Graduate Programs Requiring Instruction In Teaching (inc For-Credit Courses)
Begun: Dec 13, 2019
For more information about this crowdsourced, information-gathering project see, “Required Pedagogy,” by Colleen Flaherty, Inside Higher Ed, December 13, 2019.
[We will verify, alphabetize, and clean this information later; for now, crowdsource away!]
Institution and Field | Course | Link [a][b] |
North Carolina State University, Communication, Rhetoric, and Digital Media Ph.D. program | Technologies and Pedagogies in the Communication Arts | https://crdm.chass.ncsu.edu/curriculum/course-work.pchp#corecourses |
Claremont Graduate University | Preparing Future Faculty College Teaching Certificate (since 2014) - agile, future-focused pedagogy using learning portfolios with a Practicum. Free to all enrolled students and alumni. Students from across disciplines engage as part of their professional development.Some programs require this of their PhD students - Center for Information Systems and Technology, and from Fall 2020 School of Community and Global Health and Division of Behavioral and Organizational Sciences.
Students can also engage with PFF ad hoc for coaching, consulting, and resources even if not enrolled in Certificate program | |
Boston College, Philosophy Dept | 2 year Teaching Seminar for PhD students | https://www.bc.edu/content/bc-web/schools/mcas/departments/philosophy/graduate/phd.html |
Temple University (all disciplines) | Credit-bearing certificate in Teaching in Higher Education offered jointly through the College of Education and the Center for the Advancement of Teaching (since 2010) | Majority of students are Temple graduate students, but online program can be taken by anyone. |
University of North Carolina at Chapel Hill / Communication Studies | Introduction to Teaching in Communication | |
Sonoma State AH | 2nd Year Master’s Students prior to first semester teaching | |
USF English | ||
Penn State CAS | ||
Georgia State Communication and History Depts | ||
Carnegie Mellon University, Department of English | In their first year, PhD students in the NC Rhetoric and the Literary and Cultural Studies Programs take a 12-unit seminar in writing pedagogy, called Theory and Design of Writing Instruction. In their second year, the PhD students teach as a T.A. with a faculty member and then become instructor of record after that experience. They enroll in a 3-unit practicum while teaching for the first time. New course preps in Writing & Communication (First-Year Writing + Professional & Technical Writing) require additional practicum training. | https://cms-staging.andrew.cmu.edu/english-3/spring-2020-graduate-course-descriptions.pdf |
Texas A&M English[c] | 3-credit Pedagogy Class required before teaching | |
UT Austin Rhetoric and Writing (English) | E398T (course in conjunction with first semester AI-ing) *A pedagogy course is required for all graduate students who will be AI’s no matter their department (I believe taking this course is Texas state law unless you have previous teaching experience you can prove). Students receive 3 credits. | https://liberalarts.utexas.edu/rhetoric/graduate/overview.php |
Univ of Kentucky | 1st year writing students take Practicum Pedagogy Course | |
UMN English | Pedagogy Course Required for Phd: 1 semester course required readings in pedagogy plus a weekly cohort meeting with a grad student mentor[d] Before Comp joined different dept (Writing studies), people teaching comp for the first year had a semester of weekly readings/meetings, too.* | |
U Toronto English | “Professing Literature”[e] | |
Oklahoma State English | ENGL 5213 Composition Theory and Pedagogy, ENGL 5201 Writing Center Theory and Pedagogy - Required for MA and PhD students in Creative Writing, TESOL, English, and Screen Studies | |
Stanford Division of English Cultures and Languages | One-quarter Pedagogy Course. Recommended teaching lit in a second language course. | |
UAlberta Modern Languages and Cultural Studies | MA and PhD students required to take pedagogy course regardless of career goals; teaching apprentice program for those in language based, cross-cultural teaching | |
Penn State Communication Arts and Sciences | Pedagogy course focusing on public speaking basic course | |
UCLA English | Required two-quarter sequence on pedagogy | |
GC CUNY English | Fellowship requires those teaching at CUNY undergrad campuses to take pedagogy course on that campus | |
UVA English | Pedagogy Seminar, teaching observation | |
University of Oklahoma English (both Rhetoric & Writing Studies and Literature & Cultural Studies) | Required pedagogy class (ENGL 5113: Teaching College Composition) for MA and PhD Students in RWS and LCS, required 1.5 week summer orientation before first semester in the program as MA or PhD (comes with modest stipend in addition to Aug. compensation) led by the Director of First-Year Composition and Associate + Assistant Directors of FYC, teaching observations, and professional development workshops (GTAs are required to attend 2 per semester, to the best of my recollection); taking 5133: Teaching Technical Writing is optional | |
Florida Gulf Coast University English | Required pedagogy course taught in the Spring semester of first year of MA before graduate students teach, includes observations of and mentorship by an experienced composition teacher of the student’s choosing | |
Middle Tennessee State, English | Teaching practicum required of all grad students teaching first-year writing for first time | |
