University of Massachusetts Boston



Graduate Teaching Seminars at UMass Boston The following courses fulfill the GTP teaching seminar requirement. They are intended to provide discipline-specific teacher preparation. Unless noted by an asterisk, these courses are restricted to students in the given program. Latin 615: Methods of Teaching the Latin Language?MGT 775: Doctoral Teaching Seminar*SOC 610: Teaching Sociology: Theory and Practice*PSYCH 891 Teaching Seminar*ENGL 610: The Teaching of CompositionENGL 611: The Teaching of LiteratureCW 614: The Teaching of Creative WritingCSP 782: Teaching in Counseling and School PsychologyGISD 696 or GGHS 795: Honors Teaching Seminar * These courses are open to MGS doctoral students by permission of instructor.Latin 615: Methods of Teaching the Latin Language?This course introduces students to the history of Latin instruction, the various texts and methods used in the Latin classroom, and the major issues facing teachers of Latin. ?It considers such topics as; the grammar/translation method versus the reading approach; differentiated learning and students with varied learning styles; Latin for learning disabled students; program articulation; and national standards. ?In addition, it addresses the nuts and bolts of Latin instruction, including oral and written methods, grammar, vocabulary, word etymology, culture, and the use of authentic and electronic materials.?MGT 775: Doctoral Teaching SeminarThis course is designed for advanced doctoral students (e.g., end of second year) across the three tracks of the PhD in Business Administration (Organizations & Social Change, Finance, Management Information Systems). The course is taken at this juncture to prepare you to teach sections of undergraduate courses at the College of Management and, more broadly, to develop a well-grounded approach to the skills and techniques of teaching. This course is, deliberately, a workshop. In addition to seminar-style learning about teaching pedagogy, there will be substantial time devoted to developing teaching materials, philosophies of teaching and learning, and to practicing various teaching techniques and receiving feedback from peers.SOCIOL 610:? Teaching Sociology. Theory and PracticeThis seminar is designed for graduate students who are interested in teaching careers at the college and university level and/or in the scholarship about teaching and learning. Teaching assistants who are involved in classroom practice are also welcome. The course will address both the theory and practice of teaching with a focus on the kinds of backgrounds, experiences, and learning styles that UMass Boston students bring to the classroom.PSYCH 891: Teaching SeminarMy main objective in this seminar is to assist you in becoming good instructors. I hope that this semester’s teaching is a good experience for you rather than just a task that the department requires you to do. I also would like to be able to help navigate problems or uncertainties that inevitably arise as one teaches. Toward these ends, I have laid out a series of topics that I believe will allow us to discuss the variety of issues that come up over a typical semester. They are arranged to reflect the timing of events in your syllabi as much as possible. ENGL 610: The Teaching of CompositionThis course defines the role of composition in the English curriculum in both college and secondary schools; develops a philosophy of language as a foundation for a method of composing; studies psychological and linguistic aspects of the composing process. The course is offered once each year.ENGL 611: The Teaching of LiteratureDesigned for prospective and practicing teachers, this seminar is an investigation of how and why we teach literature in the secondary school and college settings. We will read literary texts from a teacher’s perspective, analyze educational?research, create unit plans, demonstrate lessons, and respond critically to each other’s work. To clarify and reassess the goals of literature pedagogy, we will attempt to strike a balance between developing practical tools for classroom use and?examining theories about teaching and learning. We will address teaching literary genre, teaching canonical and non-canonical texts, teaching poetic and narrative form, and teaching with unexpected materials. In the spirit of collaboration, the seminar will draw on our collective interests, expertise, and experiences to identify useful?resources and strategies that will assist our 21st century-students in their responses to literary texts. Students will be expected to teach a lesson to the class,?generate practical materials including syllabi, assignment sheets, and lesson plans, reflect upon and write about their developing pedagogy,?and develop a curriculum unit to teach a literary text to a specific student audience.CW 614: The Teaching of Creative WritingThe teaching of creative writing involves both the teaching of craft and the nurturing of students' imaginations. This course addresses ways of doing both, as well as theoretical frameworks for creating new models. What are the principal elements of poetry and fiction? How does a writing exercise elicit a response that adds to students' understanding of what they're doing? What's a good sequence of exercises, and what should students read to enhance their understanding of technique? How should students share their work - in a workshop, in small groups, on an on-line bulletin board, and other formats? How should creative writing be evaluated? Each week, we will examine a different pedagogical question. The course also addresses workshop and classroom management. Students will leave the course with the practical and theoretical tools necessary to construct a curriculum for their own classroom use, and an understanding of issues involved in exploring creativity.ECHD? 707: Teaching Early Childhood Education and Care in Higher EducationThis course prepares students in the ECEC Ph.D. program to be effective facilitators of learning for college and university students and other adult learners specializing in early childhood education and care. Topics include research on early childhood professional development in preservice and inservice settings, including adult learning, effective content and pedagogy, and assessment. Students will gain skills in course design, syllabus development, alignment of assignments and assessments with student outcomes, and adaptations to the learning needs of diverse adult learners. Reflective approaches to teaching and learning will be emphasized throughout. The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.CSP 782: Teaching in Counseling and School PsychologyThe course addresses theories, research and practiceregarding teaching and learning in the fields of counseling and schoolpsychology. Topics include pedagogy, techniques for effective teaching,motivation, working with diverse students, writing and deliveringlectures, and conceptualizing exams. This course is designed to be takensimultaneously while co-teaching a content course as a Teaching Assistant.The course lists a prerequisite of holding doctoral standing in the PhDprogram in counseling and school psychology and approval of programdirector. GISD 696 or GGHS 795: Honors Teaching Seminar This semester-long seminar prepares novice teachers in The School for Global Inclusion and Social Development and the Global Governance and Human Security doctoral programs to design and teach a course for the Honors College from the moment of its inception as an idea to the delivery of the completed course. It assumes no prior teaching experience, but it does require commitment to a style of teaching that engages students in interactive classroom discussion. Participants in the Honors Teaching Seminar will be guided by a faculty mentor in their academic program in the selection of appropriate readings and other material for the course they wish to design and teach. ................
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