CTAL currently offers courses to help graduate students, faculty, teaching staff learn more about the mechanics of teaching and learning. In addition, we provide workshops for faculty and TAs about specific educational topics such as classroom assessment techniques and other pedagogical strategies.
To receive updates about our offerings via email, please contact us at firstname.lastname@example.org requesting enrollment in our distribution list.
2017 Fall Semester – Sample Syllabus
Wednesdays from 4:30pm-6:30pm (Pearson 116 – Faculty Commons)
Independent Study (0 credit hours)
This course familiarizes participants with sound teaching principles and effective teaching strategies. The coursework has a practical orientation and seeks to help participants prepare to teach or enhance their classroom performance in their respective disciplines.
This course is open to graduate students and post-docs interested in developing their teaching.
2018 Spring Semester
Wednesdays from 4:40pm-6:40pm (Pearson 116 – Faculty Commons)
In-class dates: Feb 7, 14, 28, March 14, April 4, 18, May 2, 9
Independent Study (0 credit hours)
This course explores cognitive, affective and social aspects of the learning process through research and reflection on learning and teaching literature in higher education. Students develop skills to facilitate learning in their respective disciplines. Modern information technologies and library resources access are essential.
In this course, most of the work is happening outside of class; you are expected to be reading, surveying, and writing (via Canvas) throughout the semester. In-class time is for trying-out and workshopping ideas with peers, troubleshooting issues in course design, and providing substantive feedback to peers.
If you successfully complete this course you will be able to:
- Articulate your personal rationale/narrative for how you will teach an introductory course
- Create clear learning objectives for an introductory course
- Design a syllabus for an introductory course in your discipline
This class will meet in-person during the first two weeks of the semester and the last two weeks of the semester. In between, we will meet in-person every other week. There will be readings every week and an online discussion board assignment that must be completed prior to class (or the day of the week on which class would be held for the weeks during which we do not meet in-person). The detailed course calendar, including due dates for the assignments, will be found in Canvas.
This course relies primarily on Canvas with readings, online discussions, and homework submissions all residing there. There is no required textbook for this course.
Notes: The course is open to graduate students and post docs interested in developing their teaching.
In Their Own Words
Here is some feedback we received from students of a previous UNIV600 class (Spring 2015)
“I actually used what I learned in UNIV600 while I was on the academic job market this semester. When asked about my teaching philosophy or how I approached undergraduate courses, I felt confident with my responses because of the foundational knowledge UNIV600 provided me. I was able to discuss deep learning versus surface learning and different learning taxonomies during my teaching presentations. Without a doubt, this course helped me learn how to be a better instructor in the classroom.”- Ashley
“UNIV600 was a great course… It helped me understand both how I learn and how I would like my students to learn. It was a great opportunity for me to discuss learning theories with my peers and to learn from their experiences in teaching as well. I really recommend it!” – Mariana
“[UNIV600 and 601] have been immensely helpful in formulating my teaching philosophy and statement as I begin my career as both a scholar and teacher… [courses] offer specific strategies for engaging students in an interactive and thought-provoking manner that is genuinely fun while simultaneously increasing academic performance in the classroom.”- Tobias
“The UNIV600 course was a welcome opportunity to gain an understanding of teaching considerations to support student learning. The benefits of this course, however, extended beyond that. It was a chance to interact with graduate students in other disciplines, engaging in discussions regarding challenges encountered when teaching in our respective fields, as well as to connect with the support systems in place to help develop teaching skills within the university.” – Jennifer