Virginia Tech, Human Development & Family Science does within the department. | Departmental and a university-level course in contemporary pedagogy | |
University of Missouri-Columbia | Minor in College Teaching | https://gradschool.missouri.edu/professional_development/minor-in-college-teaching-program/ |
UMN Writing Studies | ||
University of Connecticut (English) | week long orientation, 1 semester rhetoric/writing pedagogy course, practicum teaching groups, mentoring by experienced grad student instructors, ongoing pedagogy training workshops (optional) | |
Purdue University (English) | Pre-Semester Orientation (yearly, required for all TAs, MA & PhD), 2-semester teaching practicum/pedagogy seminar for all first year TAs to the program, led by faculty and GAs, teaching observations in each practicum semester (by other TAs in the practicum and by practicum leader); also course, “ENGL 601 Teaching Literature,” with apprenticeship component. Required before grad students can teach undergraduate literature courses. | https://cla.purdue.edu/academic/english/icap/ ENGL 601: https://cla.purdue.edu/academic/english/englishcourses/mastercourses.html#sixhundred |
UNC Sociology | Requires all graduate students to take a course on teaching and then they get observed teaching and get feedback. | |
Florida State U English | Requires new master’s/PhD students who haven’t taught before to take a pedagogy “boot camp” (grad students’ term, not the official name) prior to teaching. | |
Emory University | Two day(ish) workshop before TAing (with graduate students across disciplines); department- based course (our department met once a month) for the year following the summer workshop, TA experience, then co-teaching experience with faculty member. Happy to tell you more about my experience, what worked and didn’t work,. In addition to the above,the Department also requires one course in pedagogical training in composition theory and one required course in the pedagogy of literature. In the spring of the second year of graduate study, students also select a teaching mentor, a member of the faculty to consult with them on matters related to course design and individual lesson planning. | http://gs.emory.edu/professional-development/teaching/overview.html http://english.emory.edu/home/documents/EngGradHandbook%2018-19.pdf |
University of Georgia | All graduate students with instructional duties must complete a 1-3 credit pedagogy course (GRSC 7770 or departmental equivalent), concurrent with or prior to holding their first instructional responsibility in an academic course at UGA (e.g., instructor of record, discussion leader, laboratory TA, grader, proctor). | |
UMN - Applied Plant Sciences | Teaching in Higher Education (for those who want to continue in academia) Professional Skills for Scientists (for those interested in the private industry) | |
University of Alabama--Higher Education Administration; also Nurse Educator Program | AHE 603: An intensive graduate seminar that provides an overview of the issues, principles, and practices associated with effective college teaching. Topics include learning and diversity; teaching models and strategies; teacher and student behaviors and learning outcomes; and instructional improvement strategies. | |
Vanderbilt University - Sociology PhD program | SOC 7400: Teaching Workshop (current iteration includes teaching an undergrad lecture, filming, and taking it to the Center for Teaching for evaluation) | |
Duke University (Romance Studies) | Theories and Techniques of Teaching Foreign Languages (ROMST 700): A survey of approaches to foreign language teaching, an introduction to the theoretical notions underlying current trends, and a language-specific practicum. 3 units. | https://romancestudies.duke.edu/courses/course/theories-and-techniques-teaching-foreign-languages |
University of Washington Spanish & Portuguese | SPAN 510 A: Methodology of Spanish Language Teaching Theoretical and practical foundations of current trends in second/foreign language teaching. Emphasis on communicative and task-based approaches to Spanish language teaching. Required for beginning Spanish teaching assistants. Credit/no-credit only. Credits: 5.0 | https://spanport.washington.edu/courses/2019/autumn/span/510/a |
Arizona State University School of Life Sciences | BIO 530 Scientific Teaching (I believe this is required of all grad students) BIO 531 Advanced Scientific Teaching Also offer a graduate certificate in Scientific Teaching in Higher Ed | |
Wesleyan University | Orientation, followed by required for-credit pedagogy course in first year of graduate study | https://owaprod-pub.wesleyan.edu/reg/!wesmaps_page.html?crse=003129&term=1199 |
University of South Carolina, Ph.D. in English (English & American Lit) | ENGL 691 Teaching of Literature in College ENGL 692 Teaching of Composition in College | |
University of Arkansas at Little Rock MA in Rhetoric & Composition Graduate Certificate in Online Writing Instruction | RHET 7300 Composition Theory (an elective course, required if you want to teach), followed by an optional practicum course. Students are also encouraged to take RHET 7371 course in OWI online writing instruction. Students can get an OWI certificate as well. | |
University of New Hampshire PhD in psychology has been offering students a seminar and practicum in teaching of psychology for over 50 years. All PhD students take in in their third year. | PSY 991 and PSY 992: during these courses, students take the seminar, then teach a course (as instructor of record) both semesters. They are observed by faculty, turn in instructional materials for feedback, are recorded and evaluated, et. | https://cola.unh.edu/psychology/program/phd/psychology |
Lake Erie College of Osteopathic Medicine, Doctoral Program in Anatomy Education | Beyond coursework in the Anatomy sciences, students complete coursework within our MS in Medical Education program and complete teaching practicums as a Teaching Assistant and Lecturer | https://lecom.edu/academics/the-college-of-medicine/doctoral-program-anatomy-education/ |
Kennesaw State University University-wide course | GRAD 9001 “College and University Teaching” online course (or equivalent) | |
University of Indianapolis: Doctor of Health Science (DHSc). | Adult learning theory, Curriculum design and instructional design courses. | http://www.uindy.edu/health-sciences/interprofessional-health-and-aging-studies/dhsc/index |
Boston University, Writing Program (Graduate Writing Fellows only). Typically an annual cohort of 15-25 students. | WR698/WR699. Two semester, for credit “pedagogy” course training Grads teaching in the First Year Composition program. Certificate in teaching writing offered after taking course, teaching in program for a semester, and constructing a teaching portfolio. | |
Springfield College: Doctor of Philosophy in Physical Education | Preparing Future Faculty Series - a developmental sequence:
For PETE track: PHED 741 - Field Experience in Physical Education Teacher Education (proposed) | |
Columbia University: Dept. of Italian, Dept. of French (same course) | Practicum in French Language Pedagogy | https://vergil.registrar.columbia.edu/#/courses/FRENG4025_001_2019_3 |
Ohio State University: Department of Theatre | Theatre Pedagogy (required course for MA and PhD students); requires attendance at university-wide teaching orientation; provides additional orientation to specific courses students are assigned to teach. | Theatre.osu.edu |
Ohio State University requires all teaching assistants to have training, and supports that requirement centrally with new TA orientation every August. Many units supplement that with additional training and/or coursework. | Graduate Teaching Orientation | |
Duquesne University requires a TA orientation for all graduate students with teaching responsibilities (not just those serving as instructor of record). Many departments also have teaching practicum courses as more in depth and disciplinary-specific follow up Center for Teaching Excellence also offers Certificate of University Teaching, optional for students | Graduate Teaching Orientation | Example of dept supplement, middle of page: https://duq.edu/academics/schools/liberal-arts/academics/departments-and-centers/english/graduate-programs/phd-english-literature Natural and Environmental Sciences have a week long orientation with several sessions on teaching |
University of Wisconsin Madison, Neuroscience Training Program | Optional program, Teaching Fellows in Neuroscience | https://ntp.neuroscience.wisc.edu/teaching-fellows-in-neuroscience-tfn/ |
Maryland Institute College of Art: optional certificate in the college teaching of art for MFA candidates | Philosophy & Pedagogy in Post-secondary visual arts education | |
University of California Berkeley, Neuroscience | Teaching Conference | |
Indiana University, Bloomington - Sociology | S506: Teaching of Undergraduate Sociology | https://sociology.indiana.edu/documents/guide-to-graduate-study-july-2019.pdf https://sociology.indiana.edu/graduate/preparing-future-faculty.html |
Stony Brook University, Program in Public Health, PhD in Population Health and Clinical Outcomes Research | 2 course sequence HPD 692 and 693, Practicum In Teaching I and II | https://publichealth.stonybrookmedicine.edu/phcor/curriculum |
Yale University, Center for Language Study (CLS) | Certificate in Second Language Acquisition for Ph.D. students in language and literature departments:
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University of Michigan, Neuroscience | Optional certificate in graduate teaching | |
Penn State World Campus | We offer a five-week, non-credit, online and asynchronous course (OL 2050) and certificate (The Graduate Student Online Teaching Certificate) twice a year, free to Penn State graduate students. Taught by a Penn State faculty with credentials in online teaching, the course discusses learning theory, learning outcomes alignment, best practices, and competencies in instruction, course management, and technology. Participation in a synchronous 60-minute web conference is required. Much of what students learn can be applied to face-to-face teaching. To date, we’ve had over 1200 graduate students enroll. | Contact Dr. Laurence B. Boggess for more information at: boggess@psu.edu |
University of California, Davis Neuroscience | Optional Seminar on College Teaching | |
Princeton University English department PhD program | Required pedagogy seminar the semester before first discussion sections taught (PhD candidates serve as the sole teaching instructor for ~12 students per section), which includes workshopping lesson plans and producing a seminar sheet (section syllabus with grading breakdown, weekly assignments, attendance policy, etc). Three hours a week for the full semester after passing general exams. | |
Texas Tech University Mathematics Department | 3 hour course in pedagogy taken in first long semester (All graduate students teach courses after having 18 graduate hours) | |
