About the Course

Who should take GSR 989: Philosophy and Practice of University Teaching?

(formerly known as GSR 989: Introduction to University Teaching)

The answer is simple . . . YOU!

I would encourage other students to take this course. Initially I felt I didn't have to take the course because I saw myself as being a research scientist who would maybe just do sessional work/teaching as a side job. But then taking this course made me realize that it's not all about learning about teaching but there are lots of life lessons I got out of the whole experience. Even if I do not end up teaching, I will never regret taking this course." -Anonymous student, class of 2009-2010

Whether you want to be a professor or a researcher in academia, government, or industry, GSR 989 is for you.

Frequently Asked Questions

Over the years we've had a lot of questions about eligibility requirements particularly "teaching experience" and what this means. Here are some of the common questions to help you sort out what we mean. If you have any further questions, don't hesitate to contact us and ask.

Do I meet the course prerequisites?

Can I answer "yes" to the following questions?

• Do I have some teaching experience (including marking, teaching a lab or tutorial session, guest or sessional lecturing, coaching, working as a tutor) or will I be teaching at the same time as taking this course?
• Have I completed the first year of my program of study?
• Am I registered as a Masters or PhD graduate students in both terms (fall and winter; or terms 1 and 2)? Can I regularly attend class during this time?
• Am I able to commit several hours a week (outside of class time) to fully engage in readings and complete reflective and practical teaching assignments?

What constitutes teaching experience?

Ideally for GSR 989 your former teaching experience should be at the university, college, or K-12 level, e.g. if you have taught a class, lab, or tutorial (at the U of S, SIAST, or other institutions, locally, nationally, or globally), worked as a teaching assistant, sessional lecturer, or lab coordinator, taken the Instructional Skills course, or if you have taught in elementary or secondary schools.

If you will be teaching when taking GSR 989 (e.g. you have an upcoming teaching assignment for the fall or winter terms) we encourage you to supply your letter of offer or other similar documentation to show that teaching will be an important part of your professional development over the upcoming year.

What forms of documentation are acceptable?  Do I need to provide documentation of all my teaching experiences?

Documentation of your teaching experience may include (but is not limited to) the following: 

• An email or letter from a supervisor outlining your previous teaching experience, including the names of courses that you taught and a description of your teaching responsibilities

• An offer of employment from the U of S or another institution/school where you’ve taught (must outline the courses and dates the courses were taught)

• A letter from a colleague who has observed your teaching

I have K-12 teaching experience. I'd like to know if this counts towards the "teaching experience" prerequisite for this course?

Yes, absolutely it does. We will ask you to describe the experience you have and to provide some type of documentation from an advisor, supervisor, or from the school.

I'm an international student. I'd like to know if my previous teaching experience from my home country counts towards the "teaching experience" prerequisite for this course?

Yes, absolutely it does. We will ask you to describe the experience you have (e.g. marking, teaching full courses, assisting with courses) and to provide some type of documentation from an advisor, supervisor, or from your institution.

I have many years of teaching experience, just not at the university level. Should I take this course?

We have a range of students who have taken this course with varying levels of teaching experience. Our philosophy is to learn from each other. Since the course is widely based on hands-on activities and discussion, we find students who have lots of teaching experience can really enliven the class but also can be refreshed by the differing perspectives and the new ideas of their peers. If you have had extensive years of teaching experience, we encourage you to come and talk to us about your expectations for the class and what you hope to take away from it. We will try to tailor the course, as best as we can, to suit individual needs each year.

Can I teach or TA at the same time as taking this course?

If you plan to teach and take this course at the same time, please be aware that this course does require a significant time investment and you will need to plan your time accordingly. That being said, many of our graduates feel this is a valuable way to experience learning about teaching in a very practical way.

What if I don't have any teaching experience . . . yet?

If you don't have any teaching experience yet, there are other options available to you. Please consider enrolling in our fall orientation for graduate students, Introductory Instructional Skills and our workshops.

What if I'm a post-doctoral student, Teacher Scholar Doctoral Fellowship recipient, or sessional lecturer interested in taking this course?

If you are a new faculty member, a sessional lecturer, or a post doctoral student, our Transforming Teaching course may be better suited to your needs, interests and schedule.

If you have received a Teacher Scholar Doctoral Fellowship, then you must register in GSR 982: Mentored Teaching.

Registration

You must first obtain permission from the course instructors to enroll in GSR 989. Please complete the application form (below). Applications will be accepted for the 2012-2013 academic year beginning June 15, 2012.  

