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Certificate in College Teaching


Research has shown educator quality to be the most important influence upon student achievement. High quality professional development is essential to increase educators' knowledge, skills, attitudes and beliefs so that they may enable all students to learn at high levels. Observably though, there are faculty who continue to teach without much in the way of preparation to do so. Most learn to teach by doing it, sometimes supported by a small credit seminar in graduate school or workshop activities offered on campuses or at professional meetings. Would faculty do better if they had more in-depth opportunities to explore instructional issues? Undoubtedly, professional development that is results-oriented, data-driven, constructivist in nature and job embedded would be most effective in improving educator practice. What follows is a course program for a certificate in college teaching with promising possibilities. It is an opportunity made available to college professors who have not had the benefit of formal training as teachers and non-education graduates intending to make college teaching a second career or a full-time profession.

The Certificate Program which is grounded on the latest educational research of best practices in college teaching, is designed for the specialized professionals such as engineers, doctors, nurses, accountants, lawyers, and other non-education professionals, who are currently engaged in or aspire a career in the academia. It is AQ's response to the ever-present challenges of promoting exemplary teaching in today's complex higher education environments. Preparation for the college classroom, involves more than a solid base of knowledge in a discipline; it requires a systematic inquiry into the pedagogies and processes that facilitate learning.

The course offerings when complied with, will also qualify the student to take the LET (Licensure Examination for Teachers). Likewise, transfer credits could be made for prescribed subjects previously taken from a school last attended.

For the professionals wanting to pursue a Masters degree in Education, completed courses in Prof Educ 102 (Philosophy of Teaching and Learning), Prof Educ 112 (Curriculum Development), Prof Educ 108(Educational Technology) could be credited in the Masters program

Goals of the Program

  • To develop college teachers who will engage in ongoing systematic documentation of reflection on their teaching practice and their students' learning.
  • To develop professionals whose teaching practice is grounded in personal values, accepted professional standards and research oriented.
  • To develop teacher-professionals who will employ, appropriately and responsively, teaching methodologies that promote active engagement and learning.

Curriculum Content

First Semester

Subject Code Descriptive Tile Units
Prof Education 100 Seminar in College Teaching 1
Prof Education 102 Philosophy of Teaching and Learning 3
Prof Education 103 Child and Adult Development 3
Prof Education 108 Educational Technology 3
Prof Education 109 Principles of Teaching 3

Second Semester

Subject Code Descriptive Tile Units
Prof Education 110 Assessment of Student Learning 3
Prof Education 101 Developmental Reading 3
Prof Education 105 Field Study 3
Prof Educationl 112 Curriculum Development 3


Subject Code Descriptive Tile Units
Prof Education 113 The Teaching Profession 3
Prof Education 106 Field Study 3
Prof Education 200 Practicum in College Teaching 6

Course Description

  • Prof Education 100 – The course Seminar in college Teaching in the certificate program, is designed to acquaint participants with the basic principles and theories of education and instructional practices associated with effective college teaching. These concepts apply across numerous disciplines as the emphasis is on pedagogy, not course content. The seminar includes readings, lectures, discussions, including the philosophies of education of St. Thomas Aquinas, and individual and group activities. Upon successful completion of the course, the participant shall have articulated a teaching philosophy and explain how it will be put into practice
  • Prof Education 103Child and Adult Development. This course deals with the study of patterns of human development from conception to middle adulthood focusing on the cognitive, social, moral and emotional development of the individual. It aims to give the college professors the knowledge, values and skills to effectively deal with the learners at different levels, by investigating the various theories of human development and learning. The course gives focus on the psychology of learning of adults.
  • Prof Education 102Philosophy of Teaching and Learning (including facilitating human learning). This course guides the students to write their own teaching and learning statement which should reflect their own personal values, and the needs of their own learners and their department. At least the following four questions are addressed: 1- To what end? 2- By what means? 3- To what degree? 4- Why? Having established his/her own and that of his/her college/department the philosophy of teaching and learning, the student then develops effective lesson plan based on identified student learning outcomes and competencies. The students will practice implementing a variety of instructional strategies and student assessment and begin to learn ways to evaluate the progress of diverse learners to meet the course objectives anchored on their teaching and learning statement.
  • Prof Education 105Principles and Methods of Teaching. This course equips the college professor with all the necessary knowledge, information and skills in the field of teaching. This course empowers instructors by helping them develop a deep understanding of how students learn so that they can effectively apply and adapt teaching strategies to meet their own goals and their student needs.
  • Prof Education 112Curriculum Development. This course is designed to examine the principles underlying the development of a college curriculum. Emphasis is placed on methods of determining curriculum priorities, objectives, scope and sequence and organizational patterns. An understanding of how curriculum design facilitates student-learning opportunities. Included is an examination of standards and benchmarks, local and national influence and curriculum assessments.
  • Prof Education 108Education Technology. With a focus on the instructor as the primary user of technology in the classroom, this course offers participants an opportunity two deepen their thinking about effective teaching with technology and challenges them to make ongoing improvements to their teaching practice. The course supports participants in creating an on-line portfolio featuring lessons or projects that exemplify instructor use of technology to promote student learning and demonstrated proficiencies. Teaching technologies include (but are not limited to) the following: web pages, multimedia presentations, spreadsheet activities, desktop publishing, interactive quizzes, and learning management systems. The central focus of the course is for participants to understand a variety of roles that technology can play in supporting teaching and learning; be comfortable in discussing various teaching technologies and how they apply to classroom teaching; share strategies and resources with other educators within their community of practice; and develop an on-line portfolio which demonstrates proficiency in selected teaching technologies.
  • Prof Education 113The Teaching Profession. The course focuses on assisting participants in making an informed choice about teaching as a profession by exploring personal considerations (motives, values, and talents), and the larger social influences that impact educators within our society. The knowledge base of this course embraces the importance of exposure to varying school environments. Participants will become familiar with a variety of resources in making professional decisions. The principal focus of this course are the components of effective teaching that facilitate the
    learning of the students.
  • Prof Education 110Assessment. This course focuses on the development, implementation and improvement of course assessment plans and guides the students through the steps of including learning outcome assessment and best practices in teaching in their course. It presents background information and strategies for assessing learning at the course level and is particularly aimed to help students develop assessment strategies for their courses.
  • Prof Education 101Developmental Reading.This course focuses on evidence-based instructional practices to promote word recognition, fluency and comprehension along with procedures to assess learner's development as they move from emergent literacy to learning to read and into the reading to learn stage. The influence of research upon teaching procedures and the selection and use of reading materials for instruction will also be considered. This course will also provide a broad understanding of the processes by which students learn to read and write within the context of today's diverse learning communities.
  • Prof Education 105 & 106Field Study. This is the final synthesis describing the value of the field exposure to the instructor–learner. The paper provides an opportunity to reflect on teaching learning theory as it relates to classroom experiences and link theories to observed classroom activities.
  • Prof Education 200 Practicum In college Teaching. Students enrolled in this course complete a supervised field experience working and teaching at the college level in their respective content area. The student is trained to develop lessons appropriate for university level instruction, assess learning of college students using multiple measures, adapt lessons to meet the different learning modalities found within a college classroom.

Time Frame

This Certificate Program runs for two (2) semesters and one (1) summer. For School Year 2009-2010 the timeline appearing below will be followed:

First Semester – June to October 200-2010
Second Semester – November 2009 to March 2010
Summer – April to May 2010

Target Date For LET(Licensure Exams for Teachers) – September 2010

( The University offers LET Review for those intending to take said board examination)

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