Pursuing a teaching career at a community college or university? The Certificate in Faculty Preparation: Teaching in Higher Education program was developed to meet the needs of current faculty and aspiring faculty who are interested in enhancing careers and/or pursuing teaching in community colleges and universities. Enhance your marketability by completing this certificate from HSU to demonstrate your pedagogical knowledge and readiness to work in the college environment. This online program offers an introduction to the roles and responsibilities of teaching in higher education and specifically addresses teaching, learning and technology issues in the college classroom.
This is a two-semester, 12-unit online certificate program.
Courses must be taken sequentially. The fees for the certificate program are $220 per unit. A 3-unit class will therefore cost $660. All fees are subject to revision. Fees are due and payable upon registration for each course. No registrations will be processed without valid payment information.
Click on course title for description.
EDUC X507 (6 weeks)
Foundations of Teaching in Higher Education (3 units)
This course outlines and discusses the practice of university teaching based on educational philosophy and theory. Topics included in this course relate to successful teaching specific to higher education such as the context and culture of higher education, faculty roles and responsibilities, teaching styles, instructional models, and the use of technology based on a strong theoretical foundation linking educational theory to practice.
EDUC X508 (8 weeks)
Student Centered Design (3 units)
This course provides an exploration of student centered instructional design and supports participants in their development of structure and strategies necessary to ensure significant learning outcomes for all students.
EDUC X509 (8 weeks)
Instructional Planning and Pedagogical Practice (3 units)
This is a highly interactive asynchronous course designed to prepare students with concepts, principles, and skills employed to create significant learning experiences. The primary focus of the course is on understanding and applying a learning-centered approach to college teaching.
Teaching Practicum & Reflective Observation (3 units)
This course is designed to serve as a culminating experience in which you apply the teaching and learning strategies examined in the previous three courses through reflective observation and practice in the higher education classroom. Participants will observe classroom instruction by a qualified instructor and provide written analysis. Participants will also plan and teach a lesson in their discipline with a live audience to gain the practical experience necessary to effectively reflect, evaluate and improve upon their teaching style and methods.
For more information about this program, or if you are having any trouble submitting the PDF application, contact Jill Alcorn at the College of eLearning & Extended Education: 707-826-5879 or
The Program Staff
Jill Alcorn, Extended Education Coordinator and Certificate in Faculty Preparation program advisor: 707-826-5879 or
Once a student is admitted into the certificate program, Jill serves as the primary contact and advisor to help the student navigate through the program successfully. She’ll be available to answer questions, send registration dates and reminders, notify students of any changes and generally keep students connected within the cohort and with the College of eLearning and Extended Education. While specific questions about course content and assignments should be directed to the specific course instructor (see below), Jill is happy to help students in any way she can. She also has first-hand teaching experience as a college instructor in California and can answer questions about pursuing a career in higher education.
Sheila Rocker Heppe, Director of Extended Education and OLLI Programs: 707-826-3743 or
Carl Hansen, Dean of the College of eLearning and Extended Education:
Kathy Munoz, Ed.D., R.D.: | Website
Dr. Kathy D. Munoz is a professor of nutrition in the Department of Kinesiology and Recreation Administration, and a registered dietitian through the American Dietetic Association. Over the past 30 years, Kathy has taught nutrition and health courses at Humboldt State University both using the traditional face-to-face delivery method and most recently, online asynchronous courses to meet the needs of students both on and off campus. Using online technology, Dr. Munoz has developed four courses offered for students to earn a Certificate in Exercise Nutrition. In addition, Kathy has developed and is teaching the first in a series of online courses that lead to a Certificate in Faculty Preparation aimed at preparing graduate students to teach in higher education, and to increase skills for professionals already in the teaching profession. Dr. Munoz recently entered the Faculty Early Retirement Program (FERP) in the summer of 2010 and will continue to teach part-time as a faculty emeritus.
Tasha Souza, Ph.D.: | Website
Tasha Souza is a full professor at Humboldt State University and teaches courses within the communication and education departments. She teaches courses such as Intercultural Communication, Communication Consulting and Training, Interpersonal Communication, and Gender and Communication. She has taught at several institutions in the U.S. as well as taught abroad in Singapore, Hong Kong, and Malaysia. Because her area of research expertise is Instructional Communication (i.e., communication in educational settings), she has also taught courses for pre-service and in-service teachers (e.g., Communication in the Classroom) and facilitated numerous faculty development workshops and faculty learning communities.
