About the Course
Thank you for your interest in Course Design for Instructors of Record (University Studies 390Z)! This pedagogy course meets for three hours once a week during Spring quarter. It is S/U graded and may be taken for 2-4 units with no difference in workload.
The goal of this course is for you to apply your expertise in teaching in higher education to designing a course you will be teaching using best practices. By completing this course, you will finish preparing all of your material for a course for which you are the confirmed instructor of record. This course will be flipped, meaning you will do readings and assignments before coming to class. The majority of the time spent in class will be dedicated to preparing course material, practicing portions of lesson plans, and giving peer feedback.
Interested graduate students may enroll online through WebReg, and post-docs and faculty should e-mail Ashley Hooper at email@example.com for auditing information.
What this course is: A structured time for you to set aside ~3 hours each week in the company of pedagogically-minded individuals to create course materials.
What this course is not: Content-heavy. We will be drawing from your knowledge you gained in earning the Certificate in Teaching Excellence and will not be going over basic pedagogical topics. The assumption is that you are familiar with all of the terminology and theory in the "Review Topics" listed below. The focus of this course is practical, instead of theoretical.
For a sample syllabus, click here.
Completion of the Certificate in Teaching Excellence and confirmation of an instructor of record appointment.
Course Learning Outcomes
After successful completion of this course, students will be able to:
- Apply pedagogical theory to course design
- Design course material, including lesson plans and formative and summative assessments
- Develop active and inclusive teaching practices and practice peer review of teaching with effective strategies for giving and receiving feedback.
- Participate in a learning community with fellow participants and the DTEI.
- Icebreakers and Student-centered Learning Outcomes (SLOs)
- Active Learning
- Instructional Technology
- Inclusive Teaching
- Collaborative Learning
- Formative and Summative Assessment, Rubrics, and Grading
- Teaching Assistants and Readers
- Learning Assistants
- Office Hours
If you have any questions after reading this page in its entirety, please contact Ashley Hooper at firstname.lastname@example.org