Welcome to our one-stop shop for all things PD 8713 -- a non-credit course for postdocs! Please click through below for more information, and check back each week as we will add to the schedule with resources and handouts as we go.
We will meet on Wednesdays, 4-6 PM, in Clough 125.
This non-credit course gives postdoctoral scholars the opportunity to learn and apply principles of learner-centered teaching that are based on the research about how people learn. You will have the opportunity to read and discuss how learning works, develop course materials in line with the principles of good teaching practices, try out some teaching techniques, and give and receive feedback on what you produce. In addition, you will have the opportunity to synthesize your own experiences and views, in light of the course content, into a statement of teaching philosophy that can be used for future professional activities (e.g., on the academic job market).
By the end of this semester, you should be able to:
- Design courses, syllabi, assessment tools, and lessons grounded in alignment between learning objectives, instructional activities, and assessment methods;
- Implement teaching strategies that align with the principles of learner-centered teaching and what we know about effective teaching and student learning;
- Respond effectively to student and peer feedback about your teaching;
- Articulate your own philosophy of teaching in forms that will be useful on the academic job market (e.g., written teaching statement, verbal responses to questions about teaching, etc.).
Given the demands and constraints on the lives of postdocs, very little work outside of class will be strictly required. In addition to relatively regular attendance at class, there are three sessions for which you will need to prepare something in advance: two short lessons to try out in front of your peers, and a course syllabus. To further enhance your experience, we encourage you to also take advantage of the additional resources and readings we post here, throughout the semester.
|10-Jan||How Learning Works (handout)|
|17-Jan||Campus closed, class canceled|
|24-Jan||Engaging Students through Active Learning (handout 1 | handout 2)|
Preparing & Delivering Effective Lectures
|14-Feb||Course & Syllabus Design (handout | Bloom's Action Verbs | sample syllabus a | sample syllabus b)|
|21-Feb||Supporting Student Learning through Good Assessment Practices (handout)|
|7-Mar||Student Motivation: How it Works & What to Do About It|
|14-Mar||Practical Matters: GT Faculty Panel||
Here's who's coming:
|21-Mar||Spring Break -- no class!|
|4-Apr||Hybrid, Online, Flipped, & Blended Classes (handout)|
|11-Apr||Mentoring & Advising Graduate Students & Postdocs (handout)|
|18-Apr||My Evolution as a Teacher|
Participation in this course can be used to fulfill several learning objectives for the Tech to Teaching Foundations of Teaching and Learning certificate. To earn Tech to Teaching credit you will need to attend 75% of our class sessions and submit four course artifacts. Each artifact follows readily from our in-class work, and is due in parallel with the course. Once submitted, you will receive feedback on your work and final versions will be due by the end of May 2018.
|Item||Date Covered in Class||Due Date|
|Classroom Assessment Technique||Feb. 7||Feb. 21|
|Course Assessment Tool||Feb. 21||Mar. 7|
|Course Syllabus||Feb. 14 & 28||Mar. 21|
|Lesson Plan||ongoing||Apr. 11|