Course Approval Process
To get a course approved for the Graduate Certificate in College and University Teaching, instructors should submit a syllabus and a Course Approval Form to Shirley Yu. Criteria for approval and a guide for possible course components are provided.
Criteria for Approving Courses
Disciplinary Teaching Courses
In order to meet the requirement of this certificate as a disciplinary teaching course or independent study, a course must have the following characteristics, in the judgment of the steering committee:
Established: An established, graduate-level course offering at least 2 credit hours or an individual study with a faculty member in the field that offers the same level of work.
Rigorous: A rigorous, academic examination of teaching in the field. Classes designed only as practica for GTAs (i.e., classes on how to teach a specific course as a GTA at Ohio State) are not sufficient.
Sufficiently broad: Includes a broader look at teaching, course and curriculum design, and/or the “pedagogical content knowledge” needed by university faculty in that discipline or interdisciplinary area.
In order to meet the requirement of this certificate as an elective, a course must meet the following, in the judgment of the steering committee:
Established: An established, graduate-level course offering at least 2 credits.
Rigorous: A rigorous, academic examination of teaching in the field or an issue in higher education.
Relevant: The main focus of the course must address teaching and learning in higher education and/or issues that have significant impact on teaching and learning or the profession of academe.
Possible Course Outline
The course outline below is a sample to allow faculty and students a place to begin planning, not a rigid requirement. Any disciplinary teaching course or independent study should include some of these elements, to be decided upon by the instructor (and student, if it is an independent study).
- Provide preparation for instruction at the college level
- Focus on the skills, strategies, and issues common to university teaching and to those specifically applicable to the discipline
- Apply teaching skills learned to actual experience
- Gain pedagogical content knowledge, pedagogies appropriate to the discipline
To develop the analytical and problem-solving skills that will enable continued growth and development of the graduate student as a teacher.
Some specific objectives:
- comprehend how people learn and how to teach consistent with these principles of learning, using a variety of techniques appropriate for the discipline, level, and learning context.
- consistently set and communicate learning goals and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and the institutional curriculum.
- attend to diversity, inclusion of multiple perspectives, and demographics so that every student has the opportunity to learn.
- assess student learning responsibly, equitably, and in alignment with learning goals, and use the results to enhance student learning.
- Find and use evidence-based pedagogical approaches specific to the discipline and which facilitate student learning of disciplinary content.
- assess and improve their own teaching performance through inquiry-based practice informed by a community of scholarly teachers.
- participate in activities to develop an integrated understanding of themselves as ethical, collegial individuals, teachers, and scholars within their classrooms, departments, and disciplines.
- explore and situate their practice and potential career choices within the contexts and cultures of postsecondary disciplines and institutions.
- be guided by an understanding of educational standards and policies in postsecondary environments.
- Teaching methods/techniques
- Teaching roles and responsibilities
- Theories of learning and motivation
- Knowing our students (diversity, equity, and inclusion)
- Discipline-specific learning strategies
- Discipline-specific teaching methods and contexts
- Course design-setting and explaining learning goals and expectations
- Designing assessments of learning
- Planning teaching methods
- Grading and giving feedback
- Course/teaching assessment
- Teaching philosophies
- Teaching portfolios
- Teaching portfolio
- Course portfolio
- Teaching philosophy
- Develop lesson plans
- Develop course outline/syllabus
- Teaching resources bibliography
- Presentations on teaching topics
- Reflective essays/journals
- Observations of teachers
- Interview of teachers
- Visit classes at other types of institutions
- Research paper/project
The following texts can aid in the development of good courses. For additional assistance or course design resources, contact Shirley Yu.
- Ambrose, S.A., et al. (2010). How learning works: Seven research-based principles for smart teaching.
- Campbell, W. E., & Smith, K. A. (1997). New paradigms for college teaching.
- Davis, B. G. (1993). Tools for teaching.
- Groccia, J. E., & Miller, M. S. (Eds.). (2001). College teaching: A sourcebook of essential readings.
- Kalish, A. and Robinson, S. S. (Eds.). (2012). Mapping the Range of Graduate Student Professional Development. Studies in Graduate and Professional Student Development 14.
- McKeachie, W. J. (1978, 2013). Teaching tips. (multiple editions)
- Palmer, P. J. (1998). The courage to teach.
- Svinicki, M. D. (2004). Learning and motivation in the postsecondary classroom.
- Welkener, M.M., Kalish, A, & Bandeen, H.M. (2010). Teaching and learning in the college classroom. Third edition. ASHE Reader Series.