Teaching and Learning in College: Reflection on Theory and Practice

GRAD 426-803; 1 Credit (Spring 2015)

In this seminar, graduate students explore different perspectives on the nature and purposes of college teaching and the process of student learning. They examine learning theories, brain research, and pedagogical techniques in order to better understand how students learn, situating these theories and techniques in their historical context and in light of current pressures for change in higher education. Through weekly, critical reflection on evidence-based instructional practices, students identify both institutional and personal values and beliefs underlying the practice of teaching. They construct a philosophical statement on teaching and learning that integrates course concepts, principles of learning, and demonstrates the ability to apply principles of learning to their disciplinary course context.

Intended to complement departmental, discipline-based pedagogy courses, training, and mentoring, this course helps future faculty members critically reflect on teaching and learning and make informed instructional and pedagogical choices. One year experience teaching is recommended.

Previous students have said that they learned:

  •     "…to think constantly about how students are learning."

  •     "…to design a learner centered course."

  •     "…the importance of being specific in my syllabus - what do I really want students to do?"

  •     "…to take small steps to change the way I teach and then communicate that to others."

Course Convener: Connie Schroeder, Ph.D., CIPD