Certificate in University Teaching (CUT)
Graduate students may now enroll for CUT - the graduate Certificate in University Teaching - which offers the option of a formal course or workshops, conferences for professional development, feedback on teaching, and a variety of seminars. Download our booklet describing the program and contacts. Watch this page for details of specific events related to the program.
HOW DO YOU PARTICIPATE?
• Attend the two-day Graduate Student Professional Development Conference in August AND
• Take a combination of graduate seminars and workshops (see below) for each unit OR
• Take the free workshops (see below).
*Note: For any graduate seminars, you must enroll for these courses as you would any other course (via MyView). Tuition rates apply and you will earn credit hours toward degree completion. The workshops, however, are offered at no cost to you and require a separate registration via the links below.
Fall 2011 and Spring 2012 Schedule
(Subject to change as our planning for the 2011-2012 year continues)
CUT Unit 1: Teaching for Learning in the University
FALL 2011 -- Graduate Seminar Option: Teaching for Learning in the University (EdPsy 7647) – offered each Fall semester on Mondays, 5:30 – 8:10 PM, beginning on August 29, 2011
Registered students attend the two day Graduate Student Professional Development Conference on August 15&16. Contact Dr. Peggy Cohen to arrange an option for this requirement.
This seminar examines current research in learning, instruction, motivation, and assessment as it pertains to teaching and learning in complex post-secondary settings. Graduate students will discover the current research on teaching and learning in their disciplines, use it to promote active and meaningful learning, and learn how to develop undergraduates' critical thinking skills. Throughout the semester, students will compile a Teaching Resources Portfolio. (3 credit hours; counts as Unit 1)SPRING 2012 -- Workshop Option: Teaching for Learning in the University
Attend 7 (out of 8) two-hour workshops on alternate Friday mornings from 10:00 AM - 12:00 PM in SSB 449.
Registration
January 27: Applying theories of learning and motivation
10:00 AM - 12:00 PM, SSB 449
February 10: Designing and assessing assignments
10:00 AM - 12:00 PM, SSB 449
February 24: Developing a Teaching Resources Portfolio
10:00 AM - 12:00 PM, SSB 449
March 9: Analyzing the strategies of award-winning professors
10:00 AM - 12:00 PM, SSB 449
March 23: Practicing learner-centered instruction
10:00 AM - 12:00 PM, SSB 449
April 6: Analyzing the strategies of professors teaching with technology
10:00 AM - 12:00 PM, SSB 449
April 20: Integrating civic engagement into your courses
10:00 AM - 12:00 PM, SSB 449
May 4: Revising your teaching portfolio
10:00 AM - 12:00 PM, SSB 449
CUT Unit 2: Preparing for University Teaching
(Offered in Fall semesters only)
Graduate Seminar Option: Writing-Reading Theory (Eng 5860)
This course will examine the parallels between reading and writing processes in order to ascertain how to design literacy programs which develop both skills. The context will be set with an examination of language acquisition, then theory underlying these processes will be discussed. This work will be followed by practical applications. The last half of the semester will address related issues--gender, race, service learning, and program development. Course requirements include weekly response journals, an oral report, a midterm proposal, and a final project. (3 credit hours).FALL 2011 -- Workshop Option: Preparing for University Teaching
For this unit, offered in Fall semesters, CUT participants attend seven (out of eight) two-hour workshops. Choose from the following topics:
August 26: Planning a course, Designing a syllabus
9:45 AM - 12:00 PM, SSB 449
September 16: Engaging Students in Learning
9:45 AM - 12:00 PM, SSB 449
September 30: Writing-across-the-curriculum
9:45 AM - 12:00 PM, SSB 449October 14: Grading/Writing Grants
9:45 AM - 12:00 PM, SSB 449
October 28: Motivating Students to Learn
9:45 AM - 12:00 PM, SSB 449November 4: Writing in Grad School
9:45 AM - 12:00 PM, SSB 449
November 18: Ensuring Social Justice
9:45 AM - 12:00 PM, SSB 449December 2: Developing your Teaching Portfolio
9:45 AM - 12:00 PM, SSB 449
CUT Unit 3: Teaching with Technology
Graduate Seminar Option: (Choose One)
Technology Supported Inquiry Learning (EdTech/EdPsy 6448) - Fall semesters only
Educational technology such as networked computers & software can play a supportive role in inquiry-based learning. Students will explore the theoretical background, design issues, & pragmatic realities of technology-supported inquiry learning environments. Such learning environments are best understood as systems involving social, cultural, material and psychological aspects. Consideration will be given to the important properties of settings, activities and technologies, as well as the role of instructors.
OR
Teaching Writing Online (Eng 5850, G01) - Spring semesters only
The number of courses and degree programs going online is increasing exponentially each year, and so are the opportunities for adjunct teaching jobs around the world. In this course, we will explore the theories, contexts, and methods of teaching writing courses in today's online environments. Readings and short papers will introduce you to the social, political, economic, psychological, and pedagogical aspects of online teaching and learning experiences that matter most, and critical studies of online course models and the various technologies that can be used within them will help you learn how these aspects can be enacted to benefit student success best.Workshop Option: (Continuing all year)
Attend the following:
• Graduate Student Professional Development Conference and maintain a conference response log (August)
• Conference on Teaching with Technology and maintain a conference response log (November)
• UMSL Online Teaching Certification: Teaching & Developing an Online Course – Design, Development & Instruction (March and April)
Registration
CUT Unit 4, Fall 2011: Teaching Practicum
Graduate Seminar Option: Writing-Reading Theory (Eng 5860)
This course will examine the parallels between reading and writing processes in order to ascertain how to design literacy programs which develop both skills. The context will be set with an examination of language acquisition, then theory underlying these processes will be discussed. This work will be followed by practical applications. The last half of the semester will address related issues--gender, race, service learning, and program development. Course requirements include weekly response journals, an oral report, a midterm proposal, and a final project. (3 credit hours).Workshop Option: This practicum is offered in Fall, Spring, and Summer semesters and is arranged to fit your teaching schedule. Its purpose is to provide feedback on how you apply the teaching strategies learned in CUT, to help you meet the needs of all learners, and to provide the opportunity to reflect on your teaching. Ideally, the practicum should be taken after taking a semester of workshops. This experience may include teaching a three-hour, one semester university or community college course, running a laboratory, tutoring, teaching a continuing education course, or fulfilling other relevant responsibilities.
Registration
CUT Unit 5, Spring 2012: Professional Development
This unit is designed to prepare graduate students for the job market and career requirements.
Registration
Complete A and two of the three other options (B, C, D).
A. To get ready for the job market, complete three two-hour workshops (one Friday per month from 1-3 in SSB 449):
- Drafting your vita and letter of application - February 10, 1:00 PM -3:00 PM, SSB 449
- Preparing and presenting your job talk - March 9, 1:00 PM- 3:00 PM,
SSB 449
B. To prepare for campus visits, attend the etiquette banquet. Date and time -- to be announced.
C. To add to your skills, attend a colloquium or seminar offered by the CTL. Write a one-page summary describing the program and reflecting on what you learned; submit with your teaching portfolio.
D. To determine the type of campus where you want to work, participate in mentoring (we will help you arrange this visit). For at least one day, shadow a mentor in your discipline on a campus in the St. Louis area or the UM system. In your teaching portfolio, include a reflective, 2-3 page paper describing your experiences and how they did or did not meet your expectations. Shadowing includes attending classes and committee meetings to gain an understanding of differing environments and expectations at public and private, graduate and undergraduate, research and non-research, two-year and four-year colleges and universities.