What is the point of teaching students through engagement with research? What makes a good case-study for student learning and how would one teach with it? What characterizes how successful teachers structure their classes and what teaching strategies do they use? What is innovative and what is simply good practice in creating a really engaging classroom? How can we work with students in a non-hierarchical partnership model of learning? This 4-week CTL seminar engages doctoral students as future teachers in thinking through these questions, exploring their emerging teaching philosophies, and planning to put them into practice.
This seminar invites participants to investigate and discuss a range of inquiry-based teaching and learning strategies, including classical and modified problem-based learning approaches (including the written case-study), research-based and research-led learning, community-based learning, work-based learning, the flipped classroom and studio-method, integrative learning and any other approaches of interest. The participants will be invited to consider teaching approaches that will be interesting and appropriate for their own future courses. The seminar itself is based on the philosophy of teaching through inquiry and integrates scenarios, collaborative micro-teaching projects and developing plans for actual classroom interventions. The philosophy underpinning the course is that of the scholarship of teaching and learning as the basis for informed and sustainable teaching interventions and ongoing professional development of university teachers.
Center for Teaching and Learning
Nador u. 13. Room 613.
For the CTL Certificate Program, this seminar qualifies as one of the Stage 2 Focused Inquiry seminars.
The seminar is offered to doctoral students. Click to register in Infosys.