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Program Goals

  • Strengthen the quality of undergraduate instruction.
  • Enhance the teaching effectiveness of TAs while at UD.
  • Provide a systematic and comprehensive preparation of graduate students for all aspects of their future faculty careers.
    • Become familiar with current pedagogical practices and research in higher education.
    • Provide opportunity to develop participants'  instructional skills in a mentored and collegial atmosphere.
    • Reflect on teaching practice and begin to engage in the scholarship of teaching.
    • Observe exemplary instructors.
    • Prepare for the demands of research, teaching and service in academic life.
    • Document scholarly and instructional competencies, accomplishments, and development through e-portfolios.
  • Document the teaching effectiveness of graduate students and bolster their credentials as they enter the postgraduate academic job market.
  • Provide official recognition for graduate students who have prepared themselves for the complex aspects of future faculty responsibilities.

Pedagogical & Professional Content Areas

The program focuses on teaching as scholarly work and is based on the following elements:

  • Research (on learning and teaching in higher education),
  • Application (of learning theory on concrete learning contexts), and
  • Reflection (on the effectiveness of teaching and assessment approaches to support student learning).

The program consists of two tracks: (1) pedagogy track including seminars on learning and pedagogy, and (2) academic career preparation track including seminars on faculty roles andacademic job search. The pedagogy track has been designed to be taken concurrently with teaching appointments, typically early in the graduate program; the academic career preparation track has been designed to be taken one year prior to going on the job market. It is not recommended to enroll in the seminars during the final year of doctoral study when candidates are completing their dissertations.

You may access UDSIS for seminar offerings and dates. Please note that the information about content area offerings is subject to change.

Learning (UNIV-600) - [10 weeks during spring semester] - Syllabus (tentative)
This content area explores the cognitive, affective, and social aspects of the learning process. The coursework seeks to help participants develop skills to facilitate student learning in their respective disciplines. Please keep in mind that you need to be teaching at the time you're taking UNIV-600 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.

Pedagogy (UNIV-601) - [10 weeks during fall semester] - Syllabus (tentative)
This content area familiarizes participants with sound teaching principles and innovative teaching methodologies that pertain to their academic fields. The coursework has a practical orientation, and seeks to help participants enhance their classroom performance and teach effectively in their respective disciplines. Please keep in mind that you need to be teaching at the time you're taking UNIV-601 since the course is applied in nature; i.e., you will have opportunities to apply research on effective teaching and pedagogical practices to concrete instructional contexts in your discipline.

Faculty Roles (UNIV-602) - [5 weeks during summer session] - Syllabus (tentative)
This content area introduces participants to the range of faculty roles and responsibilities at different types of academic institutions. The coursework seeks to help graduate students identify their ideal academic setting, and understand the possibilities and responsibilities concomitant to such appointments.  The content area is designed to enhance participants' awareness of academic career options.

Academic Job Search (UNIV-603) - [5 weeks during winter session] - Syllabus (tentative)
This content area helps graduate students prepare for their insertion into the academic work place by focusing on Curriculum Vitae (CV) construction, teaching portfolio preparation, and refining of interviewing skills. This course is co-designed and co-taught by staff from the Career Services Center and CTAL.

Program Schedule (Tentative)

During each semester/session several content areas will be offered as indicated in the chart below. Faculty will be invited to co-design and co-facilitate content areas. The first content areas were piloted during the 2003-2004 academic year.  For suggested sequencing, refer to the table below as well as the outlined possible sample program trajectories.

Seminar Offering Fall 2011
UNIV-601 010 - Pedagogy in Higher Education

This ten-week course is offered in an online format with several half-day interactive seminars. 
Faculty:  Gabriele Bauer, CTAL
You need to be teaching at the time you're taking UNIV-601 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.

Program Requirement Offerings Fall 2013
Teaching Observation and Feedback by Faculty
Academic ePortfolio Development with ePortfolio Mentor

Seminar Offerings Winter 2014
UNIV-603 010 - Academic Job Search

This five-week course is offered in an online format with several half-day interactive on-campus seminars.
Faculty:  Marianne Green, Career Services Center and Gabriele Bauer, CTAL

Program Requirement Offerings Winter 2014
Teaching Observation and Feedback by Faculty
Academic ePortfolio Development with ePortfolio Mentor

Seminar Offering Spring 2014
UNIV-600 010 - Learning in the College Classroom

This ten-week course is offered in an online format with several half-day interactive on-campus seminars. 
Faculty:  Gabriele Bauer, CTAL
You need to be teaching at the time you're taking UNIV-600 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.

Program Requirement Offering Spring 2014
Teaching Observation and Feedback by Faculty
Academic ePortfolio Development with ePortfolio Mentor

Seminar Offering First Summer Session 2013
UNIV-602 010 - Faculty Roles in Institutions of Higher Education

This five-week course is offered in an online format with several half-day, on-campus, interactive seminars.
Faculty:  Gabriele Bauer, CTAL

Program Requirement Offerings Summer 2013
Teaching Observation and Feedback by Faculty
 

 

SEMESTER/SESSION CONTENT AREA (Course #)
Winter Session: 13W Academic Job Search (UNIV-603)
Academic ePortfolio Development with ePortfolio Mentor
Teaching Observation and Feedback by Faculty
Spring Semester: 13S

 

Learning (UNIV-600)
Academic ePortfolio Development with ePortfolio Mentor
Teaching Observation and Feedback by Faculty

Summer Session: 13J Faculty Roles (UNIV-602)
Academic ePortfolio Development with ePortfolio Mentor
Teaching Observation and Feedback by Faculty
Fall Semester: 13F

 

Pedagogy (UNIV-601)
Academic ePortfolio Development with ePortfolio Mentor
Teaching Observation and Feedback by Faculty

Sample Program Trajectories Case A: Program completed in 2 semesters plus two sessions

SEMESTER/SESSION CONTENT AREA (Course #)
Spring Semester: 13S Learning (UNIV-600)
Summer Session: 13J Faculty Roles (UNIV-602)
Fall Semester: 13F Pedagogy (UNIV-601)
Teaching Observation and Feedback by Faculty
Winter Session: 14W

Academic Job Search (UNIV-603)

Case B: Program completed in 2 semesters plus 2 sessions

SEMESTER/SESSION CONTENT AREA (Course #)
Spring Semester: 13S Learning (UNIV-600)
Fall Semester: 13F Pedagogy (UNIV-601)
Winter Session: 14W Academic Job Search (UNIV-603)
Teaching Observation and Feedback by Faculty
Summer Session: 14J Faculty Roles (UNIV-602)