Graduate Interdisciplinary Specialization
in College and University Teaching
Master List of Approved Courses
Information related to specific course offerings was obtained directly from departments and course instructors and may change during
the academic year. Please check with the departments to be sure specific courses will be offered as indicated.
Curriculum:
I. Required Core Teaching Course (3 credits)
II. Required Discipline-Based Teaching Courses in Home Department (3-5 credits)
III. Required Mentored Teaching Experience (3 credits)
IV. Elective Courses (9-12 credits in at least 2 courses)
Note: If a course is marked with an asterisk*, graduate students from other departments are welcome to enroll.
Course Descriptions
AGR EDUC 831 Teaching and Learning in Agricultural and Extension Education (3 credits)
This course provides a framework for the theoretical development of cognitive skills, psychomotor principles, and teaching methods relevant to teaching agricultural education. Areas of major emphasis are the development and organization of the psychological basis for teaching and learning, teaching for and learning by diverse audiences, theoretical understanding of problem solving, teacher behaviors and their impact on learner achievement, and development of a theoretical basis for research and teaching in agricultural education.
AM 795 Teaching in the Health Sciences (3 credits)
The course is intended for all students in the SAMP Health and Rehabilitation Sciences PhD program and should coincide with or precede the first quarter of service as a GTA. This course provides an orientation, theoretical background, and practical training for teaching in the health sciences. The student is introduced to policies and procedures for teaching within the School of Allied Medical Professionals. Selected aspects of pedagogy are covered. This course, in conjunction with the overall TA training program in SAMP, will help prepare students go on to a role as a faculty member in their academic career.
AM 870 Curriculum in Allied Health Education [via AM 693] (3 credits)
This course is designed to explore curriculum design and development as a logical process based on a series of steps which take faculty members through a number of different variables, philosophies, and beliefs. Each curriculum design is a creative endeavor that is unique to the university or college in which allied health programs are housed. During the course sessions, students will be engaged in conducting environmental scans of health care environments, identifying key issues that influence care systems, and developing a professional curriculum for future practitioners.
AN 694 Teaching in Anthropology (5 credits)
This course introduces graduate students to teaching in anthropology. Although the field of anthropology is sometimes considered to be a 'holistic' study of the human condition, it has become increasingly splintered into the subfields of cultural anthropology, archaeology, and physical anthropology. Because anthropology encompasses such diversity, the effectiveness of different teaching approaches varies by subdiscipline. Therefore, in this course, basic teaching skills are taught with respect to the learning objectives and challenges associated with each anthropological sub-discipline.
ART EDUC 707 Introduction to Teaching Arts Education at the College Level (3 credits)
An introduction to theories, methods and issues related to teaching arts education at the college level. Au. Qtr. 1 3-hr cl. Open only to new or recently reassigned Art Education GTAs or students with instructor's permission. This course is for all new GTAs in the Art Education department and for other students with the instructor's permission.
BIO 701 Teaching Undergraduate Biology (3 credits)
In this course, graduate students will take a scholarly approach as they study theory-based methods to teach undergraduate biology. Graduate students will consider the methods as an instructor, a peer reviewer, and a student. They will have the chance to consider the rationale behind techniques such as discussion, group activities, and interactive online activities as well as how and when to use them. Students will develop professional skills such as peer review of teaching and reflective practices to prepare them for future academic endeavors. At the end of the course, students will have a resource file with summaries of key theories in science education, sample undergraduate biology activities, and a written personal philosophy of teaching.
BIO 702 Topics in Biology Teaching (1- 3 credits)
The purpose of this course is to provide ongoing professional development to meet the needs of each Center for Life Sciences Education (CLSE) GTA. During the course, GTAs will attend or facilitate teaching events/workshops at UCAT or CLSE and participate in other activities that enhance their preparedness for college teaching. Biology students in the Graduate Interdisciplinary Specialization will be able to apply this as an elective up to a maximum of 12 credits.
DANCE 893.03 Individual Studies in Dance: Teaching (1- 5 credits)
This independent study opportunity is designed to develop competencies related to instructional practices in Dance Education. Through applications of theoretical and methodological inquiry, graduate students will become involved in practical investigations surrounding post-secondary instruction under the advisement of a faculty member. Graduate students will gain a grasp of the planning and delivery of instruction while demonstrating an ability to evaluate others‚ performance and understanding of core concepts. Crafted as an independent project to explore college teaching in this department, this course will entail a proposal for study accompanied by a formal/informal presentation to be evaluated by the advising faculty member.
DANCE 893.05 Individual Studies in Dance: Dance in Academe (2 credits)
This seminar is designed to introduce graduate students to the discipline of dance in higher education. The history of American higher education, applicable theoretical concerns and issues of faculty practice will be addressed. Contemporary issues in the discipline of dance within higher education will serve as the organizing structure for investigation. This seminar prepares graduate students for their own career management. Individual and collaborative problem-solving within the class will mimic governance activity in higher education administration.
