Distinguish yourself from other candidates applying for community college and four-year college teaching positions by earning UMBC’s fully online Post-Master’s Certificate in College Teaching and Learning Science.
Students in this one-year certificate program will explore key topics like culturally responsive teaching, engaging diverse college learners, reaching students with motivation strategies, assessing college-level learning, and designing courses using innovative practices. Rooted in learning science, the program is appropriate for subject matter experts who are eager to understand and apply the latest learning research to their face-to-face, hybrid, or online classroom. UMBC is well-known for a commitment to diversity, inclusion, and student engagement, and these values are woven throughout the courses in the certificate.
Join us for our upcoming virtual Open House to explore how our professional programs can help you meet your goals, build your professional network, and equip you with the technical, leadership, and management skills that employers are looking for. You’ll have the opportunity to meet with faculty and staff, gain information on financial aid and career opportunities, and find out why UMBC is the perfect place to expand your education.
Why earn a Post-Master’s Certificate in College Teaching and Learning Science?
There is growing evidence that active and innovative approaches to learning are necessary to reach, retain, and successfully educate college learners. This certificate program will provide current and future educators with empirically-based knowledge, skills, and strategies to address successful learning at the college level.
The certificate is appropriate for current or aspiring community college faculty, adjunct faculty, post-master’s graduate students, university teaching faculty, or individuals transferring from other sectors into college teaching or academia. Students in the program will also complete the Applying the Quality Matters Rubric workshop and acquire a certificate of completion that would then become part of their formal teaching portfolio.