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Non-credit graduate level courses focus on teaching, service learning

Posted by csmith on Jul 2nd, 2014 and filed under Gallery, Top stories. You can follow any responses to this entry through the RSS 2.0. You can leave a response or trackback to this entry

jill-grose-and-gail-cook

Jill Grose (left) and Gail Cook will teach two non-credit graduate level courses that focus on teaching and service learning.

The Faculty of Graduate Studies and the Centre for Pedagogical Innovation (CPI) will offer two non-credit graduate level courses, one focusing on teaching and the other on service-learning, through the fall and winter terms.

The Theory and Practice of University Teaching (GRST 5N01) and The Theory and Practice of Service-Learning (GRST 5N02) will start in September. Registration for courses opens July 7. For information on how to register for the courses, students should contact Lorraine Sciamonte at x3239.

This is the second year for GRST 5N01, while GRST 5N02 is being offered for the first time and represents a commitment to continued collaboration on course development between FGS and CPI.

“Our partnership with CPI is allowing the Faculty to create courses that combine academic study and practical training in areas of teaching and learning as a way to augment their discipline-specific program experiences at Brock,” says Mike Plyley, Dean, Faculty of Graduate Studies. “We want to offer graduate students from across all 44 graduate programs as many opportunities as possible to develop essential competencies and professional skills that are in demand by employers.”

Prof. Gail Lynn Cook of the Goodman School of Business and CPI’s faculty associate for service-learning will teach the new service-learning course (GRST 5N02) that focuses on academic study, community involvement and critical reflection.

Cook has a rich academic background in integrating service-learning components into graduate and undergraduate courses.

“One of the best things about the course is that it offers equal value to graduate students regardless of previous community activities,” she says. “Some will see this course as an entrée to service-learning and others, who have been engaged in the community through volunteer activities and program opportunities, can build on their experiences. It fills a gap in programming for graduate students interested in the theory, practice and reflection of community engagement.”

Graduate students who complete 5N02 will be given a formal transcript notation that documents their participation in a service-learning course.

“The course responds to a growing recognition about the importance of graduate students acquiring experience in community settings,” says Plyley. “That is specifically articulated in Brock’s strategic mandate agreement. As well, external bodies, such as the Council for Graduate Studies, the Higher Education Quality Council of Ontario and the Conference Board of Canada, have emphasized the value for graduate students to develop transferrable skills for the workplace through community outreach.”

The teaching course (GRST 5N01) returns after its very successful introduction last year. CPI director Jill Grose says student feedback to the course has been very positive.

“Students from last year describe the course as offering a collaborative environment that created a safe place to practise and develop their teaching,” says Grose. “They also remarked on how the range of resources and learning activities within the course helped them to reflect theoretically and practically on their roles as teachers.”

The Theory and Practice of Service-Learning (GRST 5N02)
Instructor: Prof. Gail Lynn Cook
Commences: Tuesday, Sept. 9, 9:30 to 12 noon, TH253 e-classroom (classes continue every second week)
The non-credit course provides an opportunity for graduate students to join together in discussions about the value and implementation of service-learning in our lives.
Students will:
• identify the theoretical perspectives that position community-based experiences within the service learning literature
• share approaches, strategies and best practices with a cohort of graduate students from multiple disciplines and perspectives
• participate in active service learning projects within the community
• describe, verbally and in writing, the transferrable skills/competencies acquired through the service learning involvement such as teamwork, problem solving, communication and leadership

The Theory and Practice of University Teaching (GRST 5N01)
Instructors: Jill Grose and Lianne Fisher, CPI
Commences: Tuesday, Sept. 16, 2 p.m. to 4:30 p.m., TH253 e-classroom (classes continue every second week)
The non-credit course explores the theories and practices of teaching in the post-secondary environment. Students will engage in experiential approaches to course planning, instructional methods, evaluation and assessment, and reflective practice.
Students will:
• identify and connect major theoretical perspectives in instructional design, student learning, assessment, and reflective practice
• practice instructional and presentation skills in micro teaching sessions
• identify and develop formative and summative assessment strategies
• practice skills in giving and receiving feedback
• write a statement of teaching philosophy
• create a teaching dossier representing significant teaching experiences and growth

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