The Graduate Teaching Seminar is a required course for all first year graduate students. It introduces students to various theoretical and methodological approaches to dance pedagogy as well as a range of topics about teaching in higher education. It prepares students to teach dance in the university setting as well as the professional field.
EPAES 700.01 Seminar in Interprofessional Care (3 credits)
This course utilizes a case-analysis format to provide an opportunity for graduate students from seven professions:
Allied Medicine, Education, Law, Medicine, Nursing, Social Work, and Theology to work together with faculty to develop the skills to design collaborative,
interprofessional treatment plans for clients with complex problems. Theoretical content, cases, course readings, and other resources are made available via the internet, in plenary sessions, through a range of handouts, and through research exercises.
EPAES 925.10 Special Education Behavioral Approaches to College Teaching (3 credits)
The focus of this course is on practical applications of the science and technology of teaching in higher education. Pedagogical content in behavioral
research and theory in curriculum design and instructional systems will help prepare students for teaching at the college level.
EPL 650.03 Applied Ethics for Teachers (3 credits)
This course is an introduction to the ethical analysis of teaching. The ethics of choosing teaching as a profession and disputes that sometimes arise in the practice of teaching will provide focal points for analysis. Designed to give a vocabulary, a background, and some tools to help students think about ethics in publicly sophisticated ways, the course is designed to use lectures, discussions, and films to confront and explore the dilemmas related to teaching.
EPL 671D Computer Applications in Education and Training (4 credits)
This is a fully web-based course that focuses on some common uses of computer technology in today's K-16 classrooms and other teaching settings. The use of email, chat rooms, threaded discussions, Internet searches, PowerPoint, and web editor or online weblog will be empasized. The primary emphases of this course will include: Using computing technology effectively in teaching; Initiating and maintaining online communications with educators from a variety of grade level and content area specialties; Developing websites and internet-based teaching materials such as Web quests; Creating non-linear (hypertextual) content in email, PowerPoint, word processing, and websites.
EPL 732 Graduate Teaching Fellows seminar (4 credits)
This course is a five-week comprehensive seminar that is part of the Graduate Teaching Fellows (GTF) Program. The program offers support and opportunities
for senior graduate students who are nominated by their college, school, or department to develop new, discipline-specific teaching support activities
for other graduate teaching associates (GTAs) in their units. As GTFs, students in this course will assist with departmental preparation and ongoing
support of new GTAs. They will study important aspects of teaching and teaching support at the university level, and examine models for departmental
GTA preparation and support programs. Throughout the course and academic year, GTFs will help design, modify, and implement the project proposals
submitted by department chairs and faculty mentors.
EPL 797 Cooperative Learning (3 credits)
This course examines the research, theory, and practice related to cooperative and collaborative learning including teachers' roles, strategies and structures, and
the assessment of outcomes. Highlighting the perspectives of practitioners, policymakers, and educational researchers, there will be an exploration of the design and evaluation of
using groups in relation to a range of content.
EPL 806 Administration of Higher Education (3 credits)
This course introduces graduate students to contemporary higher education in the United States as a field of study and a social sector. The discussions are organized around several topics related to the historical and contemporary contexts of higher education, including changing roles of academic communities and presidents, institutionalization of diversity, increasing commercialization of higher education, and the influence of new technologies and globalization.
EPL 815 The Community College (3 credits)
This course is designed to provide a comprehensive analysis of community colleges - how they became the institutions they are, what they are doing now, and where they may go in the future. Rapidly changing demographics, coupled with continuous change in the economy and technology, create pressure on community colleges to be responsive dynamic institutions. At the same time, budgetary and administrative constraints sometimes make movement difficult. This tension will be examined throughout the course.
EPL 828 Ethical Problems iin Education (3 credits)
Ethics is an area of philosophy that deals with what is morally good and right. This course is will be an examination of some prominent ethical problems in education. The purpose of the course is to prepare you to engage in public discourse surrounding the moral dimensions of educational policies and practices. The discussions will take up issues of student rights, parental control, school choice, academic freedom, religion and multiculturalism, and a host of other policy questions as they relate to both K-12 and Higher Education.
EPL 839 Women in Higher Education (3 credits)
This course analyzes the current positions and conditions of women students, faculty, staff, and administrators in higher education. Feminist scholarship provides theoretical lenses through which to consider the intersections of gender, race, ethnicity, social class, and sexual orientation and their impact on the careers and daily lives of women in the academy. A combination of theory and practice is intended to enhance understanding of the diversity of women's experiences and perspectives relevant to organizational structure and change, policy development, and curriculum.
