For completion of the certificate program, a minimum of 3 credits is required from elective courses.
In-House Elective Courses
The Office of Instruction and Assessment itself offers several courses that serve as possible electives for the CCT program.
This 1-credit face-to-face course will prepare students to observe and interpret student expressed ideas in collaborative learning environments. Students will learn how to communicate the results of their analysis to propose actions to improve student understanding. This course will include an introduction to basic principles of the learning sciences, observational methods, task design, formative assessment, and team communication. This course further provides an opportunity to share with and learn from Learning Researchers serving in a variety of context (online, lecture hall, collaborative learning space, etc.) and content areas. This course prepares students to fulfill the responsibilities of IA497/597B, the ‘Learning Researcher Service’ course, which may be taken after or concurrently with IA 497A/597A.
Students in this 2-credit course have selected to serve as a Learning Researcher with a course Lead Instructor who is implementing an Instructional-Teams approach in their collaborative learning environment. The service course may meet face-to-face or online. The Learning Researcher is one member of the Instructional Team working to improve student learning. They will be expected to communicate regularly with the individuals acting in other roles, most directly with the Lead Instructor, for whom they propose actions to improve student understanding based upon their observations and interpretation of student expressed ideas during the engagement with in-class instructional tasks. This course will require students to implement observational methods, evaluate task design, engage in formatively assessing student understanding, and engage in regular and productive team communication. These skills are introduced in IA497/597A, the ‘Becoming a Learning Researcher’ course. Students in this course are expected to communicate their analysis directly to the Lead Instructor for the course for which they serve.
This class is designed to provide practical application of current research about Mindfulness in teaching, also known as contemplative pedagogy (cp) strategies. These strategies increase the likelihood of student success. Course themes and activities focus on: defining mindfulness and contemplative pedagogy, historical and cultural origins, scholarship surrounding and supporting mindful teaching, choosing, planning, facilitating, and assessing basic mindful teaching strategies, addressing student reaction and resistance, strategies for the online classroom and other trends in mindful teaching in higher education. Since we explore the origins of many of the mindfulness practices, we will discuss ethical considerations and the danger of cultural appropriation in order to reflect upon and refine our cultural competencies. Students in the class are expected to participate in, and provide, demonstrations of the strategies in practice. Instruction is in person with specified assignments and deadlines.
This workshop-style course focuses on the practical application of multidisciplinary research that informs diversity, equity, and inclusion in higher education. Students will engage in dialogue about social justice and equity in higher education and practice evidence-based teaching strategies to improve learning and retention for all students at the college level. Course themes and activities include: defining diversity, equity, inclusion, intersectionality, and related key concepts; responding to personal biases and values; applying key scholarly concepts to teaching practice; developing inclusive course design; intercultural teaching competence; ensuring inclusive student collaboration; and assessing classroom climate. Personal and professional development opportunities are built into the course.
At the end of this course, you will be able to:
- Articulate the role of diversity-responsive teaching given the historical legacy of the higher education system.
- Describe the scholarship that informs evidence-based, equity-minded course design and teaching practice.
- Respond to your personal values, biases, and perspectives related to diversity in higher education with a plan of action.
- Explain specific instructional strategies that promote equitable course designs and cooperative learning environments.
- Create teaching materials that illustrate inclusivity in curriculum, instruction, and assessment within your respective disciplines.
This graduate seminar takes inspiration from the belief that all writers have more to learn--and that we are all teachers of writing. Over the course of the semester, we will explore key concepts and theories in writing across the curriculum (WAC) and, with an eye toward translating these ideas into classroom activities and writing prompts, research writing conventions in our disciplines and develop best practice guides in writing pedagogy. At the end of the course, students will choose a site of writing on campus and propose a change-making project of their choosing, such as revising a course or assignment commonly taught in a department, creating resources for faculty to teach a particular writing assignment, or proposing a set of workshops on teaching writing for faculty in a particular discipline. Inspired by the workshop model, students will complete weekly homework/activities to guide our weekly in-person sessions, which will be a combination of discussion, peer review, in-class work time, and presentations.
At the end of this course, students will be able to:
- Articulate key theories in WAC/WID, such as writing-to-learn (WTL), threshold concepts, and writing for transfer
- Understand how the rhetorical situation impacts disciplinary understandings of audience, purpose, and context
- Analyze writing in a variety of disciplines to understand how conventions differ across contexts
- Develop a set of best practices for teaching writing, including assignment design, peer/instructor feedback, and assessment
- Communicate and design curriculum and assignments that illustrate your knowledge of how writing works
Students may register for 1-3 units of independent study during which they will explore, under the supervision of an OIA faculty member, the theory, practices, and/or literature of specific areas of interest in college teaching and learning such as online instruction, course-level assessment, or other topics related to learning-centered instruction. IA 699 credit is available for OIA Online Mini-Courses. The general Independent Study Proposal and Policies can be accessed and downloaded via the Office of the Registrar.
Other Elective Courses
Many courses from various units across campus are official elective courses for the CCT program. Please check the UA Course Catalog for descriptions of these courses and contact the offering department for details.
Please note that these elective courses vary in their formats, grading schemes, and credits. Some courses do not fulfill the 3-credit requirement; therefore, students who take a 1 or 2 unit course can fulfill the 3-unit requirement by enrolling in another course on the list or in IA 699 Independent Study for the additional credits.
We do not receive regular updates about the status of courses offered by other campus units. Please let us know if you find that the number of units might have changed or if there is any other aspect of the course offering that we should be aware of. Thank you!
List of courses:
- AED/MSE 596D Teaching Science & Math through Inquiry (2 units)
- AED 697c/IA 697c Workshop on Teaching at the College Level (3 units)
- AIS 697a College Teaching Methods (3 units)
- ARB 596m Special Topics in Arabic Linguistics (3 units)
- ASTR 555 Teaching College-Level Astronomy and Planetary Science (3 units)
- DNC 595a Teaching Methods for Dance (3 units)
- EDP 514 Psychology of Instruction (3 units)
- ENGL 510 Teaching of Composition (3 units)
- ENGL 591 Preceptorship (1-6 units)
- ENGL 596h Modern Literature (3 units)
- ETCV 512 Student Engagement in Online Learning Environments (3 units)
- FSHD 696 Learner Centered Teaching for Online Delivery (1 unit)
- GEOG 695c Preparing Future Faculty: College Teaching (1 unit)
- HIST 597a Teaching Methods and Practice (3 units)
- LAT 580 Issues in Latin Methodology (3 units)
- LIS 583 eLearning for Librarians (3 units)
- LRC/ENGL 680 Reader-Response Theories (3 units)
- MCB 520 Research on College Science Teaching and Learning (3 units)
- MIS 696a Readings in MIS (3 units)
- MUS 622 Theory Pedagogy (3 units)
- MUS 672 Teaching Music in Higher Education (3 units)
- NRSC 694 Practicum in Teaching Course-Based Research Experiences (3 units)
- PHSC 611 Theory and Practice in Pharmacy Education (3 units)
- POL 602 Teaching Political Science (2 units)
- PS 697b Physiological Sci Teaching Workshop (1 unit)
- PSIO 591 Preceptorship (1 unit)
- PSIO 697A Workshop: Physiology Tutorial (3 units)
- PSYC 586b Ethical Issues in Psychology (3 units)
- PSYC 596T The Teaching of Psychology (3 units)
- SERP 693 Doctoral Internship in Teaching
- SERP 695e Preparation for the Professoriate (3 units)
- SLAT 579/GER 579/EAS 579/LAT 579/SPAN 579/FREN 579/RSSS 579 Issues in Post-Secondary Language Teaching & Learning (3 units)
- SLHS 649/BIOC 649/PSIO 649 Survival Skills and Ethics (3 units)
- SOC 596b Graduate Teaching Seminar (3 units)
- TLS 644 Indigenous Wellbeing Through Education (3 units)
- TTE 519 Learning in Science & Mathematics (3 units)
- TTE 580 Groupwork for Diverse Classrooms (3 units)
Some departments may limit course enrollment to majors only. When selecting an elective, check with the respective department to determine whether you are allowed to enroll in the course.
If you are aware of a class outside of this list that you believe might qualify as an elective course and/or you are attempting to transfer credits, please contact the CCT Coordinators.