This Week for Graduate Students: Innovative Course Design Seminar, apply today!

by | Oct 4, 2021

Innovative Course Design Seminar 

The Innovative Course Design Seminar allows participants to explore evidence-based, inclusive, and online instructional design practices and apply these concepts to create a learner-centered syllabus that meets the challenges of teaching today. Participants apply the principles of backward design and inclusive teaching to develop context-specific learning objectives, aligned and scaffolded assessments, and a range of engaging activities across formats and contexts within the context of a single course. Applications are due by October 15.

The seminar will run on Zoom from 4:10 pm – 6:00 pm ET on the following Wednesdays: Oct. 27, Nov. 3, Nov. 10, and Nov. 17.

This seminar counts towards completion of  the Advanced Track of CTL’s Teaching Development Program (TDP) for graduate students.

Mid-Course Reviews

Are you a graduate student instructor looking for quick, anonymous feedback on your teaching from your students? Request a Mid-Course Review! The CTL offers Mid-Course Reviews (MCRs) with trained peer consultants who can help solicit feedback from your students on what they find to be the most helpful and the most challenging aspects of your course. CTL Mid-Course Reviews are confidential, formative, and designed to support you in your teaching practices. Request an MCR at least two weeks prior to the date when you would like a Teaching Consultant to visit your class. All MCRs must be completed by October 29, 2021. Requests for MCRs will close on October 15, 2021.

MCRs count towards completion of CTL’s Teaching Development Program for graduate students.

CTLgrads Learning Communities 

CTLgrads Learning Communities are interdisciplinary conversations about teaching and learning topics, designed and co-facilitated by CTL Senior Lead Teaching Fellows and other select graduate students. By participating in these discussions of the teaching literature with other graduate student instructors, you will develop new frameworks to innovate your teaching.

Citational Practice as Critical Feminist Pedagogy (CIRTL Network LC) with former Senior Lead Teaching Fellows Cat Lambert (Classics) and Diana Newby (English & Comp Lit)

  • Part 1: Wednesday, October 13, 2021 11:00 AM – 12:30 PM ET
  • Part 1: Wednesday, October 27, 2021 11:00 AM – 12:30 PM ET

Participation in CTLgrads Learning Communities count towards completion of CTL’s Teaching Development Program (TDP) for graduate students.

Upcoming LTF Events

The 49 2021-22 Lead Teaching Fellows are running workshops and discussions in departments all around Columbia. These are generally advertised locally. Below are a few upcoming events that are open to participants beyond the LTF’s home department.

LTF events count towards track completion in the Teaching Development Program.

The Art of TAing

Are you a freshly minted TA a bit uncertain of what’s expected? Or a more seasoned TA with questions and experiences to share? Are you interested in a free lunch and discussing TAing tips and tricks with esteemed members of the IEOR department? Then join us for a panel discussion on the Art of TAship. We will cover various important parts of the TA role like serving as a bridge between the students and professor, holding office hours and recitations, grading exams, and fielding regrade requests. It will be an informal discussion where everyone is encouraged to come and contribute their thoughts and feelings.

This event is led by Lead Teaching Fellow Jacob Berquist (IEOR). Though tailored to IEOR students, TAs in other SEAS departments are welcome to attend.

Date and Time: Wed, October 8, 12pm – 1pm
Location: 303 Mudd Building, 500 W 120th St
RegistrationContact Jacob Berquist

Unleash Creativity in the Language Classroom

This workshop will focus on the benefits of creative assignments in the language classroom and how to include them in your teaching. We will look at different examples of creative projects that were a success in the past and that can easily be replicated at all levels of language teaching (as well as in many literature courses). We will discuss new ideas of creative twists in syllabi and learn how to document personal innovative teaching approaches.

This event is led by Lead Teaching Fellow Jeanne Devautour Choi (French). It is primarily intended for instructors in language departments, though anyone who is interested in working with language is welcome. 

Date and Time: Wed, October 13, 2:30pm – 4:00pm
Location: Maison Française (Buell Hall)
RegistrationContact Jean Devautour Choi

Incorporating 3D Visualizations into Earth Science Teaching

Earth science instructors have new capacities to communicate 2D concepts in 3D. But finding these resources and incorporating them into your teaching effectively can be challenging. How can we train new scientists to manipulate these tools or create a visualization to best suit a topic? How can we measure if 3D visualization incorporations into lesson plans are effective? At this event, we will discuss some responses to these questions and gage the feasibility of incorporating 3D visualizations into our own teaching. 

This event is led by Lead Teaching Fellow Sarah Giles (Earth and Environmental Sciences). Graduate students and professors in fields related to earth science (ex. Chemistry, Biology, Physics) are welcome to attend.

Date and Time: Thurs, October 14, 1:00pm – 2:00pm ET
Location: Zoom
RegistrationSign up here to receive the Zoom link

Teaching Conference Support

In 2021-22, support for select doctoral students who wish to attend conferences or training centered on teaching practices in higher education is again sponsored by the GSAS Office of the Dean and funded by the Office of the Provost.

Current Columbia doctoral students are invited to apply for funds to help defray travel and other expenses associated with attending a conference or training focused on teaching practices in higher education. Approved applicants will receive up to $750 for attending a conference or training that helped them develop as instructors or explore discipline-based educational research (DBER).