Teaching Philosophy Graduate Students about Effective Teaching

Teaching Philosophy 40 (2):123-160 (2017)
Authors
Melissa Jacquart
University of Cincinnati
Jessey Wright
University of Western Ontario
Abstract
The problem of inadequate professional training for graduate students in teaching and pedagogy has recently come into sharp relief. Pro- viding teacher training for philosophy graduate students through for-credit courses has been recommended as a solution to this problem. This paper provides an overview of the problem, identifies several aims such a course should have, and provides a detailed overview of a course satisfying those aims. By providing a detailed outline of the course, this paper can act as a resource for faculty tasked with teaching such a course. Finally, we justify the pedagogical decisions made in the design of this course to prepare fa- cilitators to more effectively teach it, to allow facilitators to make informed and intentional decisions when adapting the course to their program, and as a demonstration of what we take to be some of the best practices in teach- ing and pedagogy. That is, the design of the course is informed by the very material covered in the course.
Keywords Graduate Student Training  Course Design  Inclusive Pedagogy  Student-Centered Learning
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ISBN(s) 0145-5788
DOI 10.5840/teachphil201771366
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