Creating a College Teaching Certificate: What do Aspiring Faculty Need? Pamela Eddy and Adam Pendergraph The College of William and Mary, Williamsburg, VA The Problem in the Field College teaching faculty are well grounded in their content knowledge and research skills, but less prepared for classroom teaching (Gappa, Austin, & Trice, 2007). Currently in Virginia, no college or university based program exists that offers a credit-bearing College Teaching Certificate (CTC). Several institutions offer in-house development or workshops, but stop short of a cohesive program that carries graduate credits. The Case of Virginia Existing Certificate Institutes National teaching certificate programs include: Cornell University MIT Michigan State Northwestern Penn State University of Michigan. The stated intended outcomes include; identifying and applying new teaching concepts, implementing technology into the classroom, preparing for academic job interviews, addressing key classroom behaviors. Classes in these varied programs range from subjects such as Course Design, History of Higher Education, Teaching with Technology, Active Learning, and Pedagogy. Program Comparisons Certificate requirements for each program vary from completing workshops sessions, taking specific classes, observing classroom hours, and finishing a capstone project or portfolio. The chart below highlights some comparisons: Course TopicsFormats Final Projects Course DesignFaculty AcademyTeaching Session Teaching w/ TechWorkshopsPortfolio History of Higher Education Online ClassesTeaching Project Active Learning Continuing Education Credits Campus Project CTC Course Topics Contact Information Pamela L. Adam How can a College Teaching Certificate prepare faculty for classroom success? Sample: Individual Course Relationship Course Content Online Workshop/Faculty Academy Modeling of Content Active Learning Capstone Practicum Authentic LearningReflective Practice No university in Virginia currently offers a College Teaching Certificate (CTC) for graduate credit. Recently, Tidewater Community College (TCC) started a Faculty Academy to address the learning needs of their new full-time faculty hires. Changes in the Virginia Community College System’s criteria for professional development and promotion for faculty members require the development of a professional development plan. Faculty retirements are leading to more hires of individuals with little or no teaching experience. The use of best teaching practices can help with student retention and help universities meet the 100,000 increase in graduates targeted by the 2011 Virginia Higher Education Opportunity Act. College Teaching and Course Design College Teaching Strategies Designing Inclusive College Classrooms Educational Technologies and Course Content Content Workshop Authentic Application in Field Three Components of College Teaching Certificate: Content Active Learning Authentic Application