The Certificate of College Teaching (CCT) is a program for graduate students and postdocs who are interested in developing skills and expertise in college teaching. Below, I highlight some of the educational activities, workshops, and courses that I have engaged in during my PhD. Other components of my portfolio, such as my teaching philosophy and educational research, can be found under the "Teaching" main page.

Competency 1: Developing Discipline-Related Teaching Strategies

Description of Competency

In Spring 2021, I enrolled in ISE 870 - Teaching College Science. Made virtual due to the pandemic, the class was nevertheless small and interactive, providing a broad foundation for teaching in the natural sciences. I collaborated closely with two other physics graduate students to develop mock materials for physics courses, including syllabi and lesson plans. We also engaged in "microteaching," meaning we gave short lessons to our classmates on a physics topic of our choice (we also learned from our classmates on their expertise, and it was a lovely sharing time!). We practiced both "teacher-centered" (lecture based) and "student-centered" (interactive, discussion-driven) lessons.

Course Material

Reflection

The samples above illustrate some of the activities in ISE 870. Overall, the course provided me opportunity to develop skills in course planning, curriculum development, classroom management, and fostering a diverse, equitable and inclusive environment. I also investigated theoretical models of student learning and teaching which have contributed to the underpinnings of my teaching philosophy.

In many respects, the subsequent competencies below are elaborations on the things I was originally introduced to in this course. Each class session was different, and covered themes that I would repeatedly see in workshops, education research papers, and teaching practice.

Description of Competency

When designing and teaching an academic course, our focus is typically directed on the academic content: assignments, assessments, in-class activities, and so on. It's surprisingly easy to forget that students are human beings that bring their full selves with them to class. To be considerate and empathetic towards my students, I try to ask questions like: Is my assignment reasonable? Are my policies inclusive, or unintentionally discriminatory? Am I making myself available as a mentor and guide to students, or just a distant authority figure?

During the CCT institute, Prof. Kirstin Parkin offered a story of how a small interaction had an outsized impact in fostering an inclusive classroom. She recounted a conversation with a student, who, after the first day of class, requested that they be addressed with they/them pronouns. Parkin responded without judgement, and followed up by asking if they had sufficient access to single-occupancy restrooms. At this gesture of thoughtfulness, the student began to cry. Nobody had thought to ask them that before. This story highlights the impact that seemingly small considerations can have on students' academic experience. In my view, these impacts can be more important than the course's academic content, and need to be treated with appropriate weight.

Material Developed: Seminar Surveys

Reflection

I've learned to get to know my students and also open myself up in little ways. Telling students I'm having a busy week, or that I saw a musical at the Wharton that I really liked, gives students a window into my personal life that I believe promotes positive interactions. This also signals to students that I would like the relationship to be built on respect and not power imbalance. Understanding and being in tune with students' needs will build trust, which I believe has positive implications for their academic performance. Students who trust me will trust that my teaching practices, such as assessments and grading policies, are done with their good intentions. 

Description of Competency

Technology, broadly defined, is a set of tools that can be used to enhance human capabilities. In the context of teaching, technology should be employed to enhance the learning experience and facilitate the achievement of learning objectives. For example, communications technology such as a discussion forum can allow students to collaborate and ask for help more easily outside of the physical classroom. Since technology requires time upfront to learn, it must be carefully considered whether a piece of technology actually augments, rather than detracts from, the learning experience. Technology can also present barriers when there is unequal familiarity with classroom technologies. Teachers should frequently check in with their students' perspective and ask themselves whether their technology expectations are reasonable, in accordance with the discussion above on learning environments.

Material Developed: iClickers in Lyman Briggs Physics

Reflection

During the CCT Institute, we had the opportunity to try out several pieces of classroom technology and reflect on their utility. A particularly memorable activity involved designing a mini lesson involving two Life Saver candies. In a subsequent discussion, we were asked to consider whether these candies constituted "technology". Regardless of the answer, reflecting on this opened up my mind as to what tools could be creatively incorporated into a lesson. As the available set of technologies becomes increasingly sophisticated, this activity strengthened my resolve to use the simplest possible tool that gets the job done effectively. This may sometimes be advanced information technology, and it may sometimes be a whiteboard with markers.

Description of Competency

"Going to college" can refer to a surprisingly diverse range of experiences, as indicated by the document above on types of higher education institutions. The educational context refers to the broader setting in which teaching and learning is taking place. This includes the institution type, the stated values of the institution, the culture and norms of students as well as their goals and purpose for attending the institution. 

Reflection

Understanding the university context is important for both choosing an institution to work at, and also for understanding how to align one's teaching with that context. If I choose to rebel or push back against an aspect the context I am within (e.g., promoting well-rounded educational experiences over specialization at an R1 institution), at least I will be aware of what I am doing. It's important to ask: who are the students in your classroom and what is their background? Will my teaching appoach align with the kind of experience students, and the university are expecting? What is the stated mission of the university, and what are the criteria for evaluating teaching? I can make my own choices, but being aware of these facets will inform my choices.