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 evidence-based, 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 the GRAD 9001 one-credit, fully online, 11-week course available to graduate students. Secondly, a non-credit, online asynchronous, self-paced course that consists of eight modules is open to graduate students or postdoctoral scholars. Both of these scholarly teaching opportunities introduce participants to effective, evidence-based teaching and learning practices in online and on-ground environments that are fundamental to undergraduate student success.

Tier I – GRAD 9001
“College and University Teaching"

An 11-week, one-credit, fully online course open to KSU graduate students who are teaching as a Teacher of Record (TOR) or a Teaching Assistant (TA), or graduate students interested in teaching. 

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

Tier II
"Introduction to Scholarly Teaching"

A D2L fully online, self-paced, non-credit course available to graduate students who are teaching or interested in teaching in the future. It is also open to postdoctoral scholars. This course is free to all KSU graduate students.

Participants in this course will receive a CETL Digital Certificate of Completion. The course must be completed within one semester (@15 weeks).

There are two ways to complete the course:
1) Fully asynchronous and
2) Blended (synchronous/asynchronous).

Click Here for a full description of the course and options for completion. 

In addition to these course offerings, GSPD offers a number of interactive workshops and webinars about teaching and learning, as well as services in support of your teaching. See the menu below for the comprehensive list of graduate student professional development resources and programs CETL offers.

 

  • 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 currently serve as Graduate Teaching Assistants (Teachers of Record), Teaching Assistants, or those who are considering applying for an assistantship. This orientation is also relevant for those 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.

    2021 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 CETL Digital Certificate of Completion.  

    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.

    Upcoming Events

    View All Teaching events here
  • We offer confidential consultations, observations, review of teaching materials, and student focus groups.

    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 Linda Stewart at lstewar2@kennesaw.edu, or 470-578-6410.

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      A Welcome Letter to our Graduate Students

      This letter is a welcome to all graduate students interested in teaching and learning. My name is Linda Stewart and I am the Assistant Director of Graduate Student Support at CETL...

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      Why Graduate Students Should Want to Teach by Linda Stewart

      Graduate students are some of the busiest people on a college campus. Aside from research and writing demands in their graduate program, graduate students are often...

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      Graduate Teaching Assistant Resources: A Literature Review by Estefany Palacio

      A list of books and articles including abstracts to serve as a resource for graduate student teachers.

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      Explore campus resources to improve GTA instructionby Estefany Palacio

      Being knowledgeable about outside resources and opportunities for your undergraduate students is beneficial to your development as a GTA, because those same... 

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      Tips on how to address one of your greatest concerns as a graduate teaching assistant: Saying “I don’t know"

      It is your first experience with teaching and most likely you are training to become a professor in the future, that is, your time as a graduate teaching assistant...

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      Using Formative Assessments to Enhance Student Learning by Linda Stewart

      For many graduate students, assessing student learning is an isolating and anxiety-producing event, followed by varied reactions from undergraduates who often seem nonplussed by their grades...

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      It’s Complicated: Re-visioning Discomfort in the Classroom by Linda Stewart

      Discomfort is not experienced equally by all students--at the same levels. We must be highly aware of the power of discomfort and the emotions it can evoke in our students...

 

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.

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