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Certificate in College Teaching

cctThe purpose of the Certificate in College Teaching, co-sponsored by the Center for Teaching and the Graduate School, is to assist Vanderbilt graduate students and post doctoral fellows who wish to gain a clearer, deeper, more active approach to teaching and learning in higher education. The certificate focuses on the research on learning and best teaching practices, and supports the university’s pursuit of excellence in teaching and learning. The certificate is ideal for graduate students whose goals are to become more effective educators and who want to prepare for future careers in higher education teaching.

The Certificate in College Teaching Program does maintain a wait list, which is currently one semester long.  We want to make sure that everyone interested has the opportunity to participate, so please plan your participation in advance. You may apply for the Seminar in the tab below be added to the wait list.  Wait list applicants are considered on a first come, first served basis until all sections are full. If you do not get into the upcoming semester for the Seminar, your position on the wait list will be maintained for the next cohort by the date you applied. You will be notified in late April/Early May regarding your acceptance status for Fall and late November/Early December regarding your acceptance status for Spring.

The CFT is happy to announce a CiCT Summer Intensive program!  Learn more about it.


To receive a Certificate, participants must first complete the  following:

  • Seminar in College Teaching. A one-semester seminar which explores and develops teaching skills. Participants attend 8 group sessions, complete a microteaching experience, and develop a philosophy of teaching statement with feedback provided by a private 1:1 consultation. Additionally, participants may attend an optional teaching visit.
  • College Teaching Practicum. A one-semester practicum in which participants enhance the effectiveness of their current teaching and assessment practices. Participants complete an observation of their classroom teaching. Additionally, participants will refine their philosophy of teaching. If you have completed the Seminar and you are interested in registering for the Practicum contact Tracy Tveit.

Note: Seminar & Practicum may not be taken simultaneously and Seminar requirements must be completed to participate in the Practicum. Participants can choose to leave the program having only completed the Seminar in College Teaching. Participants choosing this option will not receive a Certificate in College Teaching.  Additionally, if your department offers a disciplinary pedagogy course, please contact us to see if it counts as a substitute for the Seminar.

Click on a tab for more details, including how to apply.

Seminar in College Teaching

Seminar participants will explore and develop teaching skills that promote learning within a diverse student body across a variety of settings. Throughout the sessions, facilitators and participants will model a variety of active learning strategies (cooperative learning, problem-posing, case study, interactive lecturing, discussion, critical thinking, role-playing) and will explore educational theory and practice. All educational topics are considered through the lens of teaching as a scholarly practice.

As a result of completing the seminar, participants will be able to:

  • demonstrate knowledge of active learning theory and practice by applying active learning strategies in a classroom setting
  • construct, apply, and interpret the results of both formative and summative assessment tools that measure student learning and teaching effectiveness
  • analyze and manage classroom environments in relation to student learning and disciplinary practices
  • demonstrate increased comfort and confidence with regard to teaching skills
  • articulate a philosophy of teaching

Seminar Requirements

Participation in 8-weekly seminar sessions, 75 minutes in length, including in-meeting microteaching with feedback:

  • Session 1. Why We Teach – Developing a Teaching Philosophy
  • Session 2. Critically Reflective Teaching
  • Session 3. The Science of Learning
  • Session 4. Active Learning
  • Session 5. Diversity and Student Learning
  • Session 6. Assessing Teaching & Learning
  • Session 7. Peer Workshopping of Teaching Statements
  • Session 8. Continuing Professional Development
In the Fall2017 semester, the CFT is offering 2 Sections of Seminar,  
 
  • Section 1: Tuesdays, 2:35-3:50, at the CFT.  9/5/2017- 10/24/2017
  • Section 2: Wednesdays, 9:10-10:25, at the CFT.  9/6/2017- 10/25/2017 Section

When accepted, participants are asked to select which Section they will attend and must plan to attend all 8 sessions to fulfill the requirements for completion. No more than 1 absence is allowed and make-up plans must be arranged with the facilitator so that participants do not fall behind.

Development of a Philosophy of Teaching, including a one-on-one consultation to receive feedback, Typically 1 hour.

