Apprenticeship in College Teaching
The Apprenticeship in College Teaching Program is a free, 为电子游戏正规平台生和博士后在高等教育中的教学生涯做准备的不计电子游戏软件分的项目.
ACT seminars bring participants together across disciplines to engage important pedagogical questions. Classroom observations allow for discipline-specific discussion with faculty mentors in participants' departments. And the final Teaching Portfolio and reflective essay encourage participants to synthesize what they’re learning.
The program can be completed at the participant’s own pace, 并且成功完成该计划的结果是由教务长办公室颁发的强大的教学组合和证书.
Assignment Design (Core)
Monday, January 22, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Francesca Minonne, Assistant Director for Graduate Student Programs
Working from a very broad definition of “assignment,这个互动研讨会邀请参与者思考有效作业的品质，以及组织作业的策略，这些作业对学生来说是有意义和激励的. We’ll also consider how learning science research can inform our thinking about assignment design. Enrollment is limited; please register as soon as possible, but no later than January 15th.
Course Design (Core)
Thursday, February 1, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Stacy Grooters, Executive Director
At the heart of every successful classroom is a well-designed course. In this interactive workshop, we will consider the basics of a “backwards design” approach to course development that seeks to align course goals, assessments, and instruction. We’ll also talk about how course structure can impact student learning and classroom climate. Enrollment is limited; please register as soon as possible, but no later than January 25th.
Empowering Learning through GenAI (Elective)
Thursday, February 8, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Sam Moore, Learning Technology Assistant
Since ChatGPT was released to the public in 2022, instructors have been concerned about how the technology will impact teaching and learning. In this workshop, 你将有机会了解一些技术是如何工作的，并考虑使用它来支持学生学习的策略. Enrollment is limited; please register as soon as possible, but no later than February 1st.
Creating Effective Learning Environments (Core)
Wednesday, February 21, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Kim Humprey, Assistant Director for Equitable Teaching and Learning
这个互动式工作坊提供了一个关于如何培养积极的课堂氛围以促进学生学习的实际讨论. Participants will discuss strategies for facilitating classroom environments that foster belonging, agency, and transparency through course policies, norms, and habits. Enrollment is limited; please register as soon as possible, but no later than February 14th.
Responding to Student Writing (Elective)
Monday, February 26, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Francesca Minonne, Assistant Director for Graduate Student Programs, and Megan Lease, