SGPS 9500: The Theory and Practice of University Teaching
SGPS 9500 is a graduate level credit course on teaching and learning in higher education. The goals of the course are to deepen your understanding of foundational theory and research relevant to university teaching, and to provide an opportunity for engaging in course design and facilitating student engagement. The course begins by exploring how to devise and align learning outcomes, assessments, and active learning activities. Then, over the semester, students have the chance to develop and revise a teaching philosophy statement, receive feedback on short teaching presentations, and create a comprehensive course syllabus. In small groups, students will also develop a webpage and seminar presentation on a pedagogical topic of their choice. SGPS 9500 is an interdisciplinary course, meaning that students will engage deeply with educational theory and practice alongside instructors and peers from across academic disciplines.
- course and lesson design
- writing learning outcomes
- engaging students in active learning
- formative and summative assessments
- teaching philosophy statements
- globalization of learning
- teaching in diverse classrooms
- ethics in teaching
- Scholarship of Teaching and Learning (SoTL)
- research on a topic of the student’s choice
Upon completion of this course, each student will be able to:
- find, cite and critically reflect upon research literature on contemporary issues in university teaching and learning, such as: principles of effective teaching, the globalization of education, curriculum theory, course design considerations and the forms and functions of assessment
- develop and facilitate active learning experiencess
- give and receive constructive peer feedback about instruction, in both written and oral formats
- clearly communicate your teaching philosophy, a written statement guided by your beliefs, values and the disciplinary context in which you teach
- articulate an evidence-based rationale for lesson and course-design choices.
What to expect
The course will appear on the transcripts of enrolled students with a Pass/Fail notation but will not affect the student’s academic average.
The course may count towards degree program course requirements (0.5 credits) with permission from the student’s department.
SGPS 9500 is a blended course with both in-class and online components. Each week, students can expect to spend three hours of in-class time and one hour of online learning. Additional time to complete readings and prepare assignments will also be required.
Research on the impact of SGPS 9500
- Assessing Graduate Teaching Development Programs for Impact on Future Faculty (HEQCO Research Report, 2013)
TBD - Winter or Fall 2020
Typically once per year.
Graduate students currently enrolled in the School of Graduate and Postdoctoral Studies
To apply for the course:
- 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 course. Details and a description of the course will appear, including the onlinenn application form.
- Select the Register on Waiting List button. You will receive an automated confirmation email to your Western email account.
- FIll out and submit the online application form.
- After we receive and review your application, you will receive a registration confirmation email if you are approved for the course.
If you have any questions about applying, please contact email@example.com.
Prerequisites / Recommended Preparation
This course is best suited to those with some university teaching experience and is recommended for upper-year doctoral students. The course is particularly useful to those preparing for a career in academia.
To complete the course, students must 1) commit to ongoing preparation, 2) attend and be on time for all class sessions, 3) be thoughtful and active participants in class and online, 4) complete all three microteaching sessions and incorporate feedback, 5) complete the course design project, including a clear evidence-based rationale for course design, 6) lead classmates in an interactive learning activity, in person and online, that builds upon course themes, and 7) develop, revise and submit a teaching philosophy statement and provide peer feedback on others’ teaching philosophy statements.