As of August 2012, we are still accepting applications for the course.

To be eligible to enroll in the course, you must be a current Masters or PhD student at the University of Saskatchewan who has at least some previous teaching experience, or who will be teaching at the same time as taking this course.  

Applications are processed in the order they are received and spaces are limited. Please read the application form carefully. If you are not a current graduate student at the University of Saskatchewan, if your supporting documentation is not attached, or your information is incomplete, we will be unable to process your application.

You will be notified as to whether or not your application has been successful by August 31, 2012. Instructions on how to register for the course through PAWS will be provided as part of the notification process.

Application Form

Completed applications are to be dropped off, faxed, or mailed to:

The Gwenna Moss Centre for Teaching Effectiveness

University of Saskatchewan
Room 50 Murray Building
3 Campus Drive
Saskatoon, SK Canada S7N 5A4

Fax: (306)966-2242

Teaching Team

Kim West

Dr. West is an Educational Development Specialist and Professional Affiliate with the Department of Geography and Planning. She completed her PhD in Earth Sciences from Carleton University and is an alumna of the University of Saskatchewan, having received her B.Sc. Honours from the Department of Geological Sciences.

Dr. West has been teaching and developing courses for the College of Graduate Studies and Research on the topic of university teaching since 2001. In addition to this course, she also teaches Mentored Teaching (GSR 982), a short course on teaching portfolios, and courses in physical geography.

She regularly facilitates workshops and professional development programs for faculty, sessional lecturers, and graduate student teachers on a wide variety of topics and issues related to teaching and learning. Dr. West's scholarship involves research, reflection, and creating opportunities for dialogue on the following issues: the role of trust in the university, hope and its role in teaching and learning, transformative teaching and learning approaches, authentic learning strategies, integrative educational practices in the classroom and university, teaching in the sciences, teaching large classes, and teaching portfolios.

Office Hours: You can reach Dr. West from 8:30 am to 4:30 pm via E-mail or phone (2249). She welcomes you to set up an appointment anytime to chat about the course, or about teaching.

Rebekah Bennetch

Textbook

The textbook we are using is intended to supplement our class discussions. Please ensure that you read assigned chapters in the text (noted in the syllabus) prior to attending class:

Filene, P. (2005). The Joy of Teaching: A Practical Guide for New College Teachers. Chapel Hill and London: The University of North Carolina Press.

This book is available at the University Bookstore. From time to time, you may be asked to complete supplementary readings or resources to enrich group activities and discussion.

Other Resources

As part of the final assignment for this course, you are given the option of completing a reflective teaching portfolio. A collection of example portfolios from former students are available to browse through at The Gwenna Moss Centre. These portfolios cannot be borrowed from the Centre, but we encourage you to use our sitting area to browse and read through them.

The Gwenna Moss Centre also has a mini-library with books, journal articles, and newsletters on various issues related to teaching and learning. You may borrow these materials for up to two weeks at a time (ask a staff member to sign them out for you). Please ask us for our recommendations on discipline-specific journals or other teaching and learning resources.

Microteaching

You will be asked to provide a blank DVD when you complete your microteaching assignment.

Course Schedule

*This is a tentative course schedule for Terms 1 and 2, Fall 2012-Winter 2013, with topics subject to change. GSR 989 will be offered on Tuesday afternoons, from 2 - 4:30 p.m. in Terms 1& 2.

Evaluation

GSR 989 is a non-credit (Pass/Fail) course. If you successfully complete the course based on the following requirements, you will receive a certificate, letter for your teaching portfolio, and a note on your transcript that will indicate a “Pass” in the course.

A “Pass” is based upon:

• Regular attendance and participation in all GSR 989 classes in Terms 1 & 2. Please note that as per the U of S Attendance Policy regular and punctual attendance is expected to receive a passing grade in the course. This means you must not miss more than 10% of classes over both terms. If you must miss a class, please inform the teaching team in advance with a reason for your absence.  You will be expected to complete any missed work.
• Satisfactory completion of course assignments in Terms 1 & 2.

If, for any reason, you need to drop the course, you must do this according to the University’s official processes, dates, and deadlines, or else your transcript will indicate a “Fail.”