Virginia Tech Graduate School’s Preparing the Future Professoriate certificate program. Virginia Tech also has an Academy for GTA Excellence, which provides support, peer mentoring, teach-ins, and other workshops to help GTAs. Both programs are run through the Graduate School. Graduate Dean Karen DePauw developed the programs and teaches courses in them. | Graduate students must complete a minimum of 9 graduate credits (6 of which must be graded graduate credits). Required core courses include (6 credit hours): GRAD 5104 Preparing the Future Professoriate (3 hours/3 credits) GRAD 5114 Pedagogical Practices in Contemporary Contexts (3 hours/3 credits) | Future Professoriate program link: https://graduateschool.vt.edu/transformative-graduate-education-experience/future-professoriate/future-professoriate-certificate.html GTA Academy link: https://graduateschool.vt.edu/transformative-graduate-education-experience/graduate-teaching-assistant-gta/academy-for-graduate-teaching-assistant-excellence.html |
Florida State University Department of Classics | FLE5810:Teaching classics Semester long course required of all MA and PhD students before they can have classroom responsibility.Taught by the TA Supervisor | |
Columbia University To Department of Latin American and Iberian Cultures | Language Pedagogy course required for all PhD students in the department. Usually taken during the second year of the program. | |
Rutgers University Teaching Assistant Project, Rutgers Academy for the Scholarship of Teaching and Learning and the Center for Teaching Advancement and Assessment Research serving all disciplines | Courses include Introduction to College Teaching, Designing Your Own Course and Introduction to On-line and Hybrid Teaching and 18 sessions per semester on pedagogical issues, classroom management and the role of the instructor to earn teaching certificates. New Teaching Assistant Orientations presented every August. Podcasts address wide array of pedagogical issues. | https://tap.rutgers.edu/tapcast.php |
University of Colorado Boulder | Graduate Teacher Program supports the development of graduate students’ teaching. Every department on campus additionally has an orientation week (prior to the start of the fall term) that combines some sort of pedagogy component with GTP sessions. Some campus department additionally require pedagogy courses or mentoring/supervision as part of their degree requirements. CU Boulder also instituted a Center for Teaching and Learning, which encompasses both the Graduate Teacher Program and the Faculty Teaching Excellence Program. Additional affiliate offices offer teacher training and support such as the Anderson Language and Technology Center (ALTEC), Arts & Sciences Support of Education Through Technology (ASSETT), among others. | https://www.colorado.edu/center/teaching-learning/ |
University of Connecticut (main campus at Storrs) History Ph.D. | Kudos to my Alma Mater, we advocated for this course back in the 1990s and I see that it has been added 5103. Teaching History3.00 credits Prerequisites: None. Grading Basis: Graded A survey of the pedagogy and practice of history teaching, designed to prepare advanced graduate students for careers in colleges and universities, museums, and other educational settings. Seminar will explore the contemporary landscape of higher education; debates over the liberal arts and the place of history in the curriculum; diversity in the classroom; and challenges of designing syllabi, preparing and delivering lectures, leading discussions, advising and evaluating. | https://gradcatalog.uconn.edu/course-descriptions/course/HIST/#5103 |
Indiana University Bloomington | All first-time PhD instructors of composition are required to take a 1 semester professional seminar in the teaching of composition, which includes discussions of composition theory and pedagogy alongside practical support for instructors as they teach composition for the first time at IU (e.g., teaching observations, lesson planning, curricular development, developing a teaching portfolio) | |
Baylor University, Sociology PhD | 6V97 Seminar in Teaching Supervised teaching experience. The student will teach SOC 1305 under the supervision of a graduate faculty member. Lesson plans, syllabi, handouts, lecture examples, etc., will be discussed before and after classes. Videotaping of selected classes will provide media for critique and growth. | https://www.baylor.edu/sociology/index.php?id=953113 |
University of California, Riverside, English (PhD) | Students TA in the composition series which is 4 quarters long. Each time a graduate student teaches one of these courses for the first time, they take a weekly 1 hour pedagogy seminar throughout the quarter. The focus is on the class being taught but includes broader discussions / readings of critical pedagogy as such. Includes: syllabus design, strategies for feedback, marking up assignments, scoping assignments, classroom activities, office hours | |
The University of Alabama Psychology Department | PY695 Teaching of Psychology, a 3-credit course taught by top faculty instructors. The class meets weekly for didactic instruction and discussion. Concurrently, students teach or co-teach a small section of Introductory Psychology. PY695 is required for all psychology doctoral students and is taken post-MA. Qualifies students to teach other courses in the department. | |
The University of Saskatchewan Gwenna Moss Centre for Teaching and Learning | GPS 960 Ethical Issues in Teaching | https://teaching.usask.ca/events/graduate-teaching.php#Coursesandworkshops |
