This seminar will provide an introduction to university teaching for graduate students pursuing academic careers and new faculty members. Part of the course will be devoted to introducing ways to decide on materials, develop a syllabus, assess student learning, and deal with student writing and projects. We will also examine alternatives to lecturing, ways to increase student motivation and involvement, ethical issues in teaching, student learning and cognition, on-line instruction, and techniques for balancing teaching and research. Faculty members who have expertise in particular interest areas (e.g., teaching large lecture classes) will be invited as guest speakers.
This course would be of interest to doctoral and masters level students and faculty or staff members who will pursue academic careers and plan to be or are involved in teaching situations in all content areas. We will share our own experiences throughout the semester, in a reflective, supportive, and growth-oriented environment. The major goals of this course are to develop our own confidence and competence as instructors; and to develop, discuss, and practice a repertoire of teaching strategies to facilitate learning and growth in our own content areas.
There is no prerequisite, but prior or concurrent teaching experience would be helpful.
This course may be taken for a grade or CR/NC.
1. McKeachie, W.J., & Svinicki, M. (2013). Teaching Tips: Strategies, Research and Theory for College and University Teachers (14th Ed). Belmont, CA: Wadsworth, Cengage Learning.
Other readings, T.B.A. (Required)
2. Iding, M. & Thomas, R. M. (2015). Becoming a Professor: A Guide to a Career in Higher Education. Lanham, MD: Rowman & Littlefield. (Recommended)
Questions – Email Dr. Marie Iding at email@example.com