professoriate: Scholarship of Teaching and Learning, 3 cr CurrIns 774 College Teaching3 cr (offered every year) Grad 803 Teaching & Learning in College: Reflections on Theory and Practice, 1 cr (offered every spring)

7 Graduate Faculty Committee Doc. No p. 7 Approved February 23, 2009 Electives: (6 credits) Teaching and Learning (General) Ad Ldsp 587 Serving Multicultural and Special Needs Learners, 3 cr (offered every year) Ad Ldsp 707 Using Technology with Adult Learners, 3 cr (offered every spring) Ad Ldsp 737 Distance Education for Adults, 3 cr (offered every fall) Ad Ldsp 827 Seminar in Adult and Organizational Learning, 3 cr (offered every fall) Commun 727 Seminar in Communication and E-Learning, 3 cr (offered every other year) Commun 827 Seminar in Instructional Communication, 3 cr (offered every other year) Commun 837 (TBD) Instructional Communication in the College Classroom (every other spring) Ed Psy 631 Cognition: Learning, Problem Solving and Thinking. 3 cr Any core course not taken as a required core course Teaching and Learning (Discipline Specific) Students can count discipline-specific teaching and learning courses from their own department as electives or as one of their core courses (3 credits) with the permission of the Certificate Coordinator. Examples of such courses include: English 701 The Teaching of College Composition, 4 cr (offered every fall) English 706 Seminar in Professional Writing Theory and Pedagogy, 3 cr (offered every other year) MAFLL 700 Language Teaching Methods, 3 cr (offered every fall) Nurs 705 Instructional Strategies for Patient Education, 3 cr ( offered every other spring) Hist 716 Pedagogical and Professional Issues in History, 3 cr (offered every other year) C L Sci 909/HCA 909 Guided Teaching Experience in Health Sciences, 3 cr (offered every year) OccThpy 900 Teaching, Learning & Educational Leadership in the Health Sciences, 3 cr (offered every year) Physics 610 The Art and Science of Teaching Physics, 1 cr Nurs XXX Curriculum Development in Nursing Education and Teaching in a Practice Discipline (TBD) Practicum and Seminar in Health Professional Education (TBD) Required Practicum: (3 credits) Teaching and Learning Practicum (COMMUN 998 Communication Internship, AD LDSP 750 Internship in Administrative Leadership, or Independent Study/Internship/Practicum graduate credit in own department). These credits should not be taken before completion of at least 9 credits of coursework. This practicum would be discipline-focused, requiring students to do research on teaching and learning issues in their own discipline, and to then propose a project that would illustrate their knowledge and competence regarding discipline-specific pedagogical content knowledge and practice. The practicum could include a variety of projects including (but not limited to): research project on a disciplinary teaching and learning issue, development of a teaching

8 Graduate Faculty Committee Doc. No p. 8 Approved February 23, 2009 portfolio, extensive literature review on a teaching and learning topic, or critical analysis paper on a disciplinary teaching and learning issue, among other options. The practicum experience will require each student to propose a project (a proposal form will be made available), and to have that project proposal accepted by at least one of the Certificate committee faculty members. The proposals will be due within the first two weeks of the semester in which the project will occur. Students will be required to work closely either with a member of the Certificate committee or another faculty member from the student s own department (who is knowledgable in teaching and learning theory and practice in that discipline) and who has agreed to oversee the project. The faculty member who oversees the project will grade the final practicum products. ****************************************************************** 5.3 Admission Requirements and Procedures Applicants must have completed a bachelor s degree prior to admission, must have a minimum 2.75 cumulative undergraduate grade point average, and must declare their intent to pursue the certificate before completion of six credits in the certificate sequence. Applicants with a graduate degree must have a minimum 3.00 graduate grade point average. An application or declaration of intent must be filed with the certificate program coordinator and a copy of the form must be sent to the Graduate School, confirming a student s admission to the certificate program. Applicants not already admitted to the Graduate School must complete the UW System online admission application. Successful admission to the certificate program does not guarantee admission to the other graduate programs. 5.4 Continuing and Exit Requirements A minimum cumulative 3.00 grade point average in certificate courses taken at UWM is required. For each student who completes the certificate program, the program coordinator will sign and send to the Graduate School a form listing the course number and title, grade and semester of enrollment for all courses that meet certificate program requirements. Certificate completion will be posted on a student s official transcript. Students pursuing a Teaching and Learning in Higher Education Certificate without concurrent enrollment in another degree program will have three years from initial enrollment in a certificate course to complete the certificate requirements. Students pursuing a Teaching and Learning in Higher Education Certificate as part of a degree program will have the same time limit to complete the certificate requirements as they have for completing the degree program. 5.5 Allowance for Transfer Credit A maximum of 3 credits may be transferred to count toward the certificate program s 15-credit requirements. Transfer credits will be considered only if the applicant can provide ample, acceptable evidence that the course taken is substantially the same as one of the five courses that constitute the certificate program, and was completed within the last five years with a grade of B or better. The Teaching and Learning in Higher Education Certificate Program Committee will make determinations of transferability, and its decision is final.

