Advanced Teaching Program (ATP)
The Advanced Teaching Program (ATP) is a 20-hour short course designed for advanced graduate students who would like to develop practical teaching skills for current and future teaching roles. Topics include course design strategies, active learning, authentic assessment of student learning, and maintaining a culture of respect and community in the classroom. Participants gain hands-on experience by practicing instructional techniques in microteaching sessions where they receive constructive feedback from peers and an experienced team of instructors.
The capstone project for the program involves designing and submitting a course syllabus. The syllabus design project helps participants to integrate key course design ideas including aligned outcomes, assessments and active learning strategies.
Note: The syllabus design project also fulfills the “Written Project” requirement of the Western Certificate in University Teaching and Learning. By completing ATP, participants now fulfill two components of the Certificate.
Course design, active learning, authentic assessment, microteaching, classroom community
By the end of this program, participants will be able to:
- design learning outcomes and align them with assessment techniques and teaching and learning strategies at the lesson- and course-level
- develop and implement active learning to increase student engagement
- assess student learning using formative and summative methods
- refine and practice teaching skills by giving and receiving peer feedback in a supportive multi-disciplinary setting
- engage in self-reflection and self-evaluation on personal teaching strategies and approaches.
What to expect
This 20-hour course is held over six face-to-face sessions, each lasting 3.5 hours. Sessions involve workshops, seminars, and microteaching. Each participant will prepare two 10-minute lessons and deliver these lessons to a small group of peers. For the capstone project, participants design a course syllabus on a course topic of their choosing.
Research on the impact of ATP
- Assessing Graduate Teaching Development Programs for Impact on Future Faculty (HEQCO Research Report, 2013)
No upcoming sessions scheduled at present
Online Spring 2020 ATP: Monday, May 4 – Friday, May 15, 2020
Session 1 - Monday, May 4
9:00 am - 12:00 pm (Synchronous*)
Session 2 - Wednesday, May 6
Session 3 - Friday, May 8
9:00 am – 12:00 pm (Synchronous)
Session 4 - Monday, May 11
Session 5 - Wednesday, May 13
Session 6 - Friday, May 15
9:00 am – 12:00 pm (Synchronous)
*Synchronous: Activities completed online with classmates over videoconferencing software in real-time
**Asynchronous: Activities completed online on your own schedule
Current graduate students and postdoctoral scholars
- Login to Western Connect using your Western username and password.
- Go to the Centre for Teaching and Learning section. Select Event Calendar and select the program you wish to register in. Details and a description of the program will appear.
- Select the Register on Waiting List button. You will receive an automated confirmation email to your Western email account. Read through the ATP course outline provided to you in the waitlist confirmation email.
- Email the completed course outline to email@example.com** to confirm you have reviewed the course outline for ATP and would like to be moved from the waitlist to the registration list for the Online ATP.
- You will receive a registration confirmation email to your Western email account when we receive your confirmation of reviewing the course outline.
Please note: **Due to COVID-19 and physical distancing measures, in lieu of a refundable deposit, the Centre for Teaching and Learning requires you to review and complete the course outline to be moved from waitlist to enrolment list for Spring 2020 ATP. We will be checking and responding to emails during our remote office hours, are Monday to Friday from 8:30am-4:30pm.
Due to high demand, spaces in this program are limited. Email your completed course outline received after you register on waitlist to firstname.lastname@example.org as soon as possible to secure your spot in the session. Once the program spots are full, you will remain on the waitlist until a spot becomes open. We will prioritize the waitlist based upon time and date of receipt of your submitted Acknowledgement for Enrolment in Spring 2020 ATP.
Prerequisites / Recommended Preparation
This program is recommended for graduate students and postdoctoral scholars with some prior teaching experience (TA experience or other teaching experience).
To complete the program, participants are expected to attend and engage in all sessions, deliver two microteaching lessons, participate in feedback discussion, and submit the capstone project.
Typically 3 times per year (February/March, May/June, October/November)
Applies to following certificates
You may also be interested in these CTL programs:
Testimonials from ATP participants
“I developed confidence in my teaching ability and an insight into different active learning strategies that I wouldn’t necessarily think to incorporate into a classroom.”
“I found the capstone project the most effective activity as it allowed the student to take an in depth look at a topic that is relevant to their specific discipline. The requirement to reference primary pedagogical literature was a good opportunity to become familiar with published resources that are available.”
“The microteaching sessions were the most useful because this gave us an opportunity to teach, have recorded evidence of our teaching, gain valuable feedback from our peers, and listen to our peers introduce us to interesting subjects we may not know about.”
“I was happy to see that the ATP program is actually designed for educators by educators and deals with real teaching issues.”
“Incredible experience! I would recommend it to anyone who has to teach anything. I learnt so much. I learnt the importance about building rapport with your students right away, and how it's important for them to build rapport amongst themselves to enrich learning. I learned the importance of using active learning in the classroom and how to engage it with different sizes of classes.”