Abstract
We explored the value of a teaching certificate program administered by a disciplinary teaching and learning center (TLC) and tailored specifically to the needs of graduate students in biology and chemistry. Using a survey and interviews, we investigated the participants’ motivation, the value of each program component, and the effectiveness of the overall program de-sign. We found that the disciplinary nature of the program, especially the two-credit science teaching course, and the flexibility of the program’s de-sign were particularly valuable to the program participants. We believe that the disciplinary focus of the certificate program, which relies on the deep involvement of the TLC, serves as a model for professional develop-ment that is responsive to the specific needs of STEM graduate students.