9 Graduate Faculty Committee Doc. No p. 9 Approved February 23, Certificate Conferral The certificate will be awarded upon successful completion (i.e., once all grades for the certificate courses taken at UWM are officially recorded and show a cumulative GPA of 3.0 or more) of the certificate program requirements. The Teaching and Learning in Higher Education Certificate Program Coordinator will inform the Graduate School when a student has completed the certificate program and provide a program of study for each student certifying that the completed courses meet the certificate requirements. 5.7 Program Administration The person responsible for the certificate program shall be called the Teaching and Learning in Higher Education Certificate Program Coordinator. The committee responsible for curricular development and review, student advising, transfer credit decisions, etc. shall be called the Teaching and Learning in Higher Education Certificate Program Committee. The Committee shall consist of at least three, and not more than five, graduate faculty members with research and teaching interests in college and university instruction. The committee will include one graduate student. The committee shall be appointed by the Coordinator (initially) and later in consultation with other committee members. The committee should be multi-disciplinary. At this point, the following people have agreed to serve on the committee: Renee Meyers, Professor, Communication Jack Johnson, Professor, Communication Simone Conceicao, Associate Professor, Administrative Leadership Barbara Daley, Professor, Administrative Leadership *************, Graduate Student, Any proposed changes to the program will be reviewed in concert by appropriate committees in the College of Letters and Science and the School of Education, to be forwarded to the Subcommittee on Graduate Course and Curriculum. 5.8 Participating Faculty Renee A. Meyers, Professor, Certificate Program Coordinator and Co-Chair of the Certificate Program Committee Simone Conceicao, Associate Professor, Co-Chair of the Certificate Program Committee Barbara Daley, Professor, Administrative Leadership Jack Johnson, Professor, Communication Other faculty (varied) who will teach the courses offered in the certificate. VI. Resources This certificate program should be feasible within current resource allocations in terms of courses and faculty lines. We would like some funds for marketing and promotion in the start-up phase.

10 Graduate Faculty Committee Doc. No p. 10 Approved February 23, 2009 VII. Bulletin Copy Graduate Certificate in Teaching and Learning in Higher Education This graduate certificate program offers a unique opportunity for students interested in teaching in higher education to gain knowledge about teaching and learning, both generally and within their discipline. Prospective teachers venturing into today s higher education environment would benefit from an understanding of teaching and learning theory, research, and effective practice. Successful instructors require many tools to teach, as well as the wisdom to know when and how to apply those tools. This wisdom comes from a critical, reflective understanding of the research and theory behind teaching and learning. The 15-credit certificate program is multi-disciplinary, drawing upon current coursework in Communication, the School of Education, and other disciplines that have teaching and learning courses in place. Applicants must have completed a bachelor s degree prior to admission, must have a minimum 2.75 cumulative undergraduate grade point average, and must declare their intent to pursue the certificate before completion of six credits in the certificate sequence. Applicants with a graduate degree must have a minimum 3.00 graduate grade point average. Applicants not already admitted to the Graduate School must complete the UW System online admission application. Select Graduate courses for personal/professional enrichment as your reason for applying. Required Courses: Core Courses: 6 credits from the following Ad Ldsp 757 Principles and Foundations of Adult Education, 3 cr (offered every semester) Ad Ldsp 687 Instructional Design and Teaching Strategies, 3 cr (offered every summer) Ad Ldsp 900 (TBD) Role of the Professoriate: Scholarship of Teaching and Learning, 3 cr CurrIns 774 College Teaching3 cr (offered every year) Grad 803 Teaching & Learning in College: Reflections on Theory and Practice, 1 cr (offered every spring) Practicum: (3 credits) Teaching and Learning Practicum (COMMUN 998 or AD LDSP 750, every semester). These credits should not be taken before completion of at least 9 credits of coursework. Elective Courses: Electives: (6 credits) Teaching and Learning (General) Ad Ldsp 587 Serving Multicultural and Special Needs Learners, 3 cr (offered every year) Ad Ldsp 707 Using Technology with Adult Learners, 3 cr (offered every spring) Ad Ldsp 737 Distance Education for Adults, 3 cr (offered every fall) Ad Ldsp 827 Seminar in Adult and Organizational Learning, 3 cr (offered every fall) Commun 727 Seminar in Communication and E-Learning, 3 cr (offered every other year) Commun 827 Seminar in Instructional Communication, 3 cr (offered every other year)

