The Teaching Preparation Certificate (TPC) is a comprehensive, non-credit program that prepares graduate students and postdoctoral fellows to teach in a university setting and begin reflecting on and articulating their teaching practice. The competency-based TPC allows students to draw on their own prior learning experiences in addition to a number of readily available teaching focused workshops, short courses, and non-credit GPS courses to develop their teaching skills with the three areas of competence defined by the program.

Admission Requirements

  • Registration in a graduate program or as a U of S postdoctoral fellow.

Certificate Requirements

  • GPS 986.0 Teaching Preparation Certificate - Students in the certificate program enroll in this course while they are completing competency-based requirements for the certificate program.
  • Completion of 40 learning hours demonstrating three competency areas. Students may choose from the following list:

Workshops, Short Courses, and GPS Courses Options

Students may select from a variety of options to meet the Teaching Preparation Certificate outcomes and indicators, depending on their interests and prior learning. All workshops, short courses and GPS courses lists are offered regularly each academic year. In accord with our goal of providing students flexibility in meeting their own skills development needs, options listed here may be applied to one or more outcomes or indicators under each aligned essential teaching competence up to a maximum of 40 learning hours.

Workshops and Short Courses (regularly offered by GMCTL) Broadening perspectives and opening dialogue Aligns with: Essential Teaching Competency A: Respond to diversity in worldview, position, and power

  • Critical Conversations 12 Learning Hours
  • Indigenization, Decolonization, Reconciliation 9 Learning Hours
  • Internationalization: Inclusive and Responsive Teaching Short Course 10 Learning Hours

Instructional workshops and short courses Aligns with: Essential Teaching Competency B: Designs courses appropriately and teaches them effectively

  • Instructional Skills Workshop 24 Learning Hours
  • Introduction to Teaching Online 11 Learning Hours
  • Top Hat: How to Get Set Up and Teach with Top Hat 2 Learning Hours

Documenting and growing your teaching practice Aligns with: Essential Teaching Competency C: Value improving and growing teaching practice

  • Reflective Teaching Portfolio Short Course 10 Learning Hours
  • Feedforward: Using Student Feedback to Inform your Teaching 9 Learning Hours

 GPS Courses

  • GPS 989.0 – 30 learning Hours
  • GPS 982.0 – 60 Learning Hours

The assignments completed and skills developed by completing both GPS courses listed above may count towards all TPC outcomes through evidence and feedback presented in an online portfolio organized in alignment with the three TPC areas of competence.

To receive certification, students must demonstrate sufficient competence in each of the identified outcomes in accordance with the following assessment scale:

Assessment Scale

  1. Insufficient evidence to assess: This competency was a focus of the class, but the student did not demonstrate enough evidence of application for an assessment
  2. Learning: The student discusses related concepts and experiments with applying the skill in evolving teaching practice. Use is uneven or needs polish, but is successful with substantial support
  3. Applied: The student understands the skill and related concepts and demonstrates them competently when focused on them
  4. Successful: The student uses the skill and related concepts fluidly, in conjunction with other outcomes

To complete certification, students will receive a tally of ratings in any related workshops, courses, and short courses. Students must receive a minimum tally of 3.25, averaged across each essential teaching category,  to complete certification. All students will have the opportunity to improve in any category deemed insufficient, and actionable feedback will be provided by GMCTL’s Educational Development Specialists to guide students’ development in these areas.