EPL 840 Legal Aspects of Higher Education Administration (3 credits)
This course is designed to sensitize higher education administrators to the increasing legal aspects of their work. Statutory and case law are analyzed for administrative implications to illustrate the importance of legal services - particularly in the areas of due process and equal protection. Changing legal developments in college and university governance patterns is of primary emphasis.
EPL 842: Administration of Academic Affairs in Higher Education (3 credits)
Academic affairs encompasses all issues of program definition and quality within an institution of higher education. This includes educational and research programs, student and faculty profiles and their professional conduct. This course is designed to provoke discussion and stimulate judgments about issues related to academic affairs management: readings, student discussion forums, lectures, cases, guest speakers, prior experience of course participants, student presentations of research findings. The course is geared toward frameworks, contexts and decision analysis.
EPL 851 College Teaching (3 credits)
Designed as initial preparation for instruction at the college level, this course focuses on the geneneral pedagogical skills, strategies, and issues common to university teaching.
Open to graduate students committed to teaching in any area at the college level, there are many opportunities to develop an understanding of teaching across disciplines.
EPL 870 Internationalizing Colleges and Universities (3 credits)
This course examines goals and program strategies for internationalizing colleges and universities including implications for faculty, students, and the curriculum.
Designed to explore both broad rationale for internationalizing institutions, specific program elements such as study abroad, international student
enrollment, language or international study will be analyzed.
EPL 871 Theories of Gender in Education (5 credits)
This course explores a number of issues that have surfaced in the recent scholarship on gender and education. The course is intended to help you think yourself into your own work via an engagement with the major intellectual currents informing theories of gender that characterize feminist work in education. Issues related to gender, race, class and sexuality, curriculum, pedagogy, cultural production and policy will be addressed in an exploration of the possibilities and limits of feminist praxis in education. The course is open to anyone with background in feminist studies, cultural studies, and/or qualitative research literatures. It counts as a foundational studies course in P&L. The course includes a curriculum development lab component where students work together to construct syllabi for future teaching.
EPL 880 Educational Psychology: Cognition, Learning, and Instruction (3 credits)
This course provides an examination of theory and research concerning cognitive perspectives of classroom learning and instruction, particularly research on the teaching and learning
of school subjects.
EPL 893 Body & Mind Goes to School [Graduate Leve] (5 credits)
This course is for graduate students who are interested in applying the concepts presented in ED P&L 411 to individual disciplines. ED P&L 411 is an undergraduate course in the College of Education designed to explore the interrelationships and the interplay that have historically existed between the mind and body in relation to “learning." All of the requirements of ED P&L 411 will be completed in addition to submitting supplemental assignments that address graduate students' own discipline. The blended format enriches experiences for enrolled undergraduates, while pushing graduate students toward demonstrating an understanding of Body/Mind integration/celebration in learning content.
EPL 901 Motivation in Learning and Teaching (3 credits)
This course engages in an analysis of the research and theories surrounding motivation to learn in academic settings - including studies of goal theory, social cognitive approaches and teaching
practices.
EPL 912 Impact of College on Students (3 credits)
This course is designed to help students understand the ways in which colleges can influence students. The focus is on the complexities of identifying the criteria to be examined, the measurement of student characteristics, the multiple ways of describing colleges, and the intracacies of the logistical and statistical methods used to assess the impact of colleges. This course serves a component of the doctoral core in the higher education program.
EPL 914 Strategy and University Leadership (3 credits)
The purpose of this course is to address issues of strategy
for colleges and universities. What is strategy? What are the strategic issues facing institutions? How do decision-makers
approach strategy? The course will make use of a computer simulation
model of university management to test drive a range of
initiatives. There will be an examination of how technology impacts students
and faculty, the potential of distance education and virtual
institutions, the quality of the educational experience with
technology, the fiscal, physical and organization infrastructure
needed to support the new technologies, and how institutions,
faculty and students might evaluate whether or how to use it.
EPL 927 History of the Universities (3 credits)
This course willl cover some of the oldest institutions in Western world, the universities. In tracing the development of universities from their ancient precursors, the course will end with modern controversies in contemporary society. Designed to pay particular attention to the intellectual history surrounding universities, social and political discourses are examined through a lecture and discussion format.
ETL 876 Science, Mathematics, Technology, and the Educated Mind (3 credits) This course will address the interaction of science and mathematics in the growth and application of knowledge. There will be particular attention being given to pivotal advances in the current frontiers of knowledge. Public understanding will also be considered, along with international assessments of mathematical, scientific, and technological literacy. The course will be indirectly practical in that we will explore many of the underlying issues and assumptions that drive classroom practices and shape school programs.
