Seminars and Intensives for Graduate Students
Graduate students can apply for seminar programs to engage in a supportive community of practice through a series of connected modules, workshops, and discussion groups on teaching and learning topics. Graduate students interested in developing new teaching approaches, applications, and skills with hands-on guidance from CTL staff can apply to participate in multi-day immersive institutes.
On this page:
Supporting Hybrid and Online Learning and Teaching (SHOLT)
Supporting Hybrid & Online Learning & Teaching (SHOLT) is an on-demand, self-paced course designed to help Columbia graduate student instructors in support roles develop effective teaching practices in online and hybrid courses. Modules cover topics such as teaching as a team online, creating online community with students, engaging students in active and collaborative learning online, and assessing student learning online. Online beginning in Fall 2020
Spring 2021 seminars
Evidence-Based Teaching in Science and Engineering Seminar
This seminar is targeted toward graduate students and postdocs in sciences (natural, biomedical, health) and engineering who are teaching for the first time or looking to advance their teaching by engaging with the research on teaching and learning. Participants will apply the principles of backward design to develop student learning objectives, aligned assessments, and active learning activities to better facilitate student learning.
Inclusive Teaching Seminar
The Inclusive Teaching Seminar is a five-part workshop series that offers an opportunity for graduate student instructors to reflect on their teaching experiences and commit to creating inclusive classroom environments that support all students. In a cohort of peers, participants will engage with scholarship on inclusive teaching, develop concrete strategies for promoting diversity in their classrooms, and create an action plan for teaching inclusively.
Assessing Teaching & Learning Seminar (ATLS)
This online seminar is targeted toward graduate students and postdocs who are interested in deepening their understanding of the scholarship of teaching and learning and developing an original Teaching as Research proposal. Participants will be supported by the instructor and each other as they review SoTL in their home discipline, develop their own research question, and present a developed proposal.
Collaborative Learning Seminar
The Collaborative Learning Seminar is a series of four workshops for Columbia graduate students and postdocs interested in exploring small group learning activities and the instructional methods and technologies that support them. Working in groups, participants experience various cooperative interactions and support each other’s exploration of collaborative learning. By the end of the seminar, each participant will have designed a collaborative learning activity linked to learning objectives that will be ready to run with students or show to colleagues.
Innovative Course Design Seminar
The five-week Innovative Course Design Seminar allows participants to explore evidence-based, inclusive instructional design practices and create a learner-centered syllabus of their own design. 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 that facilitate student learning within the context of a single course. Running Fall 2020
Innovative Teaching Summer Institute
Apply for a four-day series of workshops, discussions, and shared reflections all centered on the use of emerging teaching practices and technologies to support effective teaching. ITSI is an opportunity for graduate student instructors to work with peers from a variety of disciplines, discuss pedagogical priorities, connect with resources and support, and develop themselves as innovative teachers.
The CTL is here for graduate students.
The Columbia Center for Teaching and Learning provides an array of support for graduate students in both their current and future teaching responsibilities.