The focus of this class is on applied ethics and aging. We will address the following topics: mid/late life reproduction; research with older adults; spirituality/selfhood; legal issues; cultural issues; vulnerable older people; caregiving and community-based care; specific issues related to Alzheimer's Disease; issues at the end of life, and other timely ethical issues that may arise during the course.
Open to doctoral students who have the necessary training and ability to conduct research at an advanced level. Students will work under the supervision of a gerontology faculty member to coordinate research efforts, establish timelines for completion, and determine grading criteria. May be repeated to a maximum of 9 credits. Approval of the Director of Graduate Studies required.
Open to doctoral students who have the necessary training and ability to work independently at an advanced level. Students will work under the supervision of a gerontology faculty member to identify readings appropriate for the student's chosen topic, establish timelines for completion, and determine grading criteria. May be repeated to a maximum of nine credits. Approval of the Director of Graduate Studies required.
An interdisciplinary, topical or experimental course to be approved by the Dean of the Graduate School. A particular course can be offered no more than twice under the number GS 600. May be repeated to a maximum of six credits.
This one-credit-hour seminar addresses teaching and learning issues in the college classroom. It is intended for graduate students who want to prepare for future academic careers and enhance current teaching activities. The seminar will examine pedagogical issues in a general format with opportunity for discipline-specific applications. This course can serve to augment any department- based programs.
This seminar addresses pedagogically sound and effective applications of instructional technologies (IT) in college teaching. Course goals include examining the impact of IT on learning outcomes, teaching strategies, and instructional assessments; developing proficiency in creating PowerPoint presentations, designing and managing instructional Web sites, facilitating Internet dialogue, and conducting distance learning courses; and considering how IT affects faculty roles and responsibilities, the nature of the college classroom, and the future of higher education.
Preparing Future Faculty is designed to introduce graduate students to the roles and responsibilities of the college teacher and to assist them in understanding the variety of institutions in which effective teaching takes place. Students will focus on the academic expectations, institutional identities, and particular policies and procedures which characterize different types of institutions of higher learning. Skills to help students apply for positions and achieve success in their appointments will also be addressed. Lecture, two hours per week.
A multi-disciplinary seminar in Sensors and Sensing Architectures. May be repeated to a maximum of four credits.
This special problems course is designed to provide opportunities for graduate students and postdoctoral scholars pursuing a Certificate in College Teaching and Learning to explore special problems related to college teaching that bridge or fall outside the domain of departmental efforts; graduate students exploring faculty development as a career option; and students who currently hold full-time teaching positions in colleges or universities and who are interested in professional development or credentialing in College Teaching and Learning. May be repeated to a maximum of six credits.
The Practicum is a mentored teaching experience that not only immerses the graduate student in teaching by also fosters reflection on the experience, provides structured feedback and plans for improvement, and guides students in developing a teaching portfolio. The practicum requires that the graduate student assume full responsibility for a course, under the guidance of a mentor teacher. Supervision for the practicum experience is a joint responsibility of the Teaching and Learning Center, certificate faculty, and the student's mentor.
