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This paper examines such programs at 13 Canadian universities and discusses program structures and practices. Findings indicate most programs run for one to two years, culminating in a centre-approved certificate and more formal recognition such as transcript notation. 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L. WatsonWestern University  \nClaire Watton  \nUniversity of Guelph  \n# Abstract\n\nA growing number of Canadian universities offer graduate student certificateprograms in university teaching. This paper examines such programs at 13Canadian universities and presents a discussion of program structures andpractices. The findings suggest that most programs were offered over one totwo years, and upon successful completion, participants were issued a cen -tre-approved certificate paired with a more formalized method of recogni -tion, such as a transcript notation. The core focus of certificate programs ap -pears tobe divided between those that emphasize practical skill development(46%) and those that offer practical skill development along with a focus onthe scholarship of teaching and learning (54%) . Most certificates included ac -tive and authentic assessment methods, such as dossiers (69%), and practiceteaching sessions (62%). These findings help to inform the continuedevolu -tion of graduate student teaching certificate programs.  \n# Résumé\n\nUn nombre croissant d’universités canadiennes offrent aux étudiants decycles supérieursdescertificats deformation en enseignement universitaire.  \nLe présent article évalue detels programmes offerts par treize universitéscanadiennes, puisdiscute des structures et des pratiques de ces programmes.  \nLes résultats del’étudesuggèrent que laplupart desprogrammes s’échelonnentsur une périoded’un à deux ans à la findelaquelle les participants reçoivent  \nCJHE / RCES Volume 44, No. 3, 2014  \nTeaching Certificatesin University Teaching / N. Kenny, G. P. L. Watson, & C. Watton 2  \nun certificat approuvé par le centre institutionnel d’enseignement, ainsiqu’une formede reconnaissance plus formelle, comme un relevé de notes.  \nCes programmes deformation en pédagogie universitaire semblent se diviserselon deux objectifs principaux : ceux qui visent le perfectionnement decompétences pratiques (46 %), et ceux qui englobent le perfectionnement decompétences pratiquestout en mettantl’accent sur la science del’enseignementet de l’apprentissage (54 %) . La plupart des programmes comprennentdes méthodes d’évaluation actives et authentiques, telles que les dossiersd’enseignement (69 %) et les ateliers pratiques d’enseignement (62 %) . Lesrésultats de la présente étude contribuent à informer quant à l’évolutioncontinuedes programmes deformation en enseignement universitaire offertsaux étudiants de cycles supérieurs.  \n# Introduction\n\nIn a 2012 study, 48% of graduate students attending an Ontario university reportedholding a teaching assistantship during their studies (Zhao, 2012) . With regard to theirgrowth as university educators, graduate students have been described as having“littleopportunity for systematic professional development” (Trautmann, 2008, p. 42) . Overthe past two decades, there has been increased pressure to provide opportunities forgraduate student pedagogical development (Austin, 2002; Boyer, 1991; Kreber, 1999;Rhodes, 2001; Schuster, 1993) as graduate student teaching preparation is increasinglyseen as being“vitally important to the future of higher education” (Schönwetter & Ellis,2011, p. 15). The development of teaching skills is an area of growing interest among ad -ministrators, faculty, and graduate students across Canadian universities. It is importantto note that teaching skills, although often seen as academic skills, have application in thedevelopment of broader professional skills that can be used beyond graduation, such asknowledge translation and communication (Rose, 2012) .  \nAccompanying this growing interest is awareness that graduate school provides an op -portune time to concentrate on pedagogical development f","cbCaikz089kvSncE","https://ap.wps.com/l/cbCaikz089kvSncE","pdf",574620,"English","# Abstract\n# Résumé\n# Introduction","[{\"question\":\"How many universities and programs does the paper analyze?\",\"answer\":\"The paper examines graduate student teaching certificate programs at 13 Canadian universities.\"},{\"question\":\"What is the typical program duration and completion outcome?\",\"answer\":\"Most programs are offered over one to two years, and successful participants receive a centre-approved certificate along with more formal recognition such as transcript notation.\"},{\"question\":\"What assessment and learning activities do most certificate programs include?\",\"answer\":\"Most programs include active and authentic assessment methods such as dossiers (69%) and practical teaching sessions (62%).\"},{\"question\":\"How is the program focus distributed between practical skills and teaching scholarship?\",\"answer\":\"The focus is divided between programs emphasizing practical skill development (46%) and those combining practical skills with the scholarship of teaching and learning (54%).\"}]","Exploring the Context of Canadian Graduate Student Teaching Certificates - Volume 44 - Abstract | PDF",1792083330,48]