Learning-Centred Teaching in Higher Education
This six-week half-credit course will explore and evaluate the principles and theories of learning-centred teaching in higher education. Participants will use research findings and pedagogical publications to inform their own teaching and learning practice, engaging with a wide range of empirically proven approaches to improve instruction systematically. The course provides a rich opportunity for the examination and application of these approaches in varying post-secondary learning cultures and academic settings.
Past offerings
Thursday, September 15, 2011
Learning-Centred Teaching in Higher Education: Principles and Practices
Thursday, September 13, 2012
Learning-Centred Teaching in Higher Education: Principles and Practices
Course code: 05-80-502
This course offers graduate students the opportunity to explore and critically evaluate principles and theories of learning-centred practice, specifically as they interact with the institutional contexts typical of higher education. Students will synthesize research findings with their own teaching and learning experiences in higher education, experimenting with a wide range of empirically proven approaches to systematically improving instruction. In conjunction with assigned readings and other scholarly texts on teaching practice in higher education, the cross-listed nature of the course provides a rich opportunity for student examination of disparate post-secondary disciplinary learning cultures and academic settings, and the implications that these differences hold for the application of the approaches explored in the course.
Through peer-reviewed class facilitation employing learning-centred approaches, students in the course will also develop skills including communicating complex concepts in clear terms to varied audiences; planning, facilitating and analyzing group work and interpersonal interaction; critical thinking; leading, guiding and mentoring others, and comfort with the application of a range of active learning strategies. Reflection on practice constitutes a central thread of student learning in the course. Course assignments emphasize scholarly writing through the integration of research and practice.
The course is of particular interest to teaching assistants and future members of the professoriate, but no university teaching experience is required. In some cases, outside of Education, the course may be taken to complement the course requirements for a graduate program rather than as a replacement for course requirements in a given field or discipline, according to departmental policy. Students are advised to consult with their supervisors before enrolling in this course. This three-credit course is open to University of Windsor graduate students in all disciplines and fields.
Thursday, September 12, 2013
Learning Centred Teaching in Higher Education
Course code: 05-80-502
This course offers graduate students the opportunity to explore and critically evaluate principles and theories of learning-centred practice, specifically as they interact with the institutional contexts typical of higher education. Students will synthesize research findings with their own teaching and learning experiences in higher education, experimenting with a wide range of empirically proven approaches to systematically improving instruction. In conjunction with assigned readings and other scholarly texts on teaching practice in higher education, the cross-listed nature of the course provides a rich opportunity for student examination of disparate post-secondary disciplinary learning cultures and academic settings, and the implications that these differences hold for the application of the approaches explored in the course.
Through peer-reviewed class facilitation employing learning-centred approaches, students in the course will also develop skills including communicating complex concepts in clear terms to varied audiences; planning, facilitating and analyzing group work and interpersonal interaction; critical thinking; leading, guiding and mentoring others, and comfort with the application of a range of active learning strategies. Reflection on practice constitutes a central thread of student learning in the course. Course assignments emphasize scholarly writing through the integration of research and practice.
The course is of particular interest to teaching assistants and future members of the professoriate, but no university teaching experience is required. In some cases, outside of Education, the course may be taken to complement the course requirements for a graduate program rather than as a replacement for course requirements in a given field or discipline, according to departmental policy. Students are advised to consult with their supervisors before enrolling in this course. This three-credit course is open to University of Windsor graduate students in all disciplines and fields.
Please note that priority for registration in this course is given to those enrolled in the University Teaching Certificate Program.
Thursday, September 11, 2014
Learning-Centred Teaching in Higher Education
Course code: 05-80-502
This course offers graduate students the opportunity to explore and critically evaluate principles and theories of learning-centred practice, specifically as they interact with the institutional contexts typical of higher education. Students will synthesize research findings with their own teaching and learning experiences in higher education, experimenting with a wide range of empirically proven approaches to systematically improving instruction. In conjunction with assigned readings and other scholarly texts on teaching practice in higher education, the inter-disciplinary nature of the course provides a rich opportunity for student examination of disparate post-secondary disciplinary learning cultures and academic settings, and the implications that these differences hold for the application of the approaches explored in the course.
Through peer-reviewed class facilitation employing learning-centred approaches, students in the course will also develop skills including communicating complex concepts in clear terms to varied audiences; planning, facilitating and analyzing group work and interpersonal interaction; critical thinking; leading, guiding and mentoring others, and comfort with the application of a range of active learning strategies. Reflection on practice constitutes a central thread of student learning in the course. Course assignments emphasize scholarly writing through the integration of research and practice.
The course is of particular interest to teaching assistants and future members of the professoriate, but no university teaching experience is required. In some cases, outside of Education, the course may be taken to complement the course requirements for a graduate program rather than as a replacement for course requirements in a given field or discipline, according to departmental policy. Students are advised to consult with their supervisors before enrolling in this course. This three-credit course is open to University of Windsor graduate students in all disciplines and fields.
Please note that priority for registration in this course is given to those enrolled in the University Teaching Certificate Program.
Thursday, September 10, 2015
Learning-Centred Teaching in Higher Education
Course code: 05-80-502
This course offers graduate students the opportunity to explore and critically evaluate principles and theories of learning-centred practice, specifically as they interact with the institutional contexts typical of higher education. Students will synthesize research findings with their own teaching and learning experiences in higher education, experimenting with a wide range of empirically proven approaches to systematically improving instruction. In conjunction with assigned readings and other scholarly texts on teaching practice in higher education, the inter-disciplinary nature of the course provides a rich opportunity for student examination of disparate post-secondary disciplinary learning cultures and academic settings, and the implications that these differences hold for the application of the approaches explored in the course.
Through peer-reviewed class facilitation employing learning-centred approaches, students in the course will also develop skills including communicating complex concepts in clear terms to varied audiences; planning, facilitating and analyzing group work and interpersonal interaction; critical thinking; leading, guiding and mentoring others, and comfort with the application of a range of active learning strategies. Reflection on practice constitutes a central thread of student learning in the course. Course assignments emphasize scholarly writing through the integration of research and practice.
The course is of particular interest to teaching assistants and future members of the professoriate, but no university teaching experience is required. In some cases, outside of Education, the course may be taken to complement the course requirements for a graduate program rather than as a replacement for course requirements in a given field or discipline, according to departmental policy. Students are advised to consult with their supervisors before enrolling in this course. This three-credit course is open to University of Windsor graduate students in all disciplines and fields.
Please note that priority for registration in this course is given to those enrolled in the University Teaching Certificate Program.