Non-Credit Graduate Studies Courses

Faculty of Graduate Studies

Non-Credit Graduate Studies Courses

“Our partnership with CPI is allowing the Faculty to create courses that combine academic study and practical training in areas of teaching and learning as a way to augment the discipline-specific program experiences at Brock. We want to offer graduate students from across all 44 graduate programs as many opportunities as possible to develop essential competencies and professional skills that are in demand by employers.”
— Dr. Michael Plyley, Dean, Faculty of Graduate Studies

The Faculty of Graduate Studies and the Centre for Pedagogical Innovation are pleased to offer the following non-credit grad level courses.

The completion of a GRST course appears on the Brock academic transcript.

For information on how to register for the courses, students should contact Lorraine Sciamonte at x3239.

The Theory and Practice of University Teaching (GRST 5N01)
Instructors: Jill Grose and Lianne Fisher, CPI
Commences: Tuesday, Sept. 15, 2 to 4:30 p.m., TH253 e-classroom (classes continue every second week; when there is a university closure the class will resume the following week)
The non-credit course explores the theories and practices of teaching in the post-secondary environment. Students will engage in experiential approaches to course planning, instructional methods, evaluation and assessment, and reflective practice. Students will:

  • identify and connect major theoretical perspectives in instructional design, student learning, assessment, and reflective practice
  • practice instructional and presentation skills in micro teaching sessions
  • identify and develop formative and summative assessment strategies
  • practice skills in giving and receiving feedback
  • write a statement of teaching philosophy
  • create a teaching dossier representing significant teaching experiences and growth

The Theory and Practice of Service-Learning (GRST 5N02)
Instructor: Prof. Madelyn Law
The non-credit course provides an opportunity for graduate students to join together in discussions about the value and implementation of service-learning in our lives. Students will:

  • identify the theoretical perspectives that position community-based experiences within the service learning literature
  • share approaches, strategies and best practices with a cohort of graduate students from multiple disciplines and perspectives
  • participate in active service learning projects within the community
  • describe, verbally and in writing, the transferrable skills/competencies acquired through the service learning involvement such as teamwork, problem solving, communication and leadership


Jill Grose and Gail Cook