Summer Series in Course Design

Graduate Teacher Program Summer Series in Course Design
All workshops count toward GTP certificate requirements.
All graduate students, undergraduate teaching & learning assistants, postdoctoral fellows, faculty, and staff are welcome at GTP events and activities.
For further information, please call 303-492-4902.

 

The Summer Series in Course Design is designed to help participants develop materials for a course they are teaching at CU Boulder or that could be included as a sample syllabus in a teaching portfolio.

Workshops will begin on Tuesdays, 2:00-4:00 PM starting in JUNE 2016. 

June 7 – Roser 229 

Framing Your Course from Beginning to End 

Laura L. B. Border, Director, Graduate Teacher Program 

This workshop walks you through a chart designed to help you think about your course content, activities for student-centered learning, and on-going assessment. Participants will plan a draft for their course, discuss their ideas, and receive immediate feedback. 

June 14 – Roser 229 

Major Questions to Consider When Designing a College Course Syllabus 

Laura L. B. Border, Director, Graduate Teacher Program 

This workshop covers the broad principles of syllabus design and explains the differences between a “teacher-centered” and a “learning-centered” syllabus. Participants will outline a draft syllabus for a course they plan to teach in the fall or would like to teach at some point. 

June 21 – Roser 229 

Integrating Diverse Sources, Perspectives, and Approaches 

Valentina Iturbe-LaGrave, Lead Coordinator, Graduate Teacher Program 

The integration of diverse sources, perspectives and approaches is essential to fostering inclusive teaching and learning practices that steer away from inadvertently biased content. This workshop teaches techniques to foster content diversity and diverse student activities through course design. 

June 28 – Roser 229 

Using Bloom’s Taxonomy to Frame Course Content and Exams 

Andrew B. Long, PhD Candidate, Communication 

This session addresses how graduate teachers can most effectively use Bloom’s Taxonomy to approach (1) content according to where it falls in the course, (2) creating good questions for oral discussion, and (3) writing effective exam questions over the course of the semester. Participants will practice writing questions for their own course content. 

July 12 – Roser 229 

Integrating Appropriate Media into Your Course 

Polly McLean, Professor, Media Studies Department 

Professor McLean addresses how to select and integrate media into your course that attends to inclusive excellence, expands student content knowledge, and provides a good model for student projects in the course. 

July 19 – Roser 1B25 

Assessing and Evaluating Student Learning and Teacher Performance 

Preston Cumming, Lead Coordinator, Graduate Teacher Program 

This workshop covers how to write formative (ungraded) learning assessments to maximize student learning as the semester progresses and how to evaluate student mastery throughout and at the end of the course. It also covers how to build in mid-term student assessments of your teaching performance so you can adjust your practice throughout the semester. Participants will create an activity or form for formative assessment of student learning, a graded exam question, and an in-course student assessment of their teaching performance for their own course.