Participants may also attend an optional Teaching Visit. A teaching visit involves observation of a faculty colleague’s class (on a selected day), followed by an hour of conversation about what was observed, particularly shared teaching challenges. Typically 2 hours

Participation in the Seminar

The CFT will offer the Seminar twice per academic year. The Fall session will begin in September and the Spring session will begin in January. Those interested in participating should:

  • Complete the application to the Seminar at the link above
  • Discuss their intent to participate in the program with their department chair, director of graduate studies or mentor. In all, the commitment is for 11-13 hours.

College Teaching Practicum

The College Teaching Practicum is intended to provide participants with ongoing practice and feedback through peer and faculty mentorship. Participants will model effective teaching practices through a classroom observation and engage with a faculty mentor.  Practicum participants will develop the knowledge and skills to enhance the effectiveness of their current teaching and assessment practices and to encourage the practices of others.

As a result of completing the practicum, participants will be able to:

  • demonstrate a reflective and purposeful approach to teaching
  • develop assessment and evaluation techniques based on sound pedagogical principles
  • identify ways in which technology enhances or detracts from student learning
  • (re)design a course using Wiggins and McTighe theory of backward design by writing measurable student learning outcomes

Practicum Requirements

Participation in 6-weekly practicum sessions: 75 minutes in length

  • Session 1. Introduction to Backward Design
  • Session 2. Designing Assessment Strategies
  • Session 3. Developing Learning Activities Part 1
  • Session 4. Developing Learning Activities Part 2
  • Session 5. Teaching in Times of Crisis
  • Session 6. Microteaching (must attend)

In the Spring 2017 semester, the CFT is offering 2 sections of Practicum :

Section 1: Tuesdays, 9:35 -10:50, 9/5/17 – 10/10/17.   

Section 2: Wednesdays, 2:10 – 3:25, 9/6/17 – 10/11/17

Section 3: Thursdays, 11:10 – 12:25,  9/7/17 – 10/12/17

When they apply, participants are asked to select which Section they will attend and must plan to attend all 6 sessions to fulfill the requirements for completion. No more than 1 absence is allowed and make-up plans must be arranged with the facilitator so that participants do not fall behind.

Completion of ONE classroom observation sequences. Participants will be observed teaching by a teaching consultant.  Participants meet with their consultant before and after teaching to plan for and reflect on their teaching experience. Typically one hour each in length. NOTE: The CFT does not arrange teaching opportunities for participants. This is the responsibility of the participant. 

Refined Philosophy of Teaching. Including receiving feedback from another instructor in one’s department, and submit a final philosophy of teaching to the CFT.

Participation in the Practicum

The CFT will offer the Practicum twice per academic year. The Fall session will begin in September and the Spring session will begin in January. Those interested in participating should:

  • Have completed the Seminar Portion of the program and have a teaching opportunity within the semester they are applying for Practicum
  • Complete the application to the Practicum before the deadline
  • Discuss their intent to participate in the program with their department chair, director of graduate studies or mentor. In all, the commitment is for 10 hours.


Frequently Asked Questions

General Questions

Can I complete the Seminar and Practicum in any order?
We ask that you complete the Seminar first and the Practicum second. It’s our intention that participants will build on knowledge and experiences from the Seminar (which will address many ‘basics’ and common concerns among TAs and future faculty) in the Practicum (which will allow one to receive feedback on their teaching skills and make refinements). If completed out of order, participants will miss out on that opportunity for growth.

Do I have to complete the Seminar and the Practicum in back-to-back semesters? Or can I take a break in between?
You do not have to complete the Seminar and the Practicum in consecutive semesters. You can complete the Seminar and then take all the time you’d like to before signing up for the Practicum.

How do I apply?

  • See the information regarding wait list application at the top of the page

When is the ‘best time’ to complete the Certificate?
The ‘best time’ to complete the Certificate is up to you! Here are some common factors, though, that do help graduate students make up their mind about when to start:

  • The time commitment. Both pieces of the Certificate require you to attend regularly scheduled 75 minutes sessions (held at the CFT) and consultations . Taking an evaluative look at your schedule and determining if you have that time available is important.
  • Available teaching opportunities. The Practicum does require participants to undergo one teaching observation. While we try to be flexible about what is ‘teaching’, typically participants are observed giving a lecture/presentation or leading a discussion/review group. For most, completing the Practicum during a semester that one is teaching or TA’ing (and thus has some access to classroom teaching) is ideal. For those whose TA duties don’t include teaching (or those who are not TA’ing at all), we suggest that you speak with others in your department and work out and arrangement to guest lecture before starting the Practicum.

