I could have gone on for pages on this topic (in fact, I did, for about 2000 words before cutting to around 600). That’s my way of saying there’s plenty of room for exploration and discussion, so go ahead, check it out, and leave a comment.

Distance Education Clearinghouse, University of Wisconsin- Extension:
List of Certificate Programs
http://www.uwex.edu/disted/certificates.cfm
Includes University of Wisconsin Madison, University of Wisconsin Stout, University of West Georgia, Appalachian State, California State Hayward, University of Illinois Springfield, Indiana University, Learning Resources Network, Manakau Institute of Technology, Nova Southeastern University, Pace University, Penn State, Portland State, St. Lawrence College, Simon Fraser, Texas A&M, Touro University, University of British Columbia, University of Calgary, University of Colorado Denver, University of Maryland, University of Washington
- Sheryl Hansen, Director, Professional Development Programs, Ohio Learning Network

Stephen F. Austin State University, Texas:
http://www.oit.sfasu.edu/facdev/certprogs.html
Online Instructor Certification Series: This set of three workshop series is designed for faculty who are developing or delivering complete web- based courses. After successfully completing the three series, faculty will be certified by the Office of Instructional Technology as an Online Instructor.
- Lauren Scharff, Ph.D., Director for the Scholarship of Teaching and Learning, United States Air Force Academy

New Mexico State University: http://extended.nmsu.edu/academics/otl/index.html
Graduate Certificate in On- line Teaching and Learning (OTL): for professionals in business, government, education, or other settings who want to develop their knowledge and skills in online teaching and learning. OTL utilizes technology- based environments to actively engage students in designing formal educational projects that meet professional objectives. The five 3- credit course sequence provides an intense immersion in a dynamic online environment and culminates in an online teaching practicum.
- Eugenia D. Conway, Associate Director, The Teaching Academy

University of West Florida:
Peer review for on- line courses: Quality Matters process, http://uwf.edu/atc/QM/
Training: Offered by UWF Academic Technology Center, Sloan- C, and Quality Matters.
Quality Matters (QM) is a faculty- centered, peer review process designed to certify the quality of online courses and online components. Sponsored by MarylandOnline, Inc. Quality Matters has generated widespread interest and received national recognition for its peer- based approach to quality assurance and continuous improvement in online education.
- Claudia J. Stanny, Ph.D., Director, Center for University Teaching, Learning, and Assessment; Associate Professor, Psychology

DePaul University: http://www.idd.depaul.edu/dots/index.html
DOTS: DePaul Online Teaching Series: DePaul Online Teaching Series
(DOTS) is a faculty development program that trains and assists faculty to become successful facilitators of online learning. The program builds online readiness among faculty through an immersive, hands- on experience. 36 Hours; includes hardware, software, support, stipend, and certificate.
- Todd Diemer, Teaching Commons Program Manager

Illinois Online Network (ION):
http://www.ion.uillinois.edu/courses/students/mot.asp
Master Online Teacher (MOT) certificate: part of the Making the Virtual Classroom a Reality series. The MOT is a non- credit award earned after successfully completing 6 courses in the MVCR series; there are three required courses, a core option, an elective, and a capstone practicum course. Over 400 people from around the world have earned their MOTs since the first recipients in 2001.
- Scott B. Johnson, Program Coordinator, Illinois Online Network

Ball State University:
Certification for Online Instruction (COI):
This certification is not required to teach online, but a few departments are leaning that way, and the associate provost is encouraging more departments to consider it.
COI is 6- week course based in Blackboard that includes modules on the following topics: Introduction to online teaching (theory/pedagogy); Content delivery; Communications; Assessment of student learning; Local resources Each of those modules is built around the same structure: Reflections on the teacher’s current face- to- face teaching practices in that area; Readings or videos; Asynchronous discussion board activity (with standard post/reply/summarize cycle); Individual assignment (Planning Document).
We think the strongest part of the class is this Planning Document.
After each module, participants are prompted to apply their learning and reflection to their planned online course. They actually plan out what they will do in the course (e.g., how they will deliver content- readings, lecture videos, interviews, virtual field trips, student- generated content, etc.), and what they need to do/learn to make that happen. By the end of the course, each participant has a concrete plan for their online course- very applied.
We have only been doing this for about a year and a half now (and are off this fall as we revise the course to match our Blackboard 9 upgrade), but we have gotten very good responses from everyone who finishes the class (obviously, a few drop out each semester when they realize the time commitment). The only down side to the program is that it takes a big time commitment for us to teach, and administrators didn’t factor that into our load when they asked me to create/teach the course.
- Greg Siering, Ph.D., Faculty Development Coordinator, Office of Teaching and Learning Advancement