University of Miami, English PhD and Creative Writing MFA | Two required practica in fall and spring of first year in both graduate programs. Fall: ENG 691 Teaching College Writing (required of incoming PhDs and MFAs) Spring: ENG 692 (PhD students): Teaching College Literature; ENG 209: MFA students audit one section of undergraduate Introduction to Creative Writing and meet regularly with, and are mentored by, the faculty instructor of the class. | |
Johns Hopkins University | Through our Teaching Academy, Johns Hopkins offers all of our graduate students and post-doctoral fellows the opportunity to take workshops, courses, institutes/camps, teaching appointments, internships and the option to conduct action research (teaching-as-research) projects in conjunction with their research responsibilities.Teaching mentorship and classroom observations are also provided to support our graduate student and post-doctoral fellows development. The program is open and free to all graduate students and post-doctoral fellows and while not required, a number of our graduate/post-doc teaching appointments ask for the Teaching Academy’s training as a prerequisite. We also have partnerships with area institutions to provide a wider diversity of teaching options so that future faculty can gain experience teaching at different types of Institutions, e.g., PUIs, HBCUs, Community Colleges, etc. Most of our programming is offered face-to-face on our two main campus’. However, online training options are also available through our membership with the Center for the Integration of Research, Teaching and Learning (CIRTL). The program is “unbundle” and thus can be taken a la carte. However, those interested can enroll in our Certificate of Completion Program and complete the full requirements of Phase I, II and III. All of our TAs that teach on our undergraduate campus are required to take a ½ orientation training that includes break-out sessions on pedagogical topics. At the department level, our Expository Writing graduate instructors design and teach one topic-based Expos seminar each term and participate in a program of required pedagogy workshops in mid-May and late August, as well as in meetings on pedagogy during fall and spring semesters. (Note: they also earn the Teaching Academy’s certificate by completing this training). Our History department has a Teaching Coach position that is held by a graduate student to mentor TAs and those teaching in the department. We’ve also held discipline-specific pedagogy seminars in Engineering, Chemistry and Biology. We find their is benefit to both within discipline training and cross-disciplinary training -- many principles, concepts, teaching practices are applicable across disciplines and the graduate students enjoy meeting peers outside of their own department - as do the faculty that help us run the training. | The Johns Hopkins Teaching Academy https://cer.jhu.edu/teaching-academy Collaborative Teaching Fellows Program https://cer.jhu.edu/teaching-academy/ctf TA Orientations https://cer.jhu.edu/teaching-academy/tati
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DePaul University PhD in | PSYC 550 Seminar in Teaching Psychology This course exposes students to major pedagogical and classroom management considerations in higher education and familiarizes students with instructional support services across the university. This year-long, cohort-based course is required for graduate students prior to becoming instructors in the department. It begins each Winter Quarter and ends Autumn Quarter. Pass/No Pass grading. (0 credit hours) | |
University of Delaware Graduate English | Students qualify to teach writing courses (when I was there, teaching was contractual for the assistantship) by shadowing a teacher in the first semester of the program and taking ENGL688: Composition Theory and the Teaching of Writing (taught in second semester of program). They also provide a robust optional Teaching Apprenticeship in Literature (includes shadowing, discussion of course aims, and teaching a few classes), which allows students to apprentice in any particular subgenre (film, theory etc.). | https://www.english.udel.edu/graduate/graduate-program/apprenticeship-in-teaching-literature |
Indiana University Bloomington Jacobs School of Music | All M.M. and PhD. students of music theory are required to complmete MUS-T591 Music Theory Pedagogy, which is a 3 credit course in teaching basic music theory at the undergraduate level. Students who complete the doctoral minor in music theory have this course as an option, and most do take it as well. All graduate music theory students are as a parallel to this teaching in the undergraduate music theory required sequence for music majors in the Jacobs School of Music. | https://bulletins.iu.edu/iub/music/2019-2020/graduate/curricula/music-theory.shtml |
Florida Atlantic University -- PhD Program in Comparative Studies | PhD students in this interdisciplinary program are teaching across a variety of humanities and social science departments in the College of Arts and Letters. In almost all instances (one departmental exception), students are required to either take a course or participate in a teaching colloquium led by a faculty member. For those in the department where there is no formal course, incoming students are assigned to work for the first year as a TA shadowing established faculty and developing their own pedagogical approach under the guidance of that faculty member. | |