I’m no longer a student at Vanderbilt. Can I still participate in either the Seminar or Practicum?
Sorry, This program is intended for those who are still a part of the teaching community at Vanderbilt.

I’m not a graduate student or a post-doc (instead a staff person, etc). Can I still participate in either the Seminar or Practicum?
No, staff are not eligible to participate in the CiCT program.

Attendance

How many sessions can I miss?

You are allowed to miss one session during both the seminar and practicum session. However, this absence cannot be during the micro-teaching week. All participants are required to attend the micro-teaching session meeting.

Who should I notify if I need to miss a session?

You should notify your session leader via email and let him/her/they know that you will not be present. You should also communicate whether you plan to attend another seminar/practicum session that week.

What should I do if I plan to attend another session of the seminar/practicum during a particular week?

You should notify your session leader via email and let him/her/they know that you will not be present in your regularly scheduled seminar/practicum meeting. You should copy the session leader for the other meeting and request permission to attend. It is your responsibility to ask the session leader for the make-up meeting to confirm your attendance.

Can my excused absence be during the micro-teaching week?

No.

Teaching Statement

Seminar

Do I have to schedule a teaching statement consult?

Yes.

Who will I meet with during my teaching statement consult?

You will meet with one of the graduate teaching fellows.

Is it possible to schedule my teaching statement consult with a specific person?

Yes. However, graduate teaching fellows have set schedules, so scheduling is based on their availability during a given week.

How should I prepare for the teaching statement consult?

It is often helpful to review the CFT’s teaching guide on teaching statements and try to prepare a few sentences or paragraphs. Bullet points are fine. So are full drafts. The point is to provide some points of discussion for you and the graduate teaching fellow during your consultation.

What should I expect during my teaching statement consult?

This varies based on your needs. If you submit your teaching statement at least 48 hours in advance, your consultant will have prepared comments. If you bring your statement to the meeting, she/he/they will read it over and comment in real time. If you have bullet points, your consultant will help you flush out your thinking. In all cases, consultants will suggest resources that may be helpful for you in your writing process.

What happens if I am a no-show for a consultation I scheduled?

If you have to miss a consultation, please notify the CFT in advance, if possible (615-322-7290). You may reschedule your consultation via Tracy S. Tveit, tracy.s.tveit@vanderbilt.edu. Please know that consultation no-shows may jeopardize your ability to complete the CiCT Program.

When is the deadline to post my teaching statement on Blackboard?

Please see the syllabus for the deadline for posting your teaching statement to Blackboard.

Where should I post my teaching statement at the end of the seminar and practicum?

You should post your teaching statement on Blackboard in the module that is designated for teaching statements.

Do I have to post my teaching statement on Blackboard?

Yes.

Practicum

Who should I contact in my department for advice about my teaching statement?

You can contact anyone in your department whom you think would offer sound advice. This could be your advisor, faculty member, chair of the department, etc. However, consider asking someone who has either written a teaching statement or taught at a teaching institution. It is also okay to contact someone from another institution who may be a part of your professional network.

When is the deadline to post my teaching statement on Blackboard?

Please see the syllabus for the deadline for posting your teaching statement to Blackboard.

Where should I post my teaching statement at the end of the seminar and practicum?

You should post your teaching statement on Blackboard in the module that is designated for teaching statements.

Do I have to post my teaching statement on Blackboard?

Yes.

 

Microteaching

How should I prepare for my microteaching lesson?

You should begin by identifying a learning objective goal for the lesson and work backward to organize your presentation to include pedagogical choices that help participants reach the learning goal.

How many people will be in my micro-teaching group?

This depends on enrollment in your session, but there are typically five students in each group.

How long should my micro-teaching lesson be?

This depends on enrollment in your session but typically 10 minutes.

How will my micro-teaching be evaluated?

This presentation should primarily be about making effective pedagogical choices and not presenting the most exciting content. Your peers will be asked to evaluate how your choices helped them understand (or not) the concept you were trying to convey. This means you should feel free to select a simple topic and concentrate on making effective pedagogical choices.

Am I required to attend the micro-teaching meeting?

Yes.

Is it possible to schedule an alternate date for my micro-teaching lesson?

If there is a non-negotiable conflict with the week of micro-teaching, please alert your session leader regarding the conflict at the very beginning of the semester. We will do our best to accommodate conflicts, but there is no guarantee of accommodation.

