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.
I. Required Core Teaching Course (3 credits)
II. Required Discipline-Based Teaching Courses in Home Department (2-4 credits)
III. Required Mentored Teaching Experience (2 credits)
IV. Elective Courses (at least 6 credits in at least 2 courses)
Note: If a course is marked with an asterisk*, graduate students from other departments are welcome to enroll.
Follow this link to the Master Class Schedule to see when each course is offered.
Any student beginning the GIS under quarters and finishing during semesters, please contact Alan Kalish (firstname.lastname@example.org) for individual advising on credits/courses.
*Students must take both courses to receive the required 2 credits
AGR EDUC 8310 – Theory of Learning and Cognition (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 7010 – Health Literacy (3 credits)
Examine and analyze issues of low health literacy, including populations at risk, research, measurement tools, writing in plain language; health communication techniques; and organizational approaches.
AM 7250 – Teaching & Curriculum in the Health & Rehabilitation 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 semester 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 7250 – 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.
ANAT 7890 — Anatomy Seminar in Education (1 credit)
Readings and discussion of topics in anatomical education or biomedical pedagogy and curricular development pertinent to anatomy. Prereq: Grad standing in Anatomy, or permission of instructor. Repeatable to a maximum of 8 cr hrs.This course is graded S/U.
AN 7720 – Teaching in Anthropology (3 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 7300 – Introduction to Teaching Arts Education at the College Level (2 credits)
An introduction to theories, methods and issues related to teaching arts education at the college level. This course is for all new GTAs in the Art Education department and for other students with the instructor’s permission.
BIO 6001 – Biology College Teaching (2 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 5001 – Topics in Biology Teaching (1 credit)
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 6 credits.
DANCE 6802 – Graduate Teaching Seminar II (Pedagogy) (3 credits)
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.
EDUTL 7725 – The Nature of Science and Implications for Science Teaching (3 credits)
This course focuses on the nature of science and scientific knowledge from philosophical, historical and sociological perspectives, and examines the implications for science teaching at all levels, including science teaching in higher institutions. This is a graduate-level course designed for Science, Technology, Engineering, and Mathematics (STEM) education students and those who seek a teaching career in STEM fields at the college and university level.
Science educators and science education specialists generally have focused their ongoing professional development within content areas of interest and expertise, and generally have not devoted significant attention to the systematic study of the history, sociology, or philosophy of science or their relevance to science teaching. This course responds to the state and national reform agendas by providing explicit attention to the history, sociology, and philosophy of science. The course will examine both the traditional underpinnings of scientific thought as well as recent critiques of scientific knowledge based on the sociological constructivism. This is a foundational seminar in the science education doctoral program, and implications for science teaching and the professional growth of science educators will be emphasized.
ETL 7744 – Problem Solving in STEM (3 credits)
This course provides an introduction to how humans interpret, represent, and solve scientific problems, and the implications of these cognitive processes for science teaching, learning, and assessment. In addition to reviewing the classic problem solving literature, students will be introduced to domain-specific problem solving literatures in biology, chemistry, geology, and physics. The course will also review methodological and experimental approaches for studying problem solving processes in science students. The seminar is appropriate for graduate students in STEM education, biology, chemistry, physics, or the earth and environmental sciences.
This independent study is for instructors of Rural Sociology 1500. It includes peer evaluation, readings on the Scholarship of Teaching and Learning, and completing an essay on the best practices for teaching introductory sociology.
ES 5271 – Wellness: Achieving a Healthy Lifestyle (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.
ES 7406 – Course Design for Higher Education (2 credits)
During this class, you will gain an understanding of how to design a course based on a foundation of goals and objectives, and why this is important to both you and your students. You will have the chance to begin the actual work of planning, working with a community of your peers. You will leave with the basic structure for your course and the beginnings for materials such as syllabus, assignments, assessment tools, and course outline. Participants will share their own experiences and ideas, design and implement various instructional activities, and develop strategies for assessing teaching and learning.
ES 7434 – Graduate Teaching Fellows (3 credits)
This course is a summer course 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.
ES 7540 – Higher Education Administration and Core Academic Issues (3 credits)
This course introduces graduate students to contemporary issues in higher education administration in the U.S. Through a combination of reading assignments, classroom discussions, and written papers, the students will examine the roles and nascent issues of American colleges and universities with a special focus on research universities, minority-serving institutions, and community colleges; learn about the functions of college boards, presidents, administrators, and faculty; and explore institutional responsibilities and practices with regard to students’ academic success and development.
ES 7562 – 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.
ES 8410 – Ethical Problems in 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.
ES 8560 – 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.
ES 7540- Higher Education Institutions and Core Academic Issues (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.
ES 7404 – 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.
ES 7570 – 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.
ES 7402 – 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.
ES 4241 – Body & Mind Goes to School [Graduate Leve] (3 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.
ES 7403 – 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.
ESEPHL 7413 – Professional Education
A study of the history, development, organization, and theories of education for the various professions, with particular attention to experience in the United States.
ESWDE 6701 – BCOnline Instructor
This course workshop provides the just in time skills needed to begin teaching online and prepares future faculty for first time online teaching assignments. Learners will be able to develop a management plan for teaching online, develop spaces and places for learning, connect with students and design assessments appropriate for online learning environments. This is a self-paced and managed course.
Prereq: Not open to students with credit for 5701. This course is graded S/U.
ESWDE 7727 – Assuring Quality in Online Course Design
In this fully online course learners will use the quality matters rubric and supporting documents to inform the design and implementation of instruction specifically for an online teaching/learning environment. The learner will develop and submit for peer review an online course or portion of an online course. Learners will also serve as a peer reviewer using the quality matters standards. Cross-listed in Nursing.
ETL 7747 – 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 7220 – College Teaching in Engineering (2 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 6701 – 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 6000 – Teaching Introductory Linguistics (2 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.
MUSIC 8220 – Music Theory: Pedagogy (2 credits)
The purpose of the seminar is to contemplate music theory pedagogy in depth and detail. The class will give you the context in which to develop your own pedagogical philosophy, provide you with a body of pedagogical resources, and help prepare you to be an effective music theory and aural skills teacher in the present and in the future.
NURS 7530 – Instructional Strategies in Clinical Teaching (2 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 7532 – Teaching in Nursing (2 credits)
The focus of this course is the application of best pedagogical practices in selected nursing education experiences. A supervised teaching component is included.
NURS 7727 – Assuring Quality in Online Course Design
In this fully online course learners will use the quality matters rubric and supporting documents to inform the design and implementation of instruction specifically for an online teaching/learning environment. The learner will develop and submit for peer review an online course or portion of an online course. Learners will also serve as a peer reviewer using the quality matters standards. Cross-listed in ESWDE.
ES 5701 – Fundamentals of 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.
PUBAFRS 8890.04 – College Teaching in Public Affairs (2 credits)
This course is designed to help prepare students to become teaching professionals through a variety of activities such as creating a syllabus, evaluating teaching, and developing a teaching portfolio. The class is skills-based and structured as a tour through the life of a course (design, implementation, reflection), but it also requires thoughtful reflection on and analysis of the techniques presented in the class. It also focuses on teaching in the field of public affairs and draws on the literature examining current resources as well as seminal texts.
SOC 6802 – Seminar on Teaching (2 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.
SLAV 7801 – College Teaching of Slavic and East European Languages (3 credits)
This seminar introduces GTAs to the theories and practices involved in teaching Slavic and East European language courses to undergraduates within the Department of Slavic and East European Languages and Literatures.
WGSS 7702 – Feminist Pedagogy (3 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.