Participants will attend a series of seminars, workshops, and small group discussions and reflect on their teaching practice.
At the end of the program, participants will have developed a statement of teaching philosophy, a course design project, and a teaching portfolio.
In a workshop-style format led by Searle Center staff, participants apply teaching and learning concepts to their disciplines while engaging in cross-disciplinary conversations on topics such as course design, student backgrounds, assessment, teaching methods, and evaluation.
Program participants are required to attend at least two Searle Center Graduate Workshops, which delve into selected topics such as: “Reflective Teaching: Beyond the CTEC,” “Diversity and Power in the Classroom,” and “Designing Active Learning in Your Classroom.”
Course Design Project
Participants apply ideas from program seminars and workshops to their teaching practice and design (or redesign) a course of their own. Pieces of the course design project are typically included in the teaching portfolio.
Statement of Teaching Philosophy and Portfolio
A statement of teaching philosophy – a personal narrative about teaching experiences and views on student learning – is an increasingly important document for the academic job market. The program provides opportunities to develop a strong teaching philosophy through multiple iterations of peer feedback.
The teaching portfolio uses evidence such as lesson plans, syllabi, assessments, course evaluations (e.g. CTECs), and teaching observations to support the teaching philosophy and demonstrate a commitment to reflective teaching. The final requirement for the program is a completed portfolio including a statement of teaching philosophy.
Program participants are expected to engage in a significant teaching experience while in the program. The ideal context is one that involves designing and teaching their own course. If that is not available, it may include co-teaching, teaching a section of a course, or delivering guest lectures.
Participants are required to obtain teaching observations from at least two of the following sources:
- Faculty mentor
- Member of the Searle Center staff
If participants are teaching their own course, a small group analysis is recommended in place of one of the two observations. Formal feedback on teaching is critical for a complete teaching portfolio.