 

CFT Resources

Where can I find out about consultation services that the CFT offers?

The full list of individual consultations offered by the CFT can be found here

Where can I find the teaching guides that have been developed by the Center for Teaching?

The full list of teaching guides developed by the CFT can be found here

 

How do I schedule a consultation at the Center for Teaching?

To schedule a consultation contact Tracy S. Tveit. Her email is tracy.s.tveit@vanderbilt.edu or you can call her during business hours at 615-322-7290.

 

How far in advance do I need to schedule my consultation meeting?

This varies based on the consult, but at least 48 hours in advance works best.

What if I need to cancel my consultation, who do I contact?

You should contact Tracy S. Tveit by email (tracy.s.tveit@vanderbilt.edu) or phone (615-322-7290) as soon as possible.

What happens if I am a no-show for a consultation I scheduled?

If you have to miss a consultation, please notify the CFT in advance, if possible (615-322-7290). You may reschedule your consultation via Tracy S. Tveit, tracy.s.tveit@vanderbilt.edu. Please know that consultation no-shows may jeopardize your ability to complete the CiCT Program.

 

Classroom Observation

What is a classroom observation?

A classroom observation is when a Graduate Teaching Fellow (GTF) observes you in a teaching opportunity and provides feedback on your teaching. The classroom observation is also part of a larger sequence, which includes a pre-observation consultation, the observation itself, and the post-observation consultation.

What if I can’t identify a teaching opportunity?

One of the most important considerations when making the decision about when to begin the Practicum is determining when you’ll have teaching opportunities available to you. We suggest that you time your participation to coincide with a semester in which you’ll be TA’ing, teaching your own course, or will be working with another person in your department who is amiable to allowing you to guest lecture in their course. If you’re still unable to identify a teaching opportunity, then we ask that you complete only the Seminar portion of the Certificate, which does not require any in-class observations. Please note that the CFT is unable to identify teaching opportunities for you. That responsibility lies with the participant.

How do I set up my classroom observation?

To schedule your classroom observation contact Tracy S. Tveit. Her email is tracy.s.tveit@vanderbilt.edu or you can call her during business hours at 615-322-7290

What if I need to cancel my classroom observation? Who do I contact?

You should contact Tracy Tveit by email (tracy.s.tveit@vanderbilt.edu) or phone (615-322-7290) as soon as possible.

How far in advance do I need to schedule my classroom observation?

Please schedule a classroom observation as soon as you have confirmed your teaching opportunity. This will best ensure the availability of a Graduate Teaching Fellow at your requested observation time.

Who will conduct my classroom observation?

One of the graduate teaching fellows will conduct your classroom observation.

What should I bring to my pre-observation consultation?

You should bring any slides, handouts, lecture notes or lesson plans that you have prepared. If you have not prepared these materials, that is perfectly fine. In this case, you should come prepared with questions that will help the graduate teaching fellow advise you on how to prepare.

What should I expect during my pre-observation consultation?

You will meet for thirty minutes with the graduate teaching fellow who will observe your teaching. During this meeting, you will talk about your plans and different pedagogical choices you might make during the session. You will also discuss what aspects of your teaching that you would like the graduate teaching fellow to make note of during the observation. Finally, you will share the final details regarding the class location, time, etc.

What should I expect during my classroom observation?

Graduate teaching fellows typically sit in the back of the room in a non-assuming role. It is entirely up to you if you want to announce the graduate teaching fellow’s purpose in being in the room.

What should I expect during my post-observation meeting?

In the post-observation meeting, you and the graduate teaching fellow will talk about how you felt things went, what worked, what didn’t and brainstorm different choices that you might make going forward.

What should I do if I am not TAing a class during the semester that I attend the CICT practicum?

Consider asking your advisor if it would be possible to lead a session in their class. If that is not possible, consider reaching out to faculty in your department who may be traveling during the semester and ask if they would be willing to allow you in their classroom. You might also ask your advisor to reach out to a faculty member on your behalf. It is also possible to complete this requirement the following semester if it is impossible to find a teaching opportunity.

What if I teach off campus or outside of business hours?

If you can’t find a teaching opportunity on campus or during business hours, then you will need to make a recording of your teaching opportunity and you and the GTF will talk about it together in a consultation meeting. You can check out the CFT’s camera by contacting Juliet Traub by email (juliet.g.traub@vanderbilt.edu) or phone (615-322-7290).

