Graduate Courses Offered

CTAL currently offers courses to help graduate students and post-docs learn more about the mechanics of teaching and learning. The courses listed below are 0 credit hours, and therefor no cost is incurred. Evidence of taking the courses will be reflected on your official transcript.


To register for these courses, please follow the same process for registering for any course at UD.

UNIV601 Pedagogy

2019 Fall Semester

Wednesdays from 4:40pm-6:40pm (Pearson 116 – Faculty Commons)
Independent Study (0 credit hours)
Course Instructor: Stacie Larkin
Sample Syllabus

This course presents research-based teaching principles and innovative teaching methodologies. Offers practical orientation to enhance pedagogical effectiveness in respective disciplines. Opportunity to observe and reflect on outstanding UD faculty’s instructional practices.

This course is intended for graduate students, postdocs, faculty, and professionals who teach at UD or want to learn more about teaching. The primary focus of the course is developing a discipline-appropriate teaching philosophy statement.

Learning Outcomes:

Upon successful completion of this course you will be able to:

  1. Write a well-developed teaching philosophy grounded in your discipline’s culture and expectations
  2. Describe ways to effectively and equitably work with diverse learners and students from different backgrounds and contextualize content in a diverse world
  3. Describe ways to identify and document effective teaching


UNIV600 Learning

2020 Spring Semester

Thursdays from 4:40pm-6:40pm (Pearson 116 – Faculty Commons)
Course Instructor: Stacie Larkin
Independent Study (0 credit hours)
Sample syllabus

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.

Learning Outcomes

Upon successful completion of this course you will be able to:

  • Articulate your personal rationale/narrative for how you will teach an introductory course
  • Create clear student learning outcomes for an introductory course
  • Design a syllabus for an introductory course in your discipline

This course relies primarily on Canvas with readings, online discussions, and homework submissions all residing there.  There is no required textbook for this course

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.


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.


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!


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.


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