11 Graduate Faculty Committee Doc. No p. 11 Approved February 23, 2009 Commun 837 (TBD) Instructional Communication in the College Classroom (every other spring) Ed Psy 631 Cognition: Learning, Problem Solving and Thinking. 3 cr Any core course not taken as a required core course Teaching and Learning (Discipline Specific) Students can count discipline-specific teaching and learning courses from their own department as electives or as one of their core courses (3 credits) with the permission of the Certificate Coordinator. Examples of such courses include: English 701 The Teaching of College Composition, 4 cr (offered every fall) English 706 Seminar in Professional Writing Theory and Pedagogy, 3 cr (offered every other year) MAFLL 700 Language Teaching Methods, 3 cr (offered every fall) Nurs 705 Instructional Strategies for Patient Education, 3 cr ( offered every other spring) Hist 716 Pedagogical and Professional Issues in History, 3 cr (offered every other year) C L Sci 909/HCA 909 Guided Teaching Experience in Health Sciences, 3 cr (offered every year) OccThpy 900 Teaching, Learning & Educational Leadership in the Health Sciences, 3 cr (offered every year) Physics 610 The Art and Science of Teaching Physics, 1 cr Nurs XXX Curriculum Development in Nursing Education and Teaching in a Practice Discipline (TBD) Practicum and Seminar in Health Professional Education (TBD) Up to 6 certificate credits may also count toward the requirements of a UWM graduate degree, subject to approval of the degree program. The certificate will be awarded upon successful completion of the certificate program requirements (i.e., once all grades for the certificate courses taken at UWM are officially recorded and show a cumulative GPA of 3.0 or more). Certificate completion will be posted on a student s official transcript. Successful completion of this certificate is NOT a teaching license or credential for K-12 instruction. Transfer Credit A maximum of 3 credits may be transferred to count toward the certificate program s 15-credit requirements. Courses will be considered for transfer into the certificate program only if the applicant can provide ample, acceptable evidence that the course taken is substantially the same as one of the five courses that constitute the certificate, and was completed within the last five years with a grade of B or better. The Certificate Committee will make such determinations, and its decision is final.

12 Graduate Faculty Committee Doc. No p. 12 Approved February 23, 2009 Time Limit Students pursuing a Teaching and Learning in Higher Education Certificate without concurrent enrollment in a degree program will have three years from initial enrollment in a certificate course to complete the certificate requirements. Students pursuing same certificate as part of a degree will have the same time limit to complete the certificate requirements as they have for completing the degree program. For more information or to apply for the certificate program, contact the program coordinator. Tentative List of Courses Administrative Leadership 587 (Serving Multicultural and Special Needs Learners, U/G). Examines the needs of multicultural and adult vocational special needs learners; explores strategies for revising instructional methods/approaches and program development. 687 (Instructional Design and Teaching Strategies, U/G). Using an instructional design approach, students develop skills in selecting, using, and evaluating instructional strategies and procedures appropriate to particular domains of adult learning. 707 (Using Technology with the Adult Learner). Design and management of web-based instructional programs/classes applying principles of instructional design, media, and software applications for adult learners. 737 (Distance Education for Adults). Analysis of concepts, theories, and research in distance teaching and learning focusing on adult learners, program development and assessment of distance teaching and learning. 757 (Principles and Foundations of Adult Education): A study of concepts, theories and principles of adult education, the nature of adult processes, and factors that influence and facilitate adult learning. 827 (Seminar in Adult and Organizational Learning). Application of transformative, critical, and action learning concepts to personal and professional development. 900 (Role of the Professoriate: Scholarship of Teaching and Learning). Topics will vary. Overview of areas of study focuses upon problems in urban education. Emphasis placed upon research and potential research and potential search projects. This special topics course would only count when it dealt with issues of college and university instruction. Curriculum and Instruction 774 (College Teaching). Analyzes curricular issues and instructional practices in college and adult programs. Research on youth, college influences and adult change will be reviewed.

13 Graduate Faculty Committee Doc. No p. 13 Approved February 23, 2009 Communication 727 (Communication and E-Learning). Theoretical and applied issues related to teaching communication within an e-learning environment. 827 (Programs of Adult Communication). Theory and practice of teaching communication using face-to-face and online methods and in academic (college) and organizational (training) environments. 837 (to be developed: Instructional Communication in the College Classroom). Overview of theory and research on instructional communication with the opportunity to connect that research to your own instructional communication development. Educational Psychology 631 (Cognition: Learning, Problem Solving and Thinking. U/G.) Overview of historical theories of learning and current theories of cognition. Emphasis on application to instruction, school subjects, workplace training, self-directed learning. Graduate Studies Note: GRAD 803 will likely be changed to 3 credits (currently it is only 1 credit). 803 (Teaching & Learning in College: Reflections on Theory and Practice). Teaching and learning theories and strategies; reflection on personal beliefs and expectations about the role of teacher and student and understanding of professional practice and development in higher education.