Academic Programs on College Teaching

The College Teaching Program helps to prepare graduate students for academic teaching positions, and to prepare and enhance the effectiveness of college teaching for faculty members, post-docs, and graduate students enrolled at institutions other than UNH. The transfer and relationship between theory and research and instructional practice is emphasized in all courses. This is a University-wide program coordinated by the Office of the Dean of the Graduate School and involving the Center for Excellence and Innovation in Teaching and Learning, as well as faculty members from many fields and disciplines.

The College Teaching Program offers two academic programs: a cognate in college teaching and a graduate certificate in college teaching.

College Teaching Program Course Offerings

For further information please contact Catherine Overson.

Cognate in College Teaching

for UNH graduate students.

Cognate in College Teaching

The program requires that students apply through the Graduate School and be formally admitted to the program.

Graduate Certificate in College Teaching

for anyone with a Bachelor's degree.

Graduate Certificate in College Teaching

The program requires that students apply through the Graduate School and be formally admitted to the program.

Course Requirements for Cognate and Graduate Certificate

Required Core Courses - 4 courses (8 credits)

COURSE COURSE TITLE MODE TIME CREDITS
GRAD 950 Issues in College Teaching Online Summer Term 2
GRAD 951 Teaching with Writing Online Summer Term 2
GRAD 961 Cognition, Teaching, and Learning Online Summer Term 2
GRAD 965 Classroom Research & Assessment Methods Online Summer Term 2

Required Electives - 2 courses (minimum 4 credits)

COURSE COURSE TITLE MODE TIME CREDITS

GRAD 970

Special Topics in

College Teaching

Teaching and Learning with Multimedia Online January Term 2
Teaching with Technology Online Summer Term (not offered every year) 2
Course Design: Best Practices for Course Development and Implementation Online January Term and/or Summer Term 2
GRAD 995 Independent Study TBA AY of Summer Term (permission required) 1 or 2
Where available, the appropriate course(s) or seminar(s) on teaching in a particular discipline (e.g., history, economics, chemistry, psychology, etc.) 

Required Teaching Portfolio [Cognate Only]

COURSE COURSE TITLE MODE TIME CREDITS
GRAD 998 College Teaching Portfolio TBA TBA 1

Course Descriptions

GRAD 950 Issues in College Teaching. 2 cr. Offered online; Summer Term.
Issues faced within the classroom including evaluation methods, classroom climate and diversity, instructional approaches, teaching and learning resources, and student behavior. Cr/F.

GRAD 951 Teaching With Writing. 2 cr. Offered online; Summer Term.
We will explore the best ways to use writing in the classroom. Work with individual experience and existing scholarship will help us answer key questions about course-level writing: Who should teach writing? How do students become better writers? How does writing help students learn? How do we effectively and economically include writing in our classrooms? What is good writing? Our goal is to understand how to help students become better writers and how to use writing to learn across a wide variety of occasions and disciplines. Cr/F.

GRAD 961 Cognition, Teaching, and Learning. 2 cr. Offered online; Summer Term.

We will review several cognitive theories of learning and explore their application in educational contexts. We will identify teaching strategies that have been empirically demonstrated to enhance the use of cognitive skills and improve learning and teaching effectiveness. Topics include: prior knowledge, individual differences, and learning; expertise reversal effect; feedback and learning; desirable difficulties; interleaving and spacing of practice; illusions of competence; principles of multimedia learning; retrieval practice and test-enhanced learning; worked examples; conceptual change; self-explanation and learning; learning from text; cognitively-based approaches to study.

GRAD 965 Classroom Research and Assessment Methods. 2 cr. Offered online; Summer Term.

The focus of this course is on the improvement of teaching and learning in a teacher's own course, primarily on the work related to course-level research and assessment at the postsecondary level. Throughout the course we will read and discuss what Cross, Angelo, Steadman, Barkley, Howell Major and others have written about classroom research and assessment. 

GRAD 970 Special Topics in College Teaching: Teaching with Technology. 2 cr. Offered online; Summer Term (not offered every year).

This course focuses on teachers' development of personal positions on the use of technology in presenting course material. Students will begin by examining attitudes, affordances, and challenges associated with the use of technologies in teaching. Next, we will explore instructional technologies that have the potential to benefit learning outcomes based on course objectives that you set. The final project will be to develop a practical strategy that incorporates technology in a course that you will teach. 

GRAD 970 Special Topics in College Teaching: Teaching and Learning with Multimedia. 2 cr. Offered online; J-Term or Summer Term (not offered every year).

Through the lens of cognitive load theory students will examine Richard Mayer’s cognitive theory of multimedia that can be used to design any face-to-face or online presentation of to-be-learned material. Additional readings will include empirical literature demonstrating the learning benefits of multimedia presentations using several multimedia principles. The final project will be to develop an annotated multimedia lesson presentation, applying cognitive principles of multimedia learning, for a specific course that you might teach.

GRAD 970 Special Topics in College Teaching: Course Design: Best Practices for Course Development and Implementation2 cr. Offered online; J-Term or Summer Term.

Preparation for teaching a course in any college/university field or discipline. Examination of issues and models involving course design—from developing course learning outcomes to creating instructional approaches to addressing those outcomes; Students will learn to develop authentic assessments to assess whether learning outcomes have been achieved. Topics include: overall course structure; issues of accessibility and course design writing course objectives and learning outcomes; creating course assignments and exam questions; grading course assignments and exams; developing a course grading scheme; reading about and discussing approaches that foster student engagement and learning. Products from the course include a complete course syllabus on a subject related to the student’s field of study; sample assignments and exam questions; a complete teaching module for a unit in a course.