| GRADUATE CERTIFICATE IN TEACHING & LEARNING |
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| With registration for the fall semester quickly approaching, the Center for Teaching Excellence would like to remind the campus community of our signature program for PhD students: The Graduate Certificate in Teaching & Learning (GCTL).
This program, approved by the Faculty Senate in 2014, gives graduate students preparing for future careers in academia an opportunity to take dedicated, graduate-level courses on undergraduate pedagogy. And if they complete all four courses within the program (UNIV 500, 501, 502, and 599), their transcript will indicate that they have met the requirements for this fully-accredited certificate.
In the first two years of the program, 62 students from 21 different departmentshave taken at least one certificate course, and 15 students have completed the entire certificate. In the fall, students will be able to sign up for two of the four courses (UNIV 500 and 502), and we hope that you will consider registering and/or encouraging PhD students you know to register. Complete course descriptions, testimonials from participants, and a link for further information are below. |
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UNIV 500: Principles of Effective College Teaching
Fall 2016; Friday, 9:00-11:30AMThis course provides an overview of essential, research-based methods used by college instructors to enhance the quality of student learning. Topics will include course and syllabus design, student engagement, classroom management, and more. the course will culminate with the development of a teaching philosophy and a sample syllabus.
Credit Hours: 3
Prerequisites: None |
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UNIV 501: Research on Teaching and Learning
Spring 2017This course explores scholarship on teaching and learning in detail with special attention to the breadth of approaches and methodologies. The culminating project will be a literature review in an area of interest.
Credit Hours: 3
Prerequisites: None |
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UNIV 502: Practicum in College Teaching
Fall 2016; Friday, 1:00-3:30PMThis practicum allows students to design and deliver teaching demonstrations and to receive feedback on their work. The course will also focus on the place of teaching in the broader landscapes of higher education and the academic job market.
Credit Hours: 3
Pre-requisites: UNIV 500 & UNIV 501 |
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UNIV 599: Teaching Portfolio
Fall 2016; Spring 2017; Summer 2017This course provides an overview of essential, research-based methods used by college instructors to enhance the quality of student learning. Topics will include course and syllabus design, student engagement, classroom management, and more. the course will culminate with the development of a teaching philosophy and a sample syllabus.
Credit Hours: 3
Prerequisites: UNIV 500 & UNIV 501
Corequisite (or prerequisite): UNIV 502 |
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| “As someone on the academic job market this year I found [the program] extremely helpful for talking about my teaching at interviews as well as for preparing my teaching statement. Many schools I interviewed at asked questions about how I would deal with diversity in the classroom, what style of teaching I find most effective, how I engage students in the learning process, etc. Having discussed these issues in [certificate courses] I was able to give thoughtful responses to these questions that were well received.”
Jennifer Bulcock, Former Rice Graduate Student
Assistant Professor, Cabrini College
“[The Certificate Program] was valuable for me in two primary ways: first, it provided a discussion platform for a number of issues about larger trends in higher education and second, we explored specific pedagogical goals and strategies and how that relates to syllabus construction and lesson planning. Doing that within a class consisting of graduate students and professors from multiple disciplines made salient how different presuppositions about educational values and approaches can be, which was especially valuable, both because it challenged me to defend what I presumed about the values of certain practices, but also because I hope someday to be a professor, and insight into colleagues who think very differently than I do about these matters will be important.”
Carissa Phillips-Garrett, Current Rice Graduate Student |
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