Teaching Visit

What is a teaching visit?

Teaching visits are an opportunity for graduate students and post-docs who are enrolled in the CICT program to observe a more experienced teacher in the classroom.

Am I required to attend a teaching visit?

No. Teaching visits are optional.

What the difference between a teaching visit and classroom observation?

During a teaching visit, you observe a host instructor teach their class. During a classroom observation, your teaching is observed by a Graduate Teaching Fellow.

What should I expect during a teaching visit?

During teaching visits, a small group of graduate students and post-docs who are completing CICT observe a host’s class on a selected day and then engages in an hour conversation about the instructor’s strategies.

When are teaching visits scheduled?

Teaching visits are typically scheduled within the first two weeks of the start of the semester.

How do I sign up for a teaching visit?

You can sign up for a teaching visit via a registration link that will be sent to you via email. If you do not receive this link after two weeks, please contact Tracy Tveit, our Program Coordinator, at tracy.s.tveit@vanderbilt.edu.

Registration

How do I sign up for the CiCTPprogram?

Please contact Tracy Tveit, our Program Coordinator, tracy.s.tveit@vanderbilt.edu, to sign up for the CiCT Program.

How long is the waitlist for the CiCT Program?

Currently, the waitlist for the CiCT Program is at least a semester long.

I’m currently in the Seminar section, how do I register for the Practicum?

You will receive an email a few weeks after the end of the seminar with a registration link for the Practicum. If you do not receive this email, please contact Tracy Tveit, our Program Coordinator, tracy.s.tveit@vanderbilt.edu.

When will I find out which Seminar/Practicum session I am registered to attend?

You will find out, via email, which session you are registered to attend about a week after you have indicated your session preferences. You will receive a reminder email regarding your session one week before the session begins.

What if I need to drop out of the Seminar/Practicum session mid-semester, what should I do?

Please notify your session leader immediately and contact Vivian Finch, CFT Assistant Director, (vivian.m.finch@vanderbilt.edu) for more information regarding enrollment in future sessions of the Seminar or Practicum.

Is it okay if I can’t complete the CICT program in two consecutive semesters?

You do not have to complete the Seminar and the Practicum in consecutive semesters. You can complete the Seminar and then take all the time you’d like to before signing up for the Practicum.

What is the difference between the CICT program and the Mellon Certificate?

While the CiCT Program is open to graduate students and postdocs for all disciplines on campus, the Mellon Certificate is geared towards those specifically in humanities disciplines. For humanities students who are trying to decide between the two: the CiCT program offers valuable insights into general evidenced-based pedagogy that can be applied with a disciplinary lens, which also allowing interdisciplinary interactions with peers across campus. The Mellon Certificate focuses the lens from the beginning on the humanities, what it means to be a part of and teaching in the humanities, and explores signature pedagogies with peers from similar disciplines.

When/how will I receive my certificate after completing Practicum?

You will receive your certificate at the end of the semester in which you complete the Practicum, which can be picked up at the CFT. You will also be invited to attend the CFT’s Program Graduation event, during which you will also have an opportunity to interact with peers and collect your certificate. For more information, please contact Tracy Tveit, our Program Coordinator, tracy.s.tveit@vanderbilt.edu.

Program participants, follow the path below. . .

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Pre-Program

preprogram-led

  • Talk to your department: Deciding when to take the CiCT Program often depends on the track of your graduate studies. Talking with your department’s Director of Graduate Studies or advisor early on in your graduate career will help clarify questions you may have about timing and professional development. This will help you to pinpoint when the best time will be to enroll in the CiCT Program.
  • Sign up for the waitlist! Due to its popularity, the CiCT Program has a waitlist, which right now is about a semester long. Once you have decided when to enroll, sign up for our waitlist!
  • Pick a date and time. As you get closer to the start of the Program, you will receive a registration link via email for dates and times of the CiCT Seminar. Sessions are generally scheduled Tuesdays, Wednesdays, and/or Thursdays, and included morning and afternoon options. Look at your schedule and determine which date and time work best for you. Availability is based on a first come, first served basis.