Oregon State University- School of Psychological Science | Summer bootcamp. Teaching seminar course all through first year (total 4 credits), then a Science of Teaching and Learning Course. | |
University of Illinois at Chicago. Dept. of English | 1 required course that covers some theory, pedagogy, and syllabus design. | |
Binghamton University, SUNY, Dept. of English | summer bootcamp and 1 required course for all first-year PhDs that covers theory and pedagogy. | |
Northeastern University, Political Science | No required course for Ph.D students before teaching (and nearly all receive a TA assignment their first semester). However, the university offers a teaching certificate program (no credit) for those who want to boost their teaching skills. | https://learning.northeastern.edu/engage/programs/future-faculty-program/ |
Columbia University, Psychology Department | One-semester course for first-year PhD students: Practicum in the Teaching of Psychology. Not required but encouraged and usually taken by the full cohort. | https://psychology.columbia.edu/content/graduate-courses#cu_accordion_item-1463 |
George Washington University | A one semester online course entitled “Graduate Assistant Teaching Certification” offered in the first semester of the teaching fellowship that covers What is your role as a graduate assistant (GA) at GW and how can you best achieve your responsibilities? Teaching Assistants will learn about various policies and strategies (i.e., communication, interaction, teaching, and assessment) relevant to those in GA roles in higher education. They also reflect on your role, responsibilities, and professional goals. This course is an introduction to the complex process of teaching and learning in undergraduate and graduate education settings. The coursework will focus on: (1) philosophical and research foundations of higher education, and (2) practical suggestions and examples of skills relevant for GAs. | Blackboard Course enrollment earning 1 credit |
Johns Hopkins Bloomberg School of Public Health, Department of Environmental Health & Engineering | PhD students in the department are required to complete the school's TA training course created by the Center for Teaching & Learning. This course also fulfills the first step required for the JHU Teaching Academy Program (optional). | |
Washington University in St. Louis, Division of Biology & Biomedical Sciences (DBBS) | Prior to beginning their Mentored Teaching Experience (MTE), DBBS students will be required to complete the Graduate Student Teaching Orientation and a minimum of three 90-minute teaching workshops, each covering a different topic, offered by the Teaching Center. Individualized instruction and mentoring will be provided by the course master of the class they have been assigned to. The course master will provide feedback throughout the semester and will complete an evaluation upon the completion of the Mentored Teaching Experience. The Teaching Center also offers elective teaching credential programs and a course on the Science of Teaching and Learning (SoTL) | |
University of Kansas | Two required courses for credit for GTAs teaching composition at KU for the first time. First semester 3-credit-hour 800-level graduate course in The Study and Teaching of Writing. Second semester 2-credit-hour practicum in teaching inquiry-based writing course. Also assigned a teaching mentor every semester as a GTA who consults on teaching, a class observation, and response to student papers | |
Yale University, Department of Slavic Languages and Literatures | “Aspects of Russian Grammar and Teaching Methodologies” is a required course. There is also a Certificate in Second Language Acquisition for which students need to take a course on SLA Methodologies (the certificate is offered outside the department). | https://slavic.yale.edu/academics/graduate-program/phd-requirements-russian-literature-and-culture |
Georgia Tech | Academic units can require any of the following for TA prep:
| https://ctl.gatech.edu/content/tech-teaching-0 |
East Carolina University English Department (PhD in Rhetoric, Writing, and Professional Communication) | Pedagogy course work and weekly GTA training | |
Penn State Comparative Literature (MA/PhD) | "Supervision of teaching; consideration of instructional aims and objectives, methods of lecturing and leading discussions, evaluation of student work." 3-credit required pedagogy course in the first two years (first teaching year), recently transitioned from CMLIT 602 to a permanent CMLIT 597 designation. | |
Harvard University, Music Department | M250ht, Pedagogy Practicum. Required of all students in their first year of teaching. Part-time, year-long. | http://music.fas.harvard.edu/currentgrad.shtml |
University of Calgary, Faculty of Arts | Credit-bearing course, Arts 601: The Theory and Practice of Teaching and Learning, now offered annually and open to any interested MA/PhD from the Faculty of Arts (it just had its inaugural term in Fall ‘19). | |
University of Iowa, English Department (General Education Literature Program) | Credit bearing course, ENGL 6960, Colloquium in Teaching Literature. Course includes three-day pre-semester workshop on the syllabus, lesson plans, and course technology, then six weeks of reading and discussion, followed by peer and faculty teaching observations. | http://catalog.registrar.uiowa.edu/courses/engl/ |
