Since its launch in the Fall of 1998, the Certificate in University Teaching (CUT) program has been open to PhD students interested in pursuing an academic career, and has been completed by 483 students as of Spring 2019!
How it works
The Certificate in University Teaching program is of no cost and is open to currently enrolled PhD students from all faculties at Waterloo.The prerequisite for participation in the CUT program is completion of the Fundamentals of University Teaching program. Enrolment in the program is limited to approximately 15 new participants per term.
The CUT program can be completed at participants' own pace and typically takes between six to nine terms to complete.
The CUT program comprises three courses in Graduate Studies (GS): GS 901, GS 902, and GS 903 - which provide a comprehensive teacher-development experience. Each individual course must be completed within three consecutive terms, and these courses are included on participants' official transcripts.
Upon completion of the program, the Graduate Studies and Postdoctoral Affairs (GSPA) issues a Graduate Certificate to participants in University Teaching. This Graduate Certificate is cited in the "degrees" section of participants' university transcripts.
To apply, you must:
be a PhD student officially registered at the University of Waterloo (students in joint programs are ineligible)
have completed the Fundamentals of University Teaching certificate program.
have a minimum of four terms left in your PhD studies
express interest by contacting firstname.lastname@example.org by the third month of a term (for an application deadline of April 1, August, 1 and December 1) for the admission cycle in the next term
submit an application form
Program goals and outcomes
The overall goal of the CUT program is for participants to be self-aware, critically-reflective teachers who have gained both theoretical knowledge and skills that contribute to success in an academic career.
By the end of the program, participants will:
- Begin to apply theoretical knowledge about teaching and learning in higher education
- Adopt a reflective approach to teaching through collecting feedback and continually modifying instructional approaches
- Develop and implement active-learning teaching methods
- Locate, summarize and use research on teaching and learning as it applies to their field
- Prepare a teaching dossier that articulates their approach to undergraduate teaching and documents their teaching effectiveness
- Feel more confident and knowledgeable as an instructor in higher education
How to apply
To apply for the CUT program, please contact email@example.com.
We will e-mail you once the application form is available. The application deadlines are April 1, August, 1 and December 1, for the admission cycle in the next term.
Applications are reviewed based on participants’ interest in applying teaching strategies to their own practice, their understanding of Fundamentals program concepts, and the feasibility of their CUT program completion based on time to graduation and teaching observation opportunities.
Overview of the program
The CUT program is comprised of three Graduate Studies courses.
|GS 901: Preparing for University Teaching||
Completion of four workshops & four response papers
|GS 902: Preparing for an Academic Career||
Completion of a Research Project followed by a Teaching Dossier
|GS 903: Teaching Practicum||
Completion of two teaching observations
Program courses in detail
Graduate Studies 901 - Preparing for University Teaching
In GS 901, participants begin building reflection skills, theoretical knowledge, and applications to try out in their teaching. Participants attend workshops about teaching and learning in higher education and write reflective, application-based response papers.
Course requirements (must be completed within three consecutive terms, though you are encouraged to complete these in one term along with your CUT cohort):
- Attend four required CUT workshops on teaching and learning:
- Understanding the Learner (CTE4068)
- Interactive Teaching Activities (CTE4165)
- Assessing Student Learning (CTE4020)
- Course Design (CTE4073)
- Write four workshop response papers (one for each of the above CUT workshops), that are evaluated and accepted by Centre for Teaching Excellence (CTE) staff
The objectives of the workshop attendance are to have you:
- Experience, discuss, interpret, and reflect on workshop materials and activities that stem from the higher education research literature
The objectives of the workshop response papers are to have you:
- Reflect on the workshop material
- Describe how to apply the material to your own teaching
Graduate Studies 902 - Preparing for an Academic Career
In GS 902, participants investigate higher education theory themselves, further develop applications to communicate to a general university audience, and articulate their self-awareness as a teacher. This course is the most time-intensive component of the CUT program.
Course prerequisite: Successful completion of GS 901
Course requirements (must be completed in the following order within three consecutive terms):
- Attend the CUT workshop on Research Projects (CTE4146)
- Attend the CUT Research Project Consultation Session (CTE4194)
- Complete and have accepted one research project about a teaching and/or learning issue in higher education
- Attend the CUT workshop on Teaching Dossiers (CTE4113)
- Attend the Teaching Dossiers Consultation Session (CTE4193)
- Complete and have accepted one teaching dossier
Graduate Studies 903 - Teaching Practicum
In GS 903, participants practice and receive feedback on their individual teaching skills and become more self-aware and critically reflective. Participants:
- have their teaching observed at least two times
- receive feedback from a trained observer
- write a reflective response paper on the feedback received for each observation
Course requirements (must be completed within three consecutive terms):
- Complete and have accepted a minimum of two observation cycles
- Complete and have accepted two response papers (one per each teaching observation)
The outcomes of the teaching observations and response reports are to have participants:
- Teach at least two times so they have an opportunity to test changes
- Receive feedback identifying and situating their strengths and their targets for change
- Reflect on their teaching
If you are currently enrolled in GS 903, and have a teaching opportunity, request a teaching observation
Contact our Program Coordinator at firstname.lastname@example.org or ext. 33132.