Accolades

2011-2012

You should definitely take this course if you are thinking about pursuing a teaching career. It helps you to know yourself more as a teacher and be more aware of your strengths and weaknesses, and to find ways to improve."  -Lina Burgos Liz, Graduate Student in Public Health, class of 2011-2012

I encourage other graduate students to take this course. Not only for their academic career, but also for their life!"  -Noorallah Rostamy, Graduate Student in Mechanical Engineering, class of 2011-2012

Do not take this class if you are looking for the "right answer" for how to teach. Do take this class if you are interested in exploring, discussing, and debating teaching methods." -Anonymous student, class of 2011-2012

This course is so useful. It gives you tools to feel more confident when teaching." -Anonymous student, class of 2011-2012

2010-2011

This course is well worth your time! It has opened my eyes to a world of resources, philosophies, and opportunities regarding teaching and learning. Most importantly, it provided a safe place to grow and to learn as a graduate student teacher. Amazing course! I have come away with so much." -Carly Priebe, Graduate Student in Kinesiology, class of 2010-2011

One of the things this course taught me is the importance to find yourself as a teacher, and to be authentic. But to find yourself, you need to know where to search and what to explore. This course also shows different ways, roads for the exploration in our attempts to become authentic teachers." - Mayya Sharipova, Graduate Student in Computer Science, class of 2010-2011

I recommend it [this course] to everyone I talk to. In fact I think it should be mandatory for all graduate students." -Kim Ennis, Graduate Student in Art and Art History, class of 2010-2011

An excellent, timely and very informative course. Take this course! It’s a must for any aspiring university professor!" -Radu Stefureac, Graduate Student in Biochemistry, class of 2010-2011

I have told a lot of my friends in my college (Engineering). Teaching without taking this course prevents you from performing optimally." -Adeola Igbalajobi, Graduate Student in Engineering, class of 2010-2011

If you are teaching now or plan to do so in the future, you owe it to your students and yourself to take this course." -Stephanie Nilson, Graduate Student in Animal and Poultry Sciences, class of 2010-2011

2009-2010

I would highly recommend taking GSR 989 to any graduate student who is interested in teaching. I had the unique opportunity to take this course while teaching my first course, which I highly recommend because I was able to immediately apply what I learned in GSR 989 into my teaching practice. GSR 989 provides you with invaluable teaching skills and a perspective on teaching that you likely won't achieve on your own. You also get to be in an environment full of graduate students who can relate to what you're going through. The instructors are also perfectly suited for the class as they are outstanding role models of teaching excellence." -Leah Ferguson, Graduate Student in Kinesiology, class of 2009-2010

This course is nothing like you would ever expect. There is material in this course that will blow your minds and take you to the next level in your teaching career. I highly recommend this course for not only graduate student teachers but to all instructors in any university." -Cinnati Loi, Graduate Student in Engineering, class of 2009-2010

I would tell other students interested in taking this course that the timing needs to be right for them to have the maximum effect. The 1st half of the course goes pretty deep into yourself and if you're not ready for that (I wouldn't have been 2 years ago) then you might lose your patience before you get to the more tangible benefits." -Joel Frey, Graduate Student in Engineering, class of 2009-2010

I would encourage other students to take this course. Initially I felt I didn't have to take the course because I saw myself as being a research scientist who would maybe just do sessional work/teaching as a side job. But then taking this course made me realize that it's not all about learning about teaching but there are lots of life lessons I got out of the whole experience. Even if I do not end up teaching, I will never regret taking this course." -Anonymous student, class of 2009-2010

This course is very interesting and helpful. I'd recommend it to all graduate students and any one who is considering an academic career. GSR 989 will help you to grow as a teacher, and also allows you to reflect on your teaching methods. This course lays out the foundation of teaching scholarship by introducing pedagogical theory and practice. It helps novice teachers to understand and successfully implement different teaching tools, tips, and tricks. After taking the class, you'll be part a learning community that you can seek help from in the future. I highly recommend GSR 989 to all future teachers because of the valuable knowledge it offers." -Nehad El-Sherif, Graduate Student in Electrical and Computer Engineering, class of 2009-2010

I would tell other students who want to take this course that it is an excellent start to considering teaching as a career. Certain skills (lecturing, writing exam questions) can be learned with time; this course explores the deepest roots; the WHY you want to teach; which in my opinion is much more valuable than the knowledge/skills you can obtain elsewhere." -June Yang, Graduate Student in Veterinary Medicine, class of 2009-2010

I would say that the course offers a very good perspective on teaching and will change how you think about it. It makes you realize how much more there is to it than you might expect." -Anonymous student, class of 2009-2010

This course is a great way to get started on the right track in your teaching career. Every teacher needs to know these secrets. More advanced classes to supplement would be greatly appreciated!" -Anonymous student, class of 2009-2010

