Introduction to instructional practices in higher education in general and undergraduate education in particular. Topics include instructional design and methods, evaluation and assessment, learning theory, pedagogical resources, and trends in higher education. This course is required for the Graduate Certificate in College Instruction, but open to all graduate students.

Explores teaching skills that promote learning in a diverse student body in higher education.

The practicum involves observation, mentoring, participation in classroom teaching, and planning/teaching in a higher education setting. Students and their coach will develop contracts that identify individualized learning outcomes of the practicum and assessment.

II. ADDITIONALLY, STUDENTS MUST COMPLETE AT LEAST 6 CREDITS FROM THE FOLLOWING:

GCCI Program Electives:

This seminar class identifies difficult or troublesome aspects of the participants’ instruction (vexations) that can be shared with graduate colleagues in a non-threatening environment. Note students must have completed 6000 & 6001 before enrolling in 6002.

This course should be taken after GRAD 6001. It provides an opportunity for graduate students interested in college teaching to design their own teaching portfolios and investigate the syllabi and curriculum of other college instructors. Note students must have completed 6000 & 6001 before enrolling in 6003.

OR the following electives from other departments:

*Please note availability of electives outside of the official GCCI ones varies semester-to-semester; students should plan in advance to see if the course will be available.*

Teaching methods, strategies, and curriculum planning in studio art instruction.

This course is designed to introduce first-time teaching assistants some techniques and the skills that they can use to be an effective teacher. Strategies are motivated within the conceptual framework of teaching and learning theory. Open only to graduate students in Chemistry and related areas.

Readings from the primary literature on factors influencing the success of science communications, analysis of video examples of science communicators, and discussion of the relationship of scientists to the press, public and specialized audiences. Class exercises include video-recording mock interviews, working directly with journalists, writing social media posts, and exchanging constructive feedback with peers on speaking and interview skills.

Theories of teaching science with emphasis on studies of research related to current problems.

Interrelationships between education and various sociocultural aspects of cultural diversity and cultural pluralism, including language acquisition and diversity.

Theory and practice in teaching for social justice with an emphasis on issues of class, race, gender and ethnicity.

This course explores characteristics of today's college students, student behavior theory, and the impact of college on students.

A practical and theoretical course that gives students the opportunity to explore academic literature of student transition while teaching a UNIV freshman year experience course for students transitioning into the University of Connecticut.

Explores the interaction of people and their environment and culture, and examines the affect of situational barriers, motivation, self-regulation, personality, gender, and life transitions on adult learners.

Focuses on principles and practices of adult learning facilitation, including situational and methodological factors that impact how adults learn in conventional and multimedia contexts.

Theory and practice of how teaching within a higher education context can work toward racially equitable learning experiences and decoloniality of the classroom.

This course provides insight and support for the day-to-day practice of the teaching of writing, and to encourage critical reflection on the history, values, principles and meaning of teaching writing in an academic context.

This seminar will cover the most influential figures in composition studies; sample work across several subfields (composition theory, first-year writing, basic writing, writing across the curriculum, writing assessment, second language writing, writing program administration); and survey the diverse research methods used in the field. The course should be of interest not just to those planning to specialize in rhetoric and composition but also to anyone with a keen interest in teaching writing.

*Note the topic of ENGL 5550 above and ENGL 6550: Seminar in Rhetoric and Composition varies, but usually deals with teaching writing in higher education. If it doesn't that semester, it may not be eligible for the certificate*

Formalize the practice of professional development skills related to teaching in settings typically encountered by graduate students in engineering utilizing the foundations of course design and effective communication strategies. Topics include: education theory, teaching philosophy and diversity in the classroom, instruction design, learning objectives, motivating others to learn, assessments basics, and developing an effective instructional strategy, including methods, modules, and assessments to effectively execute instructional learning.

Supervised teaching of a course in EPSY. The student will observe classes taught by the supervising faculty member, participate in some grading, and provide support and feedback to students seeking initial teaching certification. In addition, the student will provide support during classroom active and cooperative learning activities, and be responsible for planning and teaching some course content. The student will discuss pedagogical decisions, such as those related to the syllabus, course objectives, assignments, and course content, with the faculty member. The student will write a reflective document on the course, highlighting lessons learned and next steps. Note that this independent study must be arranged with the GCCI director prior to completion.

Instructional applications of productivity software and educational technology.

Introduces students to narrative - the means by which humans share and contextualize information - within the context of instructional game design, the application of game mechanics and design processes in traditionally non-game contexts (sometimes called "gamification"). Through a deconstruction of media and storytelling, we will discuss how to optimally develop engaging, informative, and cooperative educational environments.

Nature and types of learning, transfer of training, motivation, nature of instructional outcomes, with particular attention to individual differences among elementary and secondary school pupils.

The identification of creative thinking and problem solving and the development and implications of creativity training materials and teaching strategies for the classroom.

Guided development of college-level instruction. Drafting of course objectives, selection of texts, development of course and lecture outlines, selection of grading mechanisms, and incorporating feedback for improvement of instruction.

Exploration and analysis of a range of theories, issues, and problems in German instruction. Focus on the nature of language acquisition, methods, and implications for practice.

Supervised teaching of undergraduate courses in HDFS. The student will create a syllabus, course objectives and respective assessments, and some course content, as well as present a teaching philosophy. The student will observe several classes taught by the supervising faculty member, participate in some grading, and discuss pedagogical decisions with the faculty member. The student will write a reflective document on the course, highlighting lessons learned and next steps.

This course will address the need to formally train our graduate students for careers as educators, communicating knowledge about the past to diverse audiences, both within and outside school.

The theory and practice of teaching mathematics at the college level. Basic skills, grading methods, cooperative learning, active learning, use of technology, classroom problems, history of learning theory, reflective practice.

Preparation for teaching music in higher education, in the studio, classroom, or rehearsal hall--with attention to late-adolescent development; elements of effective teaching, including legal considerations; pedagogical approaches; institutional contexts; seeking, securing, and beginning work in a position; and procedures for attaining promotion and tenure. Open to students beyond first-year master's level.

The lecture method applied to teaching undergraduate courses in experimental psychology (introductory, cognition, learning and memory, sensation and perception) and giving conference presentations. Attention is given to presentation style and content.

This course provides an overview of the relevant research and pedagogical tools for theoretical and practical use in Women’s Studies classrooms. We will explore the limits and possibilities for designing and implementing ‘interdisciplinary’ and ‘intersectional’ courses as well as strategies for introducing students to feminist praxis through experiential learning.  The themes for the course include: the politics of experience in Women's Studies, exploring the relationship between feminist praxis and Women's Studies pedagogy, demonstrating how feminist activism can be incorporated into introductory Women's Studies courses as well as senior seminars, providing exemplars of courses designed to teach intersectionality and critical self-reflexivity, and illustrating the pedagogical power of community partnerships for experiential education. The course emphasizes the diversity of approaches to teaching women’s studies and how faculty have responded  to the varied institutional, political, regional, and demographic contexts in which we teach.

Doctoral students in the Natural Resources: Land, Water, and Air program take primary teaching responsibility for a course under the supervision of a faculty liaison.

A survey and discussion of the content, viewpoints and methods that can be employed in teaching sociology. Emphasis is on course preparation for new teachers .