George Mason University, Creative Writing MFA | GTAs spend their first year tutoring in Mason's Writing Center and taking a course in Composition Pedagogy (ENGH 615); together, along with a thorough support system, students are prepared to enter the classroom in their second year. GTAs teach two sections of ENGH 101 in the fall and, in the spring, can opt to take the Literature Pedagogy course (ENGH 610) while teaching ENGH 101 (comp) and/or ENGH 201 (literature). | |
North Dakota State University English department (MA in English; PhD in Rhetoric, Writing, and Culture) | ENGL 764 (Teaching Strategies for TAs): Required writing pedagogy practicum for all new GTAs - taken simultaneously while teaching first-year writing. Two other courses - Teaching Literature or Upper-Division Writing Pedagogy - are regular offerings that count as electives. | |
University of North Carolina at Charlotte - PhD in Educational Research, Measurement and Evaluation | Two courses: ADMN 8695 - Advanced Seminar in Teaching and Learning (3) and RSCH 8411 - Internship in Teaching Educational Research (3) | https://catalog.uncc.edu/preview_program.php?catoid=26&poid=6582 |
University of North Carolina at Charlotte - Post-Master’s Certificate in University and College Teaching (online delivery) | GRAD 8201 - Teaching at the University Level (3) ADMN 8171 - The American College Student (3) ADMN 8695 - Advanced Seminar in Teaching and Learning (3) EIST 8150 - Design, Development, and Evaluation of Online Learning Systems (3) | https://edld.uncc.edu/programs/post-masters-certificate-university-and-college-teaching |
University of North Carolina at Charlotte - EDD in Educational Leadership | Options include: | |
University of Northern Colorado - School of Biological Sciences | All graduate students (MS and PhD) on a teaching assistantship are required to take BIO 512 (1 cr) and participate in yearly refresher workshops. All PhD students in the program are also required to take BIO 631, BIO 632, and complete a supervised teaching experience (where they act as the primary instructor for the entirety of a course, under the supervision of the usual instructor of record). | Supervised teaching: https://unco.smartcatalogiq.com/en/current/Graduate-Catalog/Graduate-Course-Descriptions/BIO-Biology/700/BIO-792 |
California Institute of Technology | It’s an Institute requirement that all incoming graduate students attend a day-long teaching conference as part of their orientation program. All graduate students must attend regardless of whether they will be a teaching assistant as a graduate student. Sessions include the fundamentals (e.g. how to hold office hours, grading, recitations (tutorials), and some that are more advanced (e.g. facilitative teaching, team teaching). There are 4 session blocks, with 6 concurrent sessions offered in each block, and participants choose their own adventure. | https://ctlo.caltech.edu/universityteaching/events/conference |
University of Northern Iowa | MA GTAs are required to attend a one week, before semester training, as well as a once a week meeting with the basic course director during their first semester. Additionally, students must enroll and complete in the COMMGRAD 6045: Graduate Seminar in Communication Pedagogy at same time as, or prior to, their first semester of teaching. Completion of the course with at least a “B” required to continue assistantship | https://commstudies.uni.edu/sites/default/files/ga_position_description_2019-20.pdf |
Yale University: Pooru Center for Teaching and Learning | Certificate of College Teaching Preparation (optional, self-paced program for graduate students):
| https://poorvucenter.yale.edu/certificate-college-teaching-preparation |
Clemson University Department of Educational and Organizational Leadership Development | College Teaching EDL-9750 | |
University of N. Carolina Greensboro Department of Public Health Education | Before the semester even begins, ALL first year PhD students take a required 8 hour workshop at the Graduate School related to TA duties. In the PhD student’s first semester they are required to take a 700 level 3 hours weekly course for 15 weeks titled Teaching Undergraduates in the Health and Human Sciences (This is required of all PhD students in the School of Health and Human Sciences). Once officially certified to teach, in the students' second semester they are the instructor of record for one undergraduate face-to-face course in their discipline. During the semester they teach they will be observed twice by a faculty member. | |
Clemson University, Post-MS Certificate in Engineering & Science Education | 11 credit hours, Seminar in Engineering & Science Education (1 cr hr), Pedagogy course, either Teaching Undergraduate Engineering or Teaching Undergraduate Science (3 cr hr), Research Methods in Engineering & Science Education (3 cr hr), Professional Preparation course, Preparing for the Professoriate or Student Strategies (3 cr hr), Practicum (1 cr hr) | |
George Washington University | UNIV 0250, Graduate Teaching Certification (1 Cr/No Cr course) is a required online course for all Graduate Assistants in “teaching” roles. Course is offered via Blackboard. A prerequisite is an online orientation course. | |
McGill University, PhD program in Philosophy | Graduate Option, composed of a two course sequence: (1) a weekly ‘theoretical’ seminar, centred on readings in pedagogical issues specific to the discipline of philosophy; (2) a practical and reflective component, under the guidance of a faculty mentor, to be conducted while the student teaches a course for the first time. | Link to come |