FA&B 810 College Teaching in Engineering (3 credits)
This course provides preparation for instruction in engineering at the college level with a focus on skills, strategies, and issues common to university teaching and engineering
instruction.
GRAD 701 Preparing Future Faculty (1 credit)
This course serves as a foundation to the mentorship and professional development activities completed in conjunction with liberal arts colleges throughout the state. For more information about the Preparing Future Faculty Program and application process, please refer to the Graduate School website.
LING 830 Teaching Introductory Linguistics (3 credits)
The purpose of this course is to prepare graduate students to teach undergraduate courses in linguistics. The teaching process will be discussed in relation to the content of the introductory linguistics course, but will also highlight the nuts and bolts of general pedagogical practice. The goal of this course is provide guidelines for planning, creating, and modifying a course while also learning to create effective lesson plans with a recognition of on-going assessment.
MATH 735/736 - Teaching College Mathematics for
International/Domestic Graduate Students (3 credits)
Students learn the basics of mathematics pedagogy,
classroom management strategies, understanding learning styles and
the importance of multiple representations, and all departmental or
university policies and procedures concerning teaching. Our goal is
to provide a supportive environment for future teachers where they
are given many opportunities to practice teaching so that they can
enter a live classroom with the confidence (and competence) of a seasoned educator. Time is set aside to discuss case studies and to
practice teaching with feedback, discussion and self-reflection.
Separate sections of the course are offered for international (735)
and domestic (736) graduate students.
NURS 694c Instructional Strategies in Human Patient Simulation (2 credits)
This course will address the educational theory, instructional design, technical support, and evaluation knowledge of asscoiated with the use of human patient simulation in nursing education. Learners will examine the various issues associated with the use of human patient simulation in the delivery of nursing education.
NURS 718 Instructional Strategies in Clinical Teaching (3 credits)
This course is designed to provided preparation of health professionals to assume the role of clinical educator with focus on best pedagogical practices in the classroom. An exploration of the clinical and
virtual learning environments will be the primary goal. This course is also offered online.
NURS 862.05 Teaching in Nursing (5 credits)
The focus of this course is the application of best pedagogical practices in selected nursing education experiences. A supervised teaching component is included.
PAES 701D Teaching Adults On-line (3 credits)
This courses focuses on developing, delivering, and facilitating on-line learning experiences to adults in formal and nonformal environments. Participants will discuss current issues in distance learning theories, pedagogy, and on-line course management strategies. Designed as a project-based course, participants will demonstrate proficiencies in producing technology-based projects by creating a template for a course/training session that they would like to implement in an on-line environment.
PHAR 693/799D Virtual [Online] Advanced Teaching Skills Experience (1 - 5 credits)
This advanced-level teaching experience is available as an elective rotation for qualified pharmacy students (third-year or higher), and for graduate/post-professional teaching assistants in the College of Pharmacy or other health professions. Delivered primarily through participation in the College's Non-Traditional Doctor of Pharmacy (NTPD) program, a web-based distance education curriculum, the overall goal of study is to increase these students‚ exposure to learner-centered instructional models, increase pedagogical knowledge and skills, and promote scholarly interest in teaching.
SOC 802 Seminar on Teaching (3 credits)
This course is designed to address the professional development of GTAs preparing to teach undergraduate sociology courses. By balancing an exploration of the practical and theoretical issues connected with students' learning and motivation, the course will explore the development of teaching philosophies that reflect the process of providing effective instruction of sociology topics.
STAT 603 Teaching of Statistics (5 credits)
This course serves as an introduction to the teaching of statistics, general teaching strategies, and communicating with students. Also providing a review of topics taught in Stat 133, 135, and 145, and
the computing lab, lectures and activities have been designed to balance pedagogical exploration with content knowledge for GTAs of statistics.
VBS 851 Teaching in the Veterinary Curriculum (3 credits)
This course reviews pedagogical principles and practices to be used when designing, preparing, and delivering courses within a professional veterinary curriculum. The course is planned as a series of discussions and class activities designed around the following topics (e.g. How students learn; Course design and educational methods; Learning assessment; Lecturing and small group learning). Students design a professional course of their choosing (core didactic course, elective small group discussion, techniques or laboratory course, independent study course, senior clinical rotation, or continuing education course) in order to apply basic concepts of constructing a course.
WS 702 Teaching in Women's Studies (5 credits)
The purpose of this seminar is to assist graduate teaching assistants in meeting instructional responsibilities and developing the necessary skills for college level teaching in women’s studies. Topics cover both the practical aspects of teaching such as course planning, leading discussions, dealing with classroom challenges, and creating lesson plans as well as the more theoretical issues embedded in the feminist scholarship on pedagogy.
Faculty: To add your course on the above list, please send the syllabus and Course Approval Form [Word] [PDF] to Alan Kalish.