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Program Start

  • Getting set-up: About a week prior to the Program start date, check Blackboard to confirm you are enrolled in the CiCT Seminar.  This is where you will access the syllabus, course content, interact with fellow participants, and submit assignments.  You will also receive a welcome email from your CiCT facilitator with any further information/instructions you will need in advance.
  • Sign up for a Teaching Visit.  Teaching Visits provide CiCT participants with an opportunity to observe seasoned instructors (often CFT Senior Staff) in a classroom environment.  While optional, a Teaching Visit is great way to see pedagogical approaches first-hand and engage in a discussion with the instructor and other attendees afterwards.  Registration for Teaching Visits will be sent via email a week or two after the start of the CiCT Seminar.

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Seminar

  • Sign up for a Teaching Statement consultation.  As you dive into the Seminar, you’ll begin writing your statement of teaching philosophy, which will be one of your main deliverables at the end of the Seminar.  Part of that process involves having a consultation with a CFT Graduate Teaching Fellow (GTF) to get feedback on what you’ve written.  We encourage you to schedule a consultation early on in the Seminar to ensure you get your preferred date and time.  To schedule a consultation, please contact Tracy Tveit, our Program Coordinator, with your schedule preferences.  Consultations are an important part of the CiCT Program, so if you have concerns about cancellations or scheduling, please see our FAQ.
  • Microteaching.  During the Seminar, your will develop a 5-10 minute microteaching session, upon which you will receive feedback from peers and the CiCT facilitator.  We make this session mandatory because this is another fundamental component of the CiCT Program.  Please plan ahead to make sure you don’t miss this session.
  • Submitting your Teaching Statement.  On your syllabus, you will see a date for when you should submit your Teaching Statement, which you will do via Blackboard at the end of the Seminar.  You will receive more specific instructions from your CiCT facilitator for that process.  Delays in the submission of Teaching Statements may affect your ability to sign up for the CiCT Practicum.

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    Pre-Practicum

  • Decide when you will be taking the CiCT Practicum.  The CiCT Practicum is 6 weeks long, with each weekly session lasting 75 minutes.  Some CiCT Program participants choose not to take the CiCT Seminar and Practicum in consecutive semesters, and that’s OK (just let us know of your decision)!  The important things to take into consideration when enrolling for the CiCT Practicum are: schedule and a teaching opportunity.  When you enroll, of course you’ll want to find a date and time that works for you, but you will also want to make sure you have a teaching opportunity lined up for the Practicum.  Once you’ve decided, please let Tracy Tveit know, and she’ll provide you with more details on how/when to register.
  • Set up a teaching opportunity. Part of participation in the Practicum centers on observation of CiCT participants in an authentic teaching environment with actual students.  What does a teaching opportunity look like?  Check out our FAQ for more info.  How do you find a teaching opportunity?  Start with your department.  Ask professors you know if you could guest lecture while they’re out of town.  Perhaps you can be a TA for a professor or lead a discussion/lab section for a course or even be an instructor of record.  These are all great opportunities.

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Practicum

practicum2

  • Set up your Teaching Observation sequence. Once you have confirmed your teaching opportunity, set up an observation sequence with us. The observation sequence consist of a pre-observation consultation with a Graduate Teaching Fellow (GTF), the observation itself, and a post-observation consultation with the same GTF.   The intention with the observation sequence is to help you implement what you learn in the CiCT into your teaching. Please contact Tracy Tveit to schedule your observation sequence.
  • Microteaching. During the Practicum, your will develop a 5-10 minute microteaching session, upon which you will receive feedback from peers and the CiCT facilitator. We make this session mandatory because this is another fundamental component of the CiCT Program. Please plan ahead to make sure you don’t miss this session.
  • Submitting your revised Teaching Statement. During the Practicum, you will solicit feedback on your teaching statement from a faculty member in your department and have the opportunity to revise your teaching statement. On your syllabus, you will see a date for when you should submit your Teaching Statement, which you will do via Blackboard at the end of the Practicum. You will receive more specific instructions from your CiCT facilitator for that process. Delays in the submission of Teaching Statements may affect your ability to complete the program and receive your CiCT Certificate.

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Celebration

  • Attend Program Completion Celebration! Every April, we like to have an event to celebrate all graduate students and postdocs who have completed CFT programs. This includes everyone who completes the CiCT program. You will receive an email with details in advance of the event. Should you choose to attend (and we hope you will), you will get to meet other graduate students and post docs from across campus, get to have some delicious food and beverages, and receive your certificate!