2007-2008

I was able to see myself as a teacher and learner. It allowed me to take a step back and look at myself and my actions from the outside in. I know myself better now I think. If you truely care about teaching your students, this is a great course to take." -Anonymous student, class of 2007-2008

This course affirmed that I take my vocation seriously, that I had already put a lot of effort into figuring my teaching approach, and that I still have work to do. I would highly recommend this course to my department and grad students generally, but especially to science students." -Anonymous student, class of 2007-2008

Enjoyed that this class really got me thinking out of my normal very small focused box. I thought about a variety of topics across disciplines which was definitely needed!" -Kim McLean, Graduate Student in Animal and Poultry Science, class of 2007-2008

I think that this experience allowed me to take time and strengthen how I feel about teaching and how to achieve the goals I have as a teacher." -Izabela Szelest, class of 2007-2008

2005-2006

I am in the midst of taking an introductory class on university teaching in which I am learning basic educational theory as well as the benefits of self-reflection as a means to improve myself as a teacher. Since I began that class, I have been able to really think about how I actually relate to my students and how I want to relate to my students." -Rilla Yaschuk, Graduate Student in English, class of 2005-2006

2004-2005

I will soon graduate from the university and my most possible career is to be a faculty in a college/university. By taking this class, I not only realized the importance of the teaching role in a good faculty, but more importantly I learned systematic teaching knowledge and extensive teaching skills. I already applied some knowledge and skills into the lab I taught this term. The reactions from students are amazingly positive compared to my lab demonstration in the last year! I already gained much confidence to be a good faculty from these practice including taking this class! I believe the knowledge and the skills I learned from GSR 989 already take me great advantages for my future career seeking in a college/university." -Huawei Han, Graduate Student in Mechanical Engineering, class of 2004-2005

2003-2004

For me, teaching was nothing more than disseminating information to those who lack that information; guiding a novice to learn new things; or simply put, imparting knowledge to others and helping them to acquire new skills. I did not wholly buy the idea that teaching on its own may be conceived of as a profession until I immersed myself in workshops, conferences and other short programs of teaching and learning. My primary concern had been to study, master the material and then pour it out to my audience- how they listen, what they learn, how to reflect on the subject matter, and alternatives to my teaching approach were of less significance to me; and it did not even occur to me for any reflection. Consequently, the importance of feedback, self evaluation, thinking about my thinking, and evaluation of my teaching style were not part of my teaching practice until my encounter with The Gwenna Moss Teaching & Learning Centre. Credit goes to the staff of The Gwenna Moss Teaching & Learning Centre for their well-structured systematic presentations of educational workshops and certificate programs that have greatly challenged most graduate students from all disciplines to reflect on what they teach, when they teach, how they teach, and why they teach what they teach." - Daniel Sem, Graduate Student in Philosophy, class of 2003-2004

2002-2003

I am currently at the University of Northern British Columbia [in a tenure-track position]. During the job interview I was asked many questions about what I would like to teach, how I teach, and what my philosophy was. GSR 989 prepared me well for these questions. Faculty members on the search committee were impressed that I brought copies of a teaching portfolio. None of the other candidates had. The search committee was very impressed." - Dr. Bill Owen, Department of Psychology, University of Northern British Columbia, class of 2002-2003

2001-2002

For a while, I was confused with respect to what was the right thing to do and say (whether I should call my profs by their first names, whether it was okay to disagree with them, etc). GSR 989 helped me examine and reflect on the above issues. I only wish this class was offered when I first came!" - Dr. Emie Yiannaka, Department of Agricultural Economics, University of Nebraska, class of 2001-2002

This fall I applied for an assistant professor tenure-track position [....] I had no teaching experience at the time and all I had to show for my commitment to becoming a good teacher was my enrolment in GSR 989. During the campus interviews, we talked about my teaching philosophy and issues that I had already discussed in GSR 989 and had thus examined and analyzed before my interviews. When the department head made me an offer for the position, he told me that I got unanimous votes from the teaching committees." - Dr. Emie Yiannaka, Department of Agricultural Economics, University of Nebraska, class of 2001-2002

Community

Graduates of GSR 989 are part of a broader teaching and learning community that extends beyond the University of Saskatchewan. We try to provide opportunities for our graduates to be involved in teaching through The Gwenna Moss Centre, to engage in and collaborate with others on scholarship of teaching and learning projects, to mentor other teachers, and to support one another in their teaching challenges and joyous moments.

This page will soon have information about activities that our GSR 989 grads are involved in.