The Theory and Practice of University Teaching - Ideal for Graduate Students and Instructors

Centre for Pedagogical Innovation

Theory and Practice of University Teaching and Service-Learning Graduate Courses

The Centre for Pedagogical Innovation and the Faculty of Graduate Studies are pleased to offer the following non-credit grad level courses. Registration for courses opens July 7. 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. 16, 2 p.m. to 4:30 p.m., TH253 e-classroom (classes continue every second 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

For additional information contact Jill Grose at

The Theory and Practice of Service-Learning (GRST 5N02)
Instructor: Prof. Madelyn Law
Commences: Monday, Sept. 21, 3:00 to 4:30, TH253 e-classroom (classes continue every second week)
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

For additional information contact Prof. Madelyn Law at



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