Grad Preparing Future Faculty

Classes

GPFF-403 : Technologies in Teaching and Learning

This course is designed for students who desire to understand new approaches to the effective use of instructional technology in their teaching practices. The course provides participants with a foundation for choosing appropriate technological tools based on learning needs; gives participants hands-on experience, through class sessions and projects, in the effective use of learning technologies such as interactive web application, video/audio lectures, clickers and various course management tools; and promotes the importance and scholarship of the evaluation of instructional technology efficacy.

Credits

Credits 3

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed (or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-404 : Faculty Roles & Responsibilities

This course provides future members of the professoriate with information and experiences that will improve their ability to obtain new faculty positions. The course includes presentations and guided lessons by faculty, administrators, and experts in fields necessary to facilitate success in the professoriate.

Credits

Credits 3

Prerequisites

This course is open to all students enrolled the Certificate in College and University Teaching offered by the Graduate School.

GPFF-407 : Diversity in The College Classroom

This course is designed to enhance students' knowledge and understanding of diversity and the ways that diversity affects both teaching and learning in the college classroom. The course examines how individuals' thoughts, feelings, and behaviors are intertwined with their diverse social environments and will explore how social categories are tools that individuals (faculty and students) use to view and evaluation other people.

Credits

Credits 3

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed (or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-409 : How to Be an Effective Mentor

Students will develop a deep understanding on effective mentoring by examining relevant literature. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines and refine strategies for dealing with mentoring challenges.

Credits

Credits 1

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed(or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-410 : Teaching Through Inquiry Based Learning

In this course participants increase their knowledge of pedagogical approaches that foster the scientific method as a best practice in teaching and learning. In this investigative approach, participants, are presented with a problem, and solutions are derived by asking questions, hypothesizing answers, testing the answers which will serve to confirm or negate the hypothesis.

Credits

Credits 1

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed (or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-411 : The College Classroom

This course provides an introduction to key learning principles and the basics of effective teaching practices in this course about teaching in the STEM college classroom. Students will explore how people learn, discuss how to monitor and investigate the effectiveness of the learning environment, learn what it means to create an inclusive classroom environment that engages all learners, and utilize backward design to develop a microteaching project. An emphasis on a learning-centered classroom will provide students with a perspective that highlights the interconnected cycle of teaching, assessment, and learning such that they gain the knowledge and skills to be effective teachers in the college classroom.

Credits

Credits 2

GPFF-501 : Preparing Future STEM Faculty

An Introduction to Evidence-Based Undergraduate STEM Teaching is designed to provide graduate students, postdoctoral scholars, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff, faculty, and administrators. The Course is designed to equip the next generation of faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach. Past participants are overwhelmingly satisfied with the course The course draws on the expertise of a variety of STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the CIRTL Network. Topics include key learning principles, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts, readings, discussion forums, quizzes, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines.

Credits

Credits 3

GPFF-502 : Small Group Collaborative Learning

This course offers an introduction to small-group collaborative learnings based on the model used in the College Workshop Program at the University of Rochester. The course is designed as a discussion seminar run on your steam: You will proceed through the introduction work yourself, according to your own schedule. However, you are strongly encouraged to work as a team on all assigned projects. Deep learning does not take place, in literature reviews, but rather it occurs when you bring ideas and knowledge back to the group for discussion and debate.

Credits

Credits 1

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed (or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-503 : Flipping a New Generation

Flipping the Classroom is quickly becoming a popular pedagogical approach in the STEM disciplines. This course will explore many aspects of flipping the classroom by actually utilizing a flipped model with participants. Upon completion of this course, student participants will 1) understand the value of this pedagogical approach 2) understand the general structure of a flipped classroom 3) become familiar with the different technological approaches to flipping courses 4) become familiar with the literature of how flipping can help to improve student learning outcomes and 5) learn how to flip a STEM class.

Credits

Credits 1

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed (or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-504 : What Best Teachers Do

This theoretical framework for this course centers on issues raised by Ken Bain in his book, " What Best College Teachers Do." Bain interviewed a select group of college faculty and inquired about their teaching and learning practices. Each chapter centers on an important element of effective teaching and this course uses, as a point of departure to discuss these issues more comprehensively and in a college context. The driving philosophy of this course is that our teaching practice is a continual pursuit that involves finding new ways to engage students in our disciplines and improve learning outcomes. This process requires reading and reflection as well as discussions with peers and experts.

Credits

Credits 1

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed (or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-505 : Using Debate to Teach Science

This course provides future faculty with the knowledge and skills on the use of debate as a pedagogical tool for communicating challenging scientific concepts in the college classroom. Students will have the opportunity to explore how this pedagogical approach can increase student involvement in the learning process as well as fostering critical thinking, and research skills.

Credits

Credits 1

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed (or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-506 : Experimental New Techniques for Active Learning

Active learning is any approach to instruction in which all students are asked to engage in the learning process. Active learning stands in contrast to "traditional" modes of instruction in which students are passive recipients of knowledge from an expert. This course provides students with simple strategies that combine active learning principles with online tools so students can encounter and engage with information and ideas and reflect on their learning. These strategies apply to both small and large class sizes.

Credits

Credits 1

Prerequisites

Students should have completed their disciplinary coursework or obtain permission of their disciplinary advisor to register for this course; be enrolled in the Certificate in College and University Teaching offered by the Graduate School; and completed (or in the process of completing) the Faculty Roles and Responsibilities Course.

GPFF-507 : Understanding and Implementing Scholarly Activities

This course focuses on helping students identify ways to integrate research, creative and scholarly activities into the different disciplines as an approach to engage motivated students. It explores best practices for cultivating and supporting a research-focused curriculum, involving inquiry based learning and hands-on learning to improve students' ability to problem-solve, work in multi-disciplinary teams, expose them to ethics in research and information literacy, and provide practical opportunities to apply written and oral communication skills and discipline specific techniques and competencies.

Credits

Credits 2

GPFF-509 : Basic of Online Teaching and Learning

This online blended course walks students through online course development in a mix of synchronous and asynchronous activities. The course will begin with synchronous online sessions providing an overview of the course and effective online pedagogy. This will be followed by a mix of synchronous and asynchronous sessions on building a course. Each week will involve approximately 4-6 hours of readings, videos, assignments, discussions, and peer feedback. During this time students will work on their final projects where they will develop materials for an online course (or unit) they plan to teach in the future. The course will end with 1 week of student micro-teaching presentations to the group.

Credits

Credits 3

GPFF-601 : Culturally Responsive Pedagogy and Assessment

This Course is designed to increase faculty cultural knowledge, competence and abilities to engage in culturally responsive teaching and assessment. Topics to be covered will include but not limited to culture, diversity, bias literacy, microaggression, school climate, and inclusion.�

Credits

Credits 3

GPFF-603 : How to Mentor Graduate Students

The academic and professional success of underrepresented minority students has been strongly linked to mentorship. This course is designed to increase the importance and knowledge of culturally responsive mentoring in future faculty Course participants will be introduced to best practices in mentoring graduate students, within the context of teaching, research and professional development. This course will also have an experiential component, each registrant in the Course will be assigned a mentee and the mentorship skills will be evaluated by the mentee.

Credits

Credits 3