College Teaching in Practice

College

The College Teaching in Practice (CTP) micro-credential, offered by the Center for Teaching & Learning (CTL) at CU Boulder, supports educators in strengthening their teaching skills and demonstrating their expertise in post-secondary education.

This program is ideal for:

  • Graduate student instructors
  • Postdoctoral scholars
  • Faculty (tenure-track, instructors, and lecturers)
  • Staff members involved in teaching

Whether you’re preparing for future academic roles or looking to expand your teaching toolkit, the CTP micro-credential provides a structured pathway to professional growth and recognition.

Program Overview and Benefits

The CTP micro-credential is more than just a certificate—it’s a mark of distinction that highlights your teaching proficiency and commitment to student-centered learning.

Why Participate?

  • Recognized Certification – Showcase your teaching skills to hiring committees and academic institutions.
  • Career Advancement – Strengthen your resume and gain a competitive edge for faculty and teaching positions.
  • Skill Development – Build expertise in active learning, student engagement, curriculum design, and inclusive teaching practices.
  • Transferable Skills – Demonstrate communication, project management, and collaboration abilities valued across disciplines.
  • Hands-On Feedback and Support – Work with CTL experts to refine your teaching practices.

Cost: FREE for CU Boulder participants.

Getting Started: Register for Tracking

Before beginning the program requirements, participants must register as a user to track their progress.

Visit and create an account to record your participation and track activities.

Program Requirements

To earn your CTP micro-credential, participants must complete the following:

1. Attend 10 Hours of CTL Training

Complete 10 hours of CTL-approved workshops that explore teaching and learning strategies. These workshops focus on areas such as active learning, inclusive teaching techniques, and assessment tools. Each workshop counts as 1 hour toward this requirement. Check the CTL Events Page for upcoming offerings.

Purpose: Learn evidence-based practices to create engaging and effective learning experiences. Workshops provide practical tools that you can implement immediately.

2. Complete 20 Hours of Discipline-Specific Professional Development

Complete 20 hours of professional development activities tailored to your field. This may include:

  • TA training or pedagogy courses.
  • National and international conferences focused on teaching.
  • Workshops or seminars related to pedagogy.
  • Teaching as an instructor of record.

Why It Matters: These activities help deepen your understanding of pedagogy within your discipline, ensuring relevance and applicability to your specific teaching context.

Tracking Progress: Log activities using the Personal Attendance Tracking Form and submit them via ctl@colorado.edu upon completion.

3. Video Consultation with CTL Staff

Engage in a Video-Teacher Consultation (VTC) to receive personalized, constructive feedback on your teaching practices and classroom performance. This process is designed to help you enhance your instructional delivery and classroom management skills.

Purpose:

  • Receive targeted feedback to refine teaching strategies and approaches.
  • Analyze student engagement and classroom dynamics to identify areas for improvement.
  • Build confidence and effectiveness as an instructor through expert observations.

Scheduling a Consultation:

  • Contact your departmental CTL Lead or CTL staff directly to schedule your VTC session.
  • VTCs are available for summer and winter break courses, providing flexibility to meet your schedule.

Resources:

  • Download the VTC Template here to help guide your preparation and focus your session.

The VTC process offers valuable insights and actionable recommendations, empowering you to create a more engaging and effective learning environment for your students.

4. Classroom Observation by a Faculty Member

Schedule one classroom observation conducted by a faculty member, supervisor, or mentor. Observers provide insights to help you refine your teaching techniques. Use the Classroom Observation Guide to prepare for and document this process. Observers are encouraged to use the Pre-Observation Form to guide their approach and the Observation Template to structure their feedback effectively. These resources help ensure a thorough and constructive review of teaching practices.

Purpose: Gain valuable feedback to enhance classroom management, content delivery, and student engagement. Observations also build mentoring relationships and serve as evidence for letters of recommendation.

5. Teaching Portfolio Submission

Create a Teaching Portfolio that highlights your growth and achievements as an educator. This portfolio serves as a comprehensive record of your teaching philosophy, strategies, and effectiveness.

Purpose:

  • Demonstrate intentional, evidence-based teaching practices.
  • Provide concrete examples of your instructional design and assessment strategies.
  • Reflect on your teaching development and articulate future goals.

What to Include (see Teaching Portfolio Artifact Guide):

  • Teaching Philosophy Statement – A reflection on your approach to teaching and learning.
  • Sample Course Materials – Syllabi, assignments, lesson plans, and rubrics.
  • Evidence of Teaching Effectiveness – Student evaluations, peer reviews, and teaching reflections.
  • Assessment Tools and Outcomes – Examples of assessments and student learning outcomes.

Submission Process:

  • Ensure all program requirements are complete before submitting your portfolio.
  • Use the Teaching Portfolio Artifact Guide to structure your materials effectively.
  • Submit your portfolio via Canvas or email it directly to CTL staff.

Review and Feedback:

  • Portfolios will be reviewed by the CTL Director for approval.
  • After approval, participants will receive an exit survey and their digital badge.

The teaching portfolio not only fulfills program requirements but also serves as a professional tool for job applications, promotion reviews, and ongoing career development.

6. Exit Survey and Digital Badge Award

Upon completing all program requirements, participants will be asked to complete an exit survey designed to reflect on their experience and provide constructive feedback. The survey helps:

  • Evaluate how the program supported teaching development.
  • Identify areas for improvement to enhance future offerings.

Following the survey, participants will receive a digital badge that formally recognizes their achievement in the program. This badge serves as a:

  • Verifiable credential containing metadata that highlights skills and accomplishments.
  • Professional tool that can be shared on LinkedIn, CVs, and personal websites.
  • Visible evidence of teaching expertise and professional growth.

The exit survey and digital badge represent the final steps in the micro-credential process, offering both reflection and recognition for participants’ efforts and achievements.