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. Participants also design a workshop on teaching in their discipline. Graduates of the program have the opportunity to submit their capstone projects for publication in the Teaching Innovation Projects Journal.
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
- 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
- create a workshop that addresses a teaching and learning gap in their home discipline.
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 workshop on teaching in their discipline.
Example capstone projects
- Cultivating Environmental Literacy in the English Classroom and Beyond
- Critical Thinking in the Information Age: Helping Students Find and Evaluate Scientific Information
- Reflective Teaching and Learning: Why We Should Make Time to Think
Research on the impact of ATP
- Assessing Graduate Teaching Development Programs for Impact on Future Faculty (HEQCO Research Report, 2013)
Winter Session: Starts February 28, 2019 (weekly on Thursdays, 12:30 - 4:00 pm)
Typically 3 times per year (February/March, May/June, October/November)
Graduate students and postdoctoral scholars
- Login to CareerCentral using your Western username and password.
- Go to the Centre for Teaching and Learning section and select Event Calendar.
- Search for and select the program from the calendar. Details and a description will appear (including the amount for the refundable deposit).
- Select the Register on Waiting List button. You will receive an automated confirmation email to your Western email account.
- Submit your deposit (cash or cheque only) to the CTL to complete your registration and secure your spot in the program. The CTL is typically open Monday – Friday, 8:30a.m. – 4:30p.m.
- You will receive a registration confirmation email to your Western email account when we receive your deposit, which means you are officially registered in the program.
Due to high demand, spaces in this program are limited. Please bring in your deposit as soon as possible to secure your spot in the session. Your deposit will be returned when you complete the program and receive your certificate.
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 a teaching and learning workshop proposal.
Applies to following certificates
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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.”