GRAD 426-803; 1 Credit (for Spring 2014, room Lubar N130)
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:
Course Convener: Connie Schroeder, Ph.D.; Associate Director for Programming and Instruction, CIPD