In GS 902, participants investigate higher education theory themselves, further develop applications to communicate to a general university audience, and articulate their self-awareness as a teacher. Participants complete two projects: a research project about a teaching and/or learning issue in higher education, and a teaching dossier. You also attend an introductory workshop about each project and a small group consultation session for each that will facilitate the final preparation of each project.

Course Prerequisite: Successful completion of GS 901

Course Requirements (must be completed within 3 consecutive terms):

• Attend two CUT workshops, one on Research Projects and one on Teaching Dossiers
• Attend two consultation sessions, one for your research project and one for your teaching dossier
• Complete and have accepted one research project about a teaching and/or learning issue in higher education
• Complete and have accepted one teaching dossier

Continuation Criteria: You may be asked to withdraw from GS 902 if you:

• Fail the teaching dossier
• Fail the written part of the research paper, or the presentation part of the mini-workshop or poster

A fail is defined as having the original attempt not accepted and failing to submit an accepted revision within the allowable time, OR having the resubmission not accepted.

Course Details:

• Research Project
• Research Project Topics and Process
  • Option 1: Research Presentation and Paper
  • Option 2: Mini-Workshop and Supporting Documentation
  • Option 3: Research Poster and Supporting Documentation
• Scheduling and Format of Oral Components
• Teaching Dossier

In GS 903, participants practice and receive feedback on their individual teaching skills and become more self-aware and critically reflective. Participants have their teaching observed at least two times, receive feedback from a trained observer, and write a reflective response paper on the feedback received for each observation. Teaching observations may be requested by clicking here. 

Course Requirements (must be completed within 3 consecutive terms):

• Complete and have accepted a minimum of 2 observation cycles.
• One observation must be of a lecture to a large class, defined as a class that is large for your discipline (e.g., Psychology = >100, French = >30).

The objectives of the teaching observations and response reports are to have you:

• Teach at least two times so you have an opportunity to test changes and receive feedback from a trained observer who will identify and explain your strengths (what you should continue to do), your targets for change, and specific ways to improve.
• Reflect on your teaching in relation to the observer’s feedback, set goals for improvement, and make noticeable positive changes in order to continuously improve as a teacher.

Response Paper Audience: The observer of your teaching event

Response Paper Length and Format: 2-3 single-spaced typed pages in 12-point font that include an introduction, body, and conclusion. Please submit papers to the CTE Office either in person or via on-campus mail. Electronic submissions will not be accepted.

Response Paper Due Date: 2 weeks after the post-observation meeting; revised response papers are due two weeks of the date the original was marked, or another agreed upon date.

Continuation Criteria: You may be asked to withdraw from GS 903 if you:

• Failure to submit an observation response paper by the agreed upon due date;
• Have an observation response paper not accepted and fail to submit the revised response paper by the agreed upon due date;
• Have the resubmission of an observation response paper not accepted;
• Have two teaching events not accepted.

Course Details:

• Teaching Event Defined
• The Observation Cycle
  • Book an Observation
  • Pre-Observation Meeting 
  • Observation
  • CUT Observation Report
  • Post-Observation Meeting
  • Student Observation Response Papers
  • Videotaping (Optional)
• Special Assistance
• Faculty Members as Observers

Every term, CTE offers workshops a number of workshops for Fundamental participants on a variety of topics on university teaching that explore lesson plans, interactive teaching methods, classroom delivery skills and assessment and motivational practices. To view the workshop schedule for the current term, go to Events.

• As the Fundamentals program is dependant on attendance, you must arrive on time and stay for the entire workshop to get credit.
• It is possible to complete the workshops in two academic terms.

REQUIREMENTS:

Attendance at 6 workshops on university teaching

Prerequisites:

• Effective Lesson Plans workshop (required)
• Fundamentals workshops of your choice

Registration through myHRinfo.

Microteaching sessions are designed to provide you with opportunities to practice your teaching skills in small groups of peers. During these sessions, which are offered several times each month, you will present 15-minute mini-lessons and receive verbal and written feedback from your peers and the CTE facilitator. Each session is approximately 2.5 hours in length. A list of the upcoming microteaching sessions can be found at Events.

CTE's Effective Lesson Plans workshop is a prerequisite for microteaching sessions. 

For information about how microteaching sessions work, what you need to do to prior to the session and the registration process, see Microteaching Details.

REQUIREMENTS:

Participation in 3 microteaching sessions

Prerequisite:

• Effective Lesson Plans workshop

Each microteaching session includes:

• 15 minute lesson by each participant
• Feedback from peers and CTE staff

You need to successfully complete one microteaching session on each of the following topics (in any order):

• Your favorite theory or theorist
• A key concept or skill from an introductory course
• Your favourite teaching method

Registration by email.