For the last 20 years, Tasha has been a consultant in the areas of communication and pedagogy. She has has provided trainings for numerous non-profit and for-profit organizations nationally and institutions of higher ed. internationally. She was the founding faculty development coordinator for HSU's Center for Excellence in Learning and Teaching (CELT) and also served as an instructional consultant at the Center for Instructional Development and Research (CIDR) at University of Washington. She has published in the areas of service-learning pedagogy, discussion-based teaching, multicultural education, instructional communication, intercultural conflict, and communication education.
Jayne McGuire, Ph.D.: | Website
Jayne McGuire is an associate professor at Humboldt State University and teaches courses in the Department of Kinesiology and Recreation Administration and in the School of Education. Jayne’s passion lies with building upon individuals’ strengths and connecting people with positive learning experiences. Her interest in instructional design is grounded in student centered inclusive classroom practices. She has had the opportunity to this passion throughout her career as a recreational therapist, director of a small non-profit organization, public high school teacher, and currently as a college professor. Jayne has been actively involved with Faculty Development, the Office of Diversity and Inclusion, the College of eLearning and Extended Education, and the Student Disability Resource Center at Humboldt State University for the past seven years. She has published in the areas of creation of universal design for learning, active learning strategies, and inclusive classrooms.
Ann Diver-Stamnes, Ph.D.: | Website
Ann Diver-Stamnes is a professor in the School of Education and has taught at HSU since 1990. She teaches courses in the Secondary Education and graduate programs. In the SED program, she has taught Educational Psychology, Nonviolent Crisis Intervention, Basic Counseling Skills for Teachers, Conflict Management Skills for Teachers and Issues with Inner-City Education, among others. In the MA in Education program, she teaches Educational Psychology, Writing in Education, and Advanced Academic Writing. She chairs numerous thesis and project committees as well. In the year 2000, Ann received the HSU Outstanding Professor Award. She also received the California Teacher Educator of the Year Award by the Credential Counselors and Analysts of California in 2000.
Ann has also taught high school English in rural and inner-city settings. As a high school teacher at Jordan High School in the Watt’s community of Los Angeles, she ran successful peer counseling and future teacher programs that provided service to local elementary schools, meals to the homeless in downtown Los Angeles, peer and cross-age tutors and counselors, and conflict management services. Ann’s professional interests include inner-city education, poverty and its impact on children, moral reasoning development, adolescent development, the juvenile justice system, and the teaching of academic writing skills.
Why should I earn a Certificate in Faculty Preparation for Higher Education?
Landing a job teaching at a community college or university is highly competitive in today’s budget conscious environment. This program will help you develop the pedagogical knowledge and instructional skills you need to stand out to prospective employers or move up the pay scale with current employers.
Participants will leave the program with:
A deeper understanding of the unique challenges and roles required to be successful in the higher education environment
Teaching strategies and techniques for developing a student -center model for learning, tailored to your area of expertise
Hands on experience connecting educational theory with classroom practice through the mentor- apprentice teaching model
Opportunity to grow their professional network through interaction with HSU instructors, mentors on college campuses and fellow students in program
Who should take this program?
Anyone with a Bachelor’s degree who is interested in a career in higher education might benefit from this program. In particular, this program is ideal for:
Community college instructors looking to enhance their knowledge of higher education practices, looking for a competitive edge while seeking full-time employment or simply a way to obtain credits to move up the pay scale in their current position
Graduate students completing their master’s degree and preparing to move into the education workforce
K-12 teachers interested in learning more about teaching at the college level
How much of a time commitment should I prepare for to be successful in the courses?
The Faculty Preparation program instructors are sensitive to the fact that most participants must balance full-time work or graduate school, families and other responsibilities. Depending on your teaching experience, the courses will take about 10 hours of time each week. Most instructors use a consistent pattern of requirements and assignments each week to offer flexibility while maintaining active participation. For example, a typical week might look like this: The week begins on a Sunday with assigned reading for the first few days followed by student interaction through a discussion forum (online) midweek and, finally, weekly assignments due by the next Sunday evening.
Will I need to purchase any textbooks for these classes?
Currently, only one of these classes requires a textbook. That is EDUC X509, Instructional Planning and Pedagogical Practice with Tasha Souza, the third course in the series.
However, all students will need to purchase TaskStream software which will be used throughout all the CFP courses. The current cost of TaskStream is:
One-semester account (5 months): $25
One year account: $42
Information on purchasing TaskStream software will be provided at the first class session.
Who are the mentor teachers, and what do they do?
Mentor teachers are key players in the teaching apprenticeship experience. Mentors serve as models of good teaching. They review lesson plans with apprentices prior to observing them teach and interact with students. These activities put the mentor teacher in the best position to assess the apprentice's strengths and areas needing improvement.
have at least three years of successful teaching experience;
model effective instructional and classroom management strategies with their students, presenting demonstration/application lessons for teaching apprentices to observe and providing regular opportunities for them to practice and receive feedback;
demonstrate excellent communication skills in working with students and colleagues;
are committed to providing support for their apprentice's ongoing reflection and professional development through regular communication about curriculum, instruction, classroom management, and other professional concerns; and
are committed to their own ongoing professional development.
How are mentor teachers selected?
Apprentices select their own mentors. If you are currently teaching at a community college or university, you should select a colleague in your field who is a strong teacher and who is interested in working with you as your mentor. Ask your department chair for a recommendation if you are unsure whom you should approach. If you are a student, approach an instructor with whom you have had a class or ask the department chair for a recommendation. In either case, you want to work with individuals who meet the criteria above and who are interested in working with you and observing you while you teach.
What is solo teaching?
If you are a student, you can work as a TA with your mentor. Make sure in this situation that your mentor will be willing to allow you to solo teach for six hours during the semester. In a three unit class, you could choose to teach two full classes back-to-back. You and your mentor may decide that you will teach your six hours over several classes or even an hour over six classes with the focus on content that could easily be spread out over time. You will write instructional plans for each of the classes you teach, and you will want to choose a topic with your mentor that will be the common thread throughout your solo teaching.
What are mentor teachers' responsibilities to apprentices?
Apprentices come to teaching from a wide variety of backgrounds and experiences. While some easily adapt to the teaching role, others will need more support and guidance. Mentor teachers should strive to establish a positive professional relationship with apprentices which will serve as the foundation for the mentors to offer crucial feedback and constructive critique.
Most apprentices do not come to the classroom fully prepared to teach. Mentor teachers discover through interaction with apprentices the skills, talents, and interests they bring to the classroom. This helps mentor teachers determine the kinds of activities for which apprentices are ready to assume responsibility. The following guidelines may be helpful to new mentors.
If your apprentice is a student:
Take a leadership role in orienting the apprentice to the campus, classroom, and curriculum.
Create an atmosphere of acceptance among your students by introducing the apprentice to the class as a co-teacher.
Introduce the apprentice to other instructors in your department.
Beginning early in the semester, transition the apprentices to greater involvement with students. For example, initially at the start of the semester, apprentices may assist with leading a short discussion or organizing small group work.
Later, the apprentices will plan, deliver instruction, and assess student outcomes during six hours of solo instruction. This could occur in a three unit class by having them solo teach two classes back-to-back or can be spread out over several classes or weeks. They are required to submit instructional plans to you prior to solo teaching for your review and feedback. Feel free to offer suggestions that you think would improve the student outcomes and instructional integrity.
Set a specific time for conferencing with the apprentices. This will allow for open communication and discussion and can help to prevent or solve problems.
If your apprentice is a colleague at your institution who currently holds a teaching position:
Schedule at least three visits over the course of the semester for you to observe.
Meet prior to the observation to discuss what the apprentice has planned for the class session. Focus on learning outcomes, instructional methodology, and assessments. All assessments should lead back to the student learning outcomes.
Meet after the class to discuss what you observed, offering concrete examples.
Share planning strategies throughout the semester or quarter.
Allow the apprentice to observe you teaching, and take some time to debrief afterward.
Do you have other questions, comments or concerns about the apprenticeship?
Feel free to contact HSU professor Ann Diver-Stamnes who is providing leadership for the apprenticeship and debriefing seminar: Call 707-826-5822 or . She is here to help.
Applicants must have at least a Bachelor's degree from an accredited institution.
Because this program is designed to meet the needs of those currently teaching or those interested in teaching in higher education, it is desirable to have -- or to be in pursuit of -- a masters or higher degree.
Download the application form (PDF), complete it on your computer, then save the PDF to your computer.
Please do not use Macintosh Preview or a browser to complete your PDF application. It is best to use Adobe Reader, which can be downloaded free at the Adobe website for all platforms.
To submit the completed application: Click on "Submit Form" at the bottom of the application PDF. Acrobat Reader will prompt you from there. If you are using an Internet mail service, such as gmail or Yahoo!, you will need to manually attach your completed PDF form and
(To view and print a PDF, you will need Adobe Reader or similar application.)
Or you may print out the PDF, fill it out, and fax the form to 707-826-5885.
DOWNLOAD APPLICATION FORM (PDF, one page)
Accepting applications for the program beginning summer 2013.
If you are having any trouble submitting the PDF application, contact Jill Alcorn at the College of eLearning & Extended Education: 707-826-5879 or