Introduction To Institutional Pedagogy

Most of the doctoral students normally take up a career as academic staff in institutions of higher learning upon completion of their PhD programs. In order to prepare these students for a successful academic life, exposure to pedagogy is important. The course covers aspects ofactive learning and will facilitate discussions addressing educational theory and practice. By combining action and analysis, doctoral students will explore and develop teaching skills that promote learning within a diverse student body across a variety of settings. Throughout this exploration of teaching and learning, the course will discuss the ways in which teachers' choices grow out of beliefs and experiences and how those choices influence student learning. The course further develops an appreciation for the learning paradigm in which teaching and learning are interdependent activities shaped by teachers and students together.

COURSE JUSTIFICATION/RATIONALE
Innovations in instructional methodologies and technologies combine with increasing knowledge of, and research in, how students learn, how the brain learns, and how learning can be promoted and maximized. Many developments in effective learning concern developments in collaborative, active, interactive, engaged, student-centred, deep learning and teaching.

LEARNING OBJECTIVES
By the end of this course, the student should be able to:

• Articulate the philosophy of teaching
• Synthesize their academic and professional experience in a curriculum vitae
• Construct, apply, and interpret the results of both formative and summative assessment tools that measure student learning and teaching effectiveness
• Design a syllabus with a rationale that demonstrates the relationship between course objectives, content, and methodology
• Demonstrate knowledge of active learning theory and practice by applying active learning strategies in a classroom setting
• Analyze and manage classroom environments in relation to student learning and instructor teaching styles
• Identify ways in which technology enhances or detracts from student learning § gain comfort and confidence with regard to teaching skills
  

LEARNING OUTCOMES
A doctoral student completing the course is expected to:

• Create and evaluate the effectiveness of section plans (and, where appropriate, assignments) that employ field-appropriate active learning strategies (e.g., discussion, collaborative problem solving, applied practice);
• Apply the standards of ethical conduct by which they and their students must abide and how to provide a welcoming and respectful learning environment for a diverse student body;
• Use feedback and assessment tools such as mid-semester evaluations to improve teaching and learning;
• Construct, apply, and interpret results of both formative and summative assessment tools that measure student learning and teaching effectiveness
• Design a teaching/learning syllabus indicating clearly  the methodologies of instruction
• Analyze and manage classroom environments in relation to student learning and instructor teaching styles
• Gain comfort and confidence with regard to teaching skills