Western Michigan University, History PhD | PhD students must take HIST 6980 before the 3rd year when they become instructors of record (not TAs but leading the classroom). HIST 6980 is a 3-credit course “Teaching College History and Professional Development” that covers syllabus building, assignment creation, delivering lectures, more. Class is open to MA students.. | https://wmich.edu/history/academics/graduate/graduate-course-descriptions |
University of Maryland College Park, English PhD | PhD students are required to take ENGL 611: Approaches to College Composition, a three-credit course in which they explore the theoretical foundations of the ENGL 101: Academic Writing curriculum at UMD as well as pedagogical theories they can draw on to teach a range of expository writing, literature, professional writing, and creative writing courses. After successfully completing ENGL 611 in their first year of coursework, doctoral students begin to teach ENGL 101 in their second year and are assigned a mentor for their first semester of teaching. | UMD English PhD Prgram, Graduate Student Handbook; see “Teaching and Professionalization” (pp. 21-22) |
William & Mary, Department of History PhD program | PhD students are required to take HIST 705 “teaching history” in their thrd year; this single credit course includes a range of pedagogical topics and sections taught by faculty and guest lecturers (on Neurodiversity in the classroom for example). Students prepare a syllabus and some then teach ther own course the following year. Students do not TA until year two, all within a course “Global History” which is a large lecture with multiple TAs and for which there is significant mentoring. Students in their first year of funding (approx 6 students per year, all funded for 6 years of study) and sometimes later “apprentice” with a W&M or other local opportunity, the majority of them in historical editing or digital publishing and social media with the Omohundro Institute where the express purpose is the learn as well as contribute to the work. | HIST 705 in W&M catalogue: https://catalog.wm.edu/preview_course_nopop.php?catoid=2&coid=2379 |
University of Illinois at Urbana-Champaign, Institute of Communications Research, Media Pedagogy Practicum | Offered to PhD students teaching their first course. Part graduate seminar, part working group, and part collectively engaged practice, this “Media Pedagogy Practicum” for teaching assistants of MACS100 combined theories of teaching and learning in media studies with methods of practical application. Readings, discussions, assignments, and teaching observations are directed at helping the group become better, and more reflective, teachers and learners in the classroom. Led by Dr. Amanda Ciafone | https://courses.illinois.edu/search/schedule/2018/fall/MDIA/590?sess= |
University of Tennessee–Knoxville, English | MA: Week of workshop before semester begins. 1 year under mentorship of experienced PhD instructor. Tutor in Writing Center. Pedagogy course for Rhet/Comp. | English Graduate Handbook
Dept. Website Workshop Schedule |
University of Louisville, Kent School of Social Work | PhD: Students are requried to complete SW 764 - Teaching Social Work (3 crs.) and SW 781 Teaching Practicum (3 crs.) in their 2nd year. | https://louisville.edu/kent/academics/RevisedCurriculum_Final1.pdf SW 764 This course is the first of two designed to expose doctoral level students to teaching and social work education. The goals of this course are to assist students in: (1) examining and appraising theories of teaching and learning to develop their own teaching philosophy, (2) designing course materials and integrating evidence-supported teaching methods and strategies into their teaching practice, and (3) evaluating their own teaching practice. The course introduces students to social work curriculum standards; theoretical perspectives of adult learning, teaching, and curriculum development; and various teaching methods, tools, and technology to assist prospective teachers with designing and developing a course, teaching in both online and face-to-face formats, assessing student progress, and embracing anti-racist classroom practices that promote learning among diverse learners. |
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[a]Thank you to Dr. Jade Davis who started this handy grid. Later we can verify. For now we populate!
[b]Thank you Jade and Cathy.
I would suggest as you refine that there are two lists that should be created--I see courses and certificates that are university-wide (and so, are opt-in). You are looking for U.S. graduate program pedagogy requirements. This is an excellent question to ask and the information that you get is something that I think my professional organization, the POD Network, would be interested in as well. Please let me know how POD can help
taimio@clemson.edu.
Another source of information is CIRTL, the Center for Integrating Research, Teaching and Learning. CIRTL institutions commit to graduate student training.
[c]It is important to point out that many, many, many of the schools listed here have strong Rhetoric / Composition / Writing Studies PhD programs. I see my own institution and my alma mater listed, as well as the alma maters of my colleagues. Teaching--and the teaching of pedagogy--is an integral part of the R/C/WS discipline.
[d]Yes, a pedagogy course (Teaching Practicum) is required for all graduate students in English.
[e]What does this mean?