SGPS 9500: The Theory and Practice of University Teaching

SGPS 9500 is a graduate level credit course on teaching and learning in higher education. The goals of the course are to deepen your understanding of foundational theory and research relevant to university teaching, and to provide an opportunity for engaging in course design and facilitating student engagement. The course begins by exploring how to devise and align learning outcomes, assessments, and active learning activities. Then, over the semester, students have the chance to develop and revise a teaching philosophy statement, receive feedback on short teaching presentations, and create a comprehensive course syllabus. In small groups, students will also develop a webpage and seminar presentation on a pedagogical topic of their choice. SGPS 9500 is an interdisciplinary course, meaning that students will engage deeply with educational theory and practice alongside instructors and peers from across academic disciplines.

Hosted by:

  • Centre for Teaching and Learning

What to expect:

  • The course will appear on the transcripts of enrolled students with a Pass/Fail notation but will not affect the student’s academic average
  • The course may count towards degree program course requirements (0.5 credits) with permission from the student’s department
  • SGPS 9500 is a blended course with both in-class and online components. Each week, students can expect to spend three hours of in-class time and one hour of online learning. Additional time to complete readings and prepare assignments will also be required

Recommended Audience:

  • Graduate students

Learning Outcomes:

  • Find, cite and critically reflect upon research literature on contemporary issues in university teaching and learning, such as principles of effective teaching, the globalization of education, curriculum theory, course design considerations and the forms and functions of assessment
  • Develop and facilitate active learning experiences
  • Give and receive constructive peer feedback about instruction, in both written and oral formats
  • Clearly communicate your teaching philosophy, a written statement guided by your beliefs, values and the disciplinary context in which you teach
  • Articulate an evidence-based rationale for lesson and course-design choices.