Classes that meet this requirement include:

1. AAPTIS 837
2. AL 445
3. AMCULT 828
4. BA 830 & 831
5. CHEM 550/EDUC554
6. COMM 993
7. DANCE 571
8. EDUC 591
9. EDUC 618
10. EDUC 708/PSYCH 958 - Cognition & Instruction in the Classroom*
11. EDUC 710/PSYCH 958 - Learning, Thinking, and Problem Solving*
12. EDUC 720
13. EDUC 737 - Selected sections**
14. EDUC 790
15. EDUC 834
16. EEB/MCDB 494
17. EER 602
18. ELI 994 (ELI 994 also satisfies Requirement A)
19. ENGLISH 993
20. ENGR 580/CHE 580
21. GERMAN 531
22. GERMAN 531/EdD 431
23. HIST 808 & 809
24. HIST 809
25. HIST 812
26. LATIN 421
27. MT 590
28. MUSED 595
29. MUSICOL 509
30. NUTR 803
31. PIBS 505
32. POLSCI 993
33. ROMLANG 528
34. ROMLANG 538
35. SI 549
36. Sociology 993
37. STATS 993
38. SW 868
39. SWC/WRITING 993 (Fall 2012 and later)
40. WGS 698

"Successful completion" of a course means receiving a final grade of B or better or receiving a "satisfactory (S)" grade in a pass/fail course. To determine whether a one-credit U-M departmental 993 course may be used to satisfy Requirement B, learning about teaching, you can send the syllabus to [email protected] for approval. Even if a one-credit U-M departmental 993 course does not satisfy Requirement B, it may satisfy Requirement A if the course meets the requirements specified for orientations to college teaching and learning.

Various units across campus offer 3-credit courses on college teaching and learning. To determine which courses are being offered, please check with individual departments. If a course does not appear on the above list, you may petition to add the course by sending the syllabus to [email protected].

*Other special topics under PSYCH 958 do not automatically qualify.

**Sections of EDUC 737 that focus on college level teaching qualify for the certificate. Sections that focus on higher ed administration, K-12 teaching, or other topics do not qualify. Prior to taking EDUC 737 to fulfill requirement B, please send the syllabus and reading list.

1. The Preparing Future Faculty Seminar is held each year in May and accepts applications in February. Co-sponsored by Rackham Graduate School and CRLT, the five-week seminar meets every Tuesday and Thursday morning. The program fulfills requirement B. Participants develop a course syllabus and teaching statement, the latter of which can be submitted in fulfillment of requirement E.
2. The Community Engaged Course Design Workshop (previously named the Engaged Pedagogy Initiative) is a semester-long professional development workshop for graduate students in any field interested in teaching a community engaged learning course. During the program, students explore the theoretical foundations, ethical implications, and practice of community engaged teaching in order to design a course rooted in their field of study for undergraduates to participate in community engaged learning. The Community Engaged Course Design Workshop is a partnership sponsored and facilitated by the Edward Ginsberg Center and the Rackham Program in Public Scholarship that meets our respective missions by promoting excellence in community engaged learning and graduate student professional development. The program counts towards LSA’s training requirements for graduate students serving as instructors of record. The syllabi students develop center on community engaged teaching, with instructors and undergraduates partnering with local organizations, community groups, and K–12 educators to develop courses that connect with communities.

At least one of the five workshops must focus on:

• equitable/inclusive teaching practices OR
• using instructional technology

Other B2 considerations:

1. To count toward B2, sessions must be at least 60 minutes in duration and focus explicitly on development of teaching skills (e.g., a workshop on developing a statement of teaching philosophy does not satisfy Requirement B2).
2. Instructional technology workshops must focus on how the technology can be applied to teaching strategies or improving student learning. Instructional technology workshops that focus only on how to use the basic functionality of hardware or software DO NOT satisfy the requirement.
3. Participants must attend workshops in their entirety to satisfy the requirement.
4. Participants are not required to attend all five workshops during the same semester.
5. If you attend a B2 event presented by CRLT, please wait one month to see this event appear on your dashboard.
6. To document a workshop not presented by CRLT, please submit a brief description using the B2 form on your dashboard.
7. CRLT does not maintain a list of current departmental workshops on teaching and learning. Please check with individual departments regarding their offerings.
8. Documentation for U-M workshops and courses completed prior to enrollment in the U-M Graduate Teachers Certificate program may be submitted.