Graduate Student Professional Development

“[W]hen it comes to teaching, most of us are still learning.”
– Ambrose, et al. 2010

CETL’s Graduate Student Professional Development (GSPD) program offers teaching and learning support for graduate students and postdoctoral scholars who are currently teaching or interested in teaching in the future. Participants in this program often aver that teaching and learning principles apply not only to the classroom, but to industry and other professional contexts as well.

Two features of the program lead to documented recognition of learning about scholarly teaching: First, we offer graduate students the GRAD 9001 "College and University Teaching" course: a one-credit, fully online, asynchronous 11-week course. Second, we offer a non-credit, online, asynchronous, self-paced course, "Introduction to Scholarly Teaching." It is open to all graduate students or postdoctoral scholars. Both of these scholarly teaching opportunities introduce participants to evidence-based teaching and learning practices fundamental to undergraduate student success. Students who complete the "Blended" or "Asynchronous" option will be awarded a Level 1 micro-credential badge.

GSPD also offers an annual fall Graduate Student Teaching Orientation, individual consultations, classroom observations, and workshops and webinars in support of graduate student teaching. Participants will earn a micro-credential souvenir badge upon completion of the Graduate Student Teaching Orientation.  

Further, we collaborate with graduate program directors to customize teaching and learning support for your programs. Please contact for additional information. 

CETL's Graduate Student Professional Development Program Goals:

  • To provide courses, events, resources, and services grounded in learning sciences that support graduate student teaching
  • To promote active-learning strategies that engage all students, honor diversity, and ensure an inclusive classroom environment
  • To create opportunities for collaboration among graduate student teachers
  • To encourage professional and self-growth through educational research, reflection, and community building

teaching and learning picture

See the menu below for a comprehensive list of CETL's graduate student professional development courses, events, resources, microcredentials, and programs.


  • This course is open to graduate students currently enrolled at KSU who are teaching as a Teacher of Record (TOR) or a Teaching Assistant (TA) or those graduate students interested in teaching in the future. Offered both spring and fall semesters.

    This course is a one-credit course that will appear on your transcripts when completed. Students in this class will learn about evidence-based, teaching and learning principles and practices applicable to all course models. For example, chapter readings and presentation topics include how students learn, student motivation, inclusion and diversity, assessment, and more. Students participate in discussions, write reflections, and choose their final project: a teaching philosophy, an online presentation, or an observation of classroom teaching.

  • This orientation is a full day teaching orientation held every fall semester.

    An annual fall event, this orientation is designed for graduate students who are Graduate Student Teaching Assistants or those who are applying for a teaching assistantship. This orientation is also relevant to graduate students who simply want to learn more about teaching and learning principles that apply to academic and other professional settings. KSU graduate students will be introduced to evidence-based teaching and learning principles and practices, university policies, and teaching expectations. Participants will earn a micro-credential souvenir badge upon completion of the Graduate Student Teaching Orientation.

    2023 Orientation Information
  • This self-paced, non-credit course is available to graduate students who are teaching or interested in teaching in the future. It is also open to postdoctoral scholars and those interested in how teaching and learning principles apply to professional contexts. 

    This course provides webinars, activities, viewings, and readings about evidence-based, learning-centered practices and principles fundamental to scholarly teaching. Further, this course pairs effective pedagogies with innovative practices that may be applied to all course models. Participants will have opportunities to self-assess their learning and their evolving understanding of scholarly teaching and learning.

    The course must be completed within one semester. Participants in this course will receive a Level 1 Micro-credential Badge.

    Click Here for More Information

  • We offer multiple types of events that include informational and interactive workshops, webinars, book chats, and more.

    The GSPD offers multiple workshops and webinars every fall and spring for graduate students who are currently teaching or who are interested in teaching. The workshops address core competencies and effective strategies for university teaching in all modalities (F2F, hybrid, online) and across disciplines. For example, evidence-based topics might include: 1) improving lab instruction; 2) designing interactive lectures; 3) creating an inclusive classroom; 4) facilitating discussions; or 5) grading and assessments.

  • We offer confidential consultations, observations, review of teaching materials, student focus groups, and custom services.

    In consultation, we are available to discuss classroom teaching pedagogies and practices. We also provide feedback for your teaching materials. We are available to observe your classroom and offer feedback. Further, we can help you construct mid-semester evaluations targeting specific issues, interpret the data (midterm and official end-of-semester), and identify solutions. We also facilitate student focus groups to collect anonymous student feedback and report it back to you. To schedule any of these services, please contact Christopher Pallas at, or 470-578-6410.


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Southern Association of Colleges and Schools Commission on Colleges (SACS/COC) Credential guidelines:

Standard 6.2.a.f. -- Graduate teaching assistants: master’s in the teaching discipline or 18 graduate semester hours in the teaching discipline, direct supervision by a faculty member experienced in the teaching discipline, regular in-service training, and planned and periodic evaluation.