Innovative Certificate Programs in University Teaching and Learning: Experiential Learning for Graduate Students and Postdoctoral Scholars

Autor/inn/en	Nowell, Lorelli; Grant, Kimberley A.; Berenson, Carol; Dyjur, Patti; Jeffs, Cheryl; Kelly, Patrick; Kenny, Natasha; Mikita, Kiara
Titel	Innovative Certificate Programs in University Teaching and Learning: Experiential Learning for Graduate Students and Postdoctoral Scholars
Quelle	In: Papers on Postsecondary Learning and Teaching, 4 (2020), S.85-95 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2560-6050
Schlagwörter	Graduate Students; Doctoral Students; Certification; Teacher Certification; Educational Innovation; Foreign Countries; Professional Recognition; Evidence Based Practice; Workshops; Technology Integration; Lesson Plans; Portfolios (Background Materials); Canada + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Abschlusszeugnis; Zertifizierung; Instructional innovation; Bildungsinnovation; Ausland; Lernwerkstatt; Schulung; Lesson planning; Unterrichtsplanung; Kanada
Abstract	In response to a growing need for graduate students and postdoctoral scholars to strengthen their teaching and learning skills, our university recently established innovative certificate programs that purposively incorporate experiential learning opportunities for deeper growth and development. Drawing on prior research and local needs assessments, we developed programs aimed to meet the identified needs of graduate students and postdoctoral scholars. In this paper we describe how we planned, developed, and implemented these new certificate programs to engage graduate students and postdoctoral scholars from across our institution. Further, we discuss how these programs provide experiential learning opportunities for all participants. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] (As Provided).
Anmerkungen	Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01