The Program
This series of online courses is intended for individuals interested in enhancing careers and/or pursuing teaching in community colleges and universities. This program introduces prospective and current faculty to the roles and responsibilities of teaching in higher education and specifically addresses teaching, learning and technology issues in the college classroom. The capstone course is an apprentice teaching experience arranged by the candidate, during which the candidate is mentored by a senior faculty member.
FIRST COURSE STARTS JUNE 25!The Courses
This is a three semester, 12-unit 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.
SUMMER 2012: June 25-Aug. 3 (6 weeks)
EDUC 507: 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.
FALL 2012: Aug. 13-Oct. 5 (8 weeks):
EDUC 508: 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.
FALL 2012: Oct. 15-Dec. 14 (8 weeks):
EDUC 509: 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. (*No class held Thanksgiving week.)
SPRING 2013: Jan. 22-May 17 (full semester):
EDUC 510: Apprentice Teaching (2 units - 90 hours of teaching practice)
This is a practicum in which apprentice teachers will apply the theories and strategies learned in the first three courses to teaching in a higher education classroom. Concurrent enrollment with EDUC 511, Reflective Practice Seminar (below).
SPRING 2013: Jan. 22-May 17 (full semester)
EDUC 511: Reflective Practice Seminar (1 unit)
This companion debriefing seminar has two purposes: examination of individual teaching practices in EDUC 510 and support for completion of the performance assessment e-portfolio which will provide evidence of teaching effectiveness. Concurrent enrollment with EDUC 510, Apprentice Teaching (above).
Contact Information
For more information about this program, or if you are having any trouble submitting the PDF application, contact Donna Gephart at the Office of Extended Education: 707-826-5879 or
The Faculty
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's biographical information will be coming soon. Please check back.
Ann Diver-Stamnes, Ph.D.: | Website
Ann Diver-Stamnes' biographical information will be coming soon. Please check back.
Frequently Asked Questions
Will completion of this certificate program guarantee me employment?
Participation in, or successful completion of, the Certificate in Faculty Preparation Program is not a guarantee of employment at a community college. The state of California currently uses a system of minimum qualifications to make determinations of eligibility for hiring faculty in the community college system.
Please visit www.cccco.edu to read the statewide Minimum Qualifications for Faculty and Administrators for the California Community Colleges.
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. Mentor teachers:
- 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. 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 take over as the instructor several times over the course of the semester or quarter.
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:.
- Take a leadership role in orienting the apprentice to the campus, classroom, and curriculum.
- In cases in which apprentices are assisting in your classroom, 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 the department.
- Beginning early in the semester, transition the apprentices into 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 at least three times throughout the course of the semester.
- 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. When time is a major factor, consider conferencing by phone or email.
- Share planning strategies throughout the semester or quarter.
- Require lesson plans for your review and suggestions before any instruction is delivered.
Application Information
ELIGIBILITY REQUIREMENTS
Applicants must have at least a Bachelor's degree from an accredited institution.
It is not necessary to have a Master or higher degree, nor is it necessary to have a teaching credential to apply to this program.
TO APPLY
Download the application form (PDF), complete it on your computer, then save the PDF to your computer.
To submit the completed PDF, click the button "Submit Form" at the bottom. Acrobat Reader should then ask you to indicate how you send email. If you choose "Desktop Email Application," it will launch your email software (Outlook, Mail, etc.). If you choose "Internet Email," Reader will ask you to save the PDF to your computer. You must then open your Internet email service (gmail, Hotmail, Yahoo, etc.) and manually attach the completed PDF to an
(To view and print a PDF, you will need Adobe Reader.)
Or you may print out the PDF, fill it out, and fax the form to 707-826-5885.
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DOWNLOAD APPLICATION FORM (PDF, one page)
Currently accepting applications for the program beginning Summer 2012.
If you are having any trouble submitting the PDF application, contact Donna Gephart at the Office of Extended Education: 707-826-5879 or