Teaching and Learning, Certificate (Post-Doctoral)

Program Overview

The Certificate in Teaching and Learning (Post-Doctoral) program is designed for current educators, both K-12 educators and college/university faculty members that are practitioners within their field. Specific focal points include the areas of research, instructional theories and strategies, and emerging technologies within the field. The Teaching and Learning specialty area gives specific focus to curriculum mapping, designing of curriculum, and assessments to promote student-centered learning opportunities in the K-12 environment.  

Program Outcomes

Graduates of the Certificate in Teaching and Learning (Post-Doctoral) program will demonstrate the following:

• Goal I: Ability to interpret research, theoretical concepts, and cultural and organizational roles, and relate and apply them to organizational and higher educational leadership.  
• Goal II: Effective oral, written, and interpersonal communication skills.  
• Goal III: Demonstrated research knowledge and skills in the broad field of learning.  
• Goal IV: Ability to engage in and conduct a deep analysis from research and with existing data sets to formulate strategic improvement plans.  
• Goal V: Understanding of theories in andragogy as it relates to organizational and institutional learning.   

Student Learning Outcomes

• Demonstrate the application of learning theories and supporting research to inform the development of appropriate methods to enhance student learning in a variety of settings. 
• Analyze the theoretical perspective(s) on learning, knowing, and assessment that impact student outcomes addressing at least one of the following topics: knowledge, curricula theories, instructional methodologies, assessment, or research-based practices.
• Students will include how training and/or support will be provided to teachers in their researched, student-focused recommendations for the selected K-12 setting related to the Instructional Coaching based on through review of stakeholder input and/or data. 
• Students will identify research that is age-specific to the learning environment being investigated, relates to the primary focus on the identified area of need, and is applicable to the solution being recommended. 
• Students will use theoretical knowledge to support the described implementation of the recommendations related to the learning environment in the strategic planning. 

Admission Requirements

Applicants interested in the Certificate in Teaching and Learning (Post-Doctoral) program are required to meet individually in person or via telephone with an admissions representation to discuss the program and all requirements. Applicants must provide a completed South College application for admission and application to the program. Those selected for admission will provide evidence of a completed doctoral degree from an accredited institution of higher education with a minimum grade point average (GPA) of 3.0 on a 4.0 scale.

Cancellation & Deferral of Enrollment for Newly Accepted Students

The following process is followed for newly accepted students wishing to defer their enrollment to a future term. Please note, the student must be accepted to the program and meet all admissions requirements as outlined in the South College Catalog to make a request for deferral of enrollment.

Deferral of Enrollment Process

• If a new student chooses to cancel initial enrollment at South College, and wishes to defer enrollment to a subsequent term, a request to defer the enrollment must be submitted in writing to the Executive Director of CBE Admissions. The Executive Director shall issue written confirmation to the student, specifying the confirmed start date for the deferred enrollment. No formal review process is required for the first request for deferral.

Subsequent Deferrals and Final Enrollment Consideration

• If the new student subsequently cancels a second enrollment, a request for a third and final enrollment must be submitted in writing to the CBE President for consideration. Students who defer enrollment more than twice may be subject to denial of further enrollment deferment. Exceptions may be made if the student has extenuating circumstances such as medical necessity, military service, and/or other personal circumstances with acceptable documentation. The request for deferment should outline the reason(s) for deferment, including any extenuating or mitigating circumstances. The new student will receive official notification indicating if the request was approved or denied.

Academic Participation and Withdrawal

Participation Policy

Regular participation is required.   

Incoming Student Participation Requirement at New Term Start

Incoming students must participate within the first 28 days of the start date of the entering term or they will be canceled from the program. Student participation is defined as completing (having passed) a full competency within the 28-day new start period (entering term). All formative and summative assessments within one competency must be successfully passed during the current 28-day new start period. Students who do not meet this requirement will be cancelled from the program. If a student completes a course within the first 28 days of their new term, they will be billed for tuition for the term. 

Administrative Withdrawal Policy

If at the end of a term, tat least 50% of one course has not been completed and the student has been inactive for more than 60 days, the student will be administratively withdrawn from the program. If a student, who has been administratively withdrawn (due to non-participation), wishes to continue with the program, the student must formally re-apply through standard admissions process.

Reinstatement and Re-entry after Withdrawal

Within 7 days of a withdrawal request, a student may request to be reinstated to the program. The student must send their written reinstatement request to the President of Competency-Based Education. Reinstatement is not guaranteed and is at the discretion and approval of the President of Competency-Based Education.

If a student would like to re-enter the CBE program after withdrawal outside of the 7-day grace period for reinstatement, the student must apply for re-entry to the CBE program by sending a written re-entry request to the President of Competency-Based Education. Re-entry, if approved, may not be within the same 6-month term and will only be approved in a subsequent 6-month term.

Withdrawal Policy (within term)

If a student withdraws before the 5th month of any 6-month term, the student will be issued a W grade for any uncompleted courses, unless the student was on academic probation for not completing a course the prior term. In this case, the student will receive a letter grade of F for the course.

If a student withdraws after the 1st day of the 5th month of any 6-month term, any course that is not completed will be assigned the letter grade of F.

A student must request to withdraw using the Withdrawal Form located in the Student Portal.

Academic Standards, Candidate Progress, and Grading

Upon entering the graduate program, students are encouraged to confer with their Mentor as needed. Students’ academic progress is monitored each 6-month term to ensure satisfactory progression which is considered mastery of at least 8 credits per 6 month term.

1. Failure to complete a minimum of 8 credits (Example two 4.5 credit courses, two 4 credit courses or one 9 credit course), per 6-month subscription with a final grade of A will result in the student being placed on academic probation.* 
2. Students who are placed on academic probation that did not successfully complete a minimum of 8 credits (Example two 4.5 credit courses, two 4 credit courses or one 9 credit course) must meet this requirement within the first 28 days of a new term or they will be administratively withdrawn from the program. 
3. On the 1st day of the 4th month of any term, any student who has not completed at least 1 course during the current term will receive an academic probation warning letter. 
4. If a student who received a SAP warning on the first day of 4th month does not reach SAP within 60 days of the warning, they will need to complete an Academic Plan on day 1 of the 6th month on how they will reach course completion. The Academic Plan must be signed, approved and on file prior to the start of the next term. Students who do not complete an Academic Plan will be academically dismissed from the program.  
5. Students may only enter probation one time in their program.

Students placed on Academic Probation who do not complete the required two courses within 28 days of the next consecutive term are not eligible to progress and will be notified of dismissal from the program.

Students who were  dismissed or voluntarily withdrew from the program and who wish to return to the program must submit a formal application for re-entry. Program requirements in effect at that time of approved reentry must be met. A student may only be readmitted to the program one time.

Student deficiencies that may impact academic standing, which may include probation or dismissal from the program, are monitored by the Student Success Mentor.

Categories of Academic Standing for Program Candidates are:

• Good Standing: Status of a student who has met academic requirements in a satisfactory manner.
• Academic Warning: Status of a student whose academic performance places him/her in jeopardy of falling below the minimum stated grade required or progression. Students who have not completed a course by the 1^st day of the 4^th month of their term will be placed on Academic Warning.
• Academic Probation: Status of a student who has failed to receive mastery in at least two courses within a 6-month term.  Following a 28-day period of Academic Probation during the next consecutive term with an Academic Plan approved and in process, the student will either return to Good Standing by satisfactorily completing the minimum required courses during the probationary period or be dismissed from the program for not completing the minimum required courses. Students may only be placed on Academic Probation one time.

Grading

Course Instructors determine mastery of competencies and the resulting final grade in all courses. The requirements of each course are found in the course syllabus.

Letter Grade	Quality Points	Percentage Score Range
A (Mastery)	4.00	90-100%

Grievance Process

All efforts must be made to resolve issues at the department level before moving to the South College Formal Complaint and Grievance processes as listed in the Student Services section of the catalog. 

Graduation Requirements

For a student to graduate from the Certificate in Teaching and Learning (Post-Doctoral) program, the student must be in a good academic and professional standing, have had satisfactory progress in all quarters of the academic program, and satisfactorily complete the following: 

• Successfully complete the required credit hours of academic coursework. 
• Evidence a minimum cumulative grade point average of 4.00 for the required coursework. 
• Achieve a designation of “mastery” for all course competencies.
• Complete all required South College and program documents in preparation for graduation. 
• Honor all professional and financial obligations to South College. 

South College reserves the right, and the student, by the act of matriculation, concedes to give South College the right to require withdrawal at any time the college deems it necessary to safeguard the standards of scholarship, conduct, and compliance with regulations, or for such other reasons deemed appropriate by South College as set forth in the South College Student Handbook and/or the South College Catalog.

​The Teaching and Learning, Certificate (Post-Doctoral) program is offered Online (CBE).