Teaching In 21st Cent.

Instructor:
Jennifer Lynn Pusateri
620
Credits:
1.0
001
Building:
TBD
Room:
TBD
Semester:
Fall 2023
Start Date:
End Date:
Name:
Teaching In 21st Cent.
Class Type:
LEC
4:00 pm
5:00 pm
Days:
T
Note:
Universal Design for Learning (UDL) is an evidence-based educational framework that seeks to address learner variability by removing barriers during the planning process. This course prepares graduate students to use design thinking to plan courses and activities that create an inclusive classroom environment. The one-credit hour course is framed within an inclusion-based, pedagogical lens and is designed to meet the needs of interdisciplinary graduate students. Prerequisite: Graduate student standing. This course meets in King Library 502.

This seminar, part of the Preparing Future Faculty program, is a rotating series of 1-2 credit hour courses on various aspects of life in institutions of higher education. Participating graduate students from a range of disciplines will have the opportunity for an in-depth exploration of the research and practice surrounding a special topic in college teaching and learning. The seminars will involve both classroom activities and experience- based learning. For example, the course on first-year students will include a study of current research on the first-year experience, interviews with first-year students, and an experiential component where participants serve as mentors for first-year students. Participants will be asked to produce a paper that integrates the theoretical and experiential aspects of the course and develops implications for teaching in their content areas. May be repeated to a maximum of three enrollments.

This seminar, part of the Preparing Future Faculty program, is a rotating series of 1-2 credit hour courses on various aspects of life in institutions of higher education. Participating graduate students from a range of disciplines will have the opportunity for an in-depth exploration of the research and practice surrounding a special topic in college teaching and learning. The seminars will involve both classroom activities and experience- based learning. For example, the course on first-year students will include a study of current research on the first-year experience, interviews with first-year students, and an experiential component where participants serve as mentors for first-year students. Participants will be asked to produce a paper that integrates the theoretical and experiential aspects of the course and develops implications for teaching in their content areas. May be repeated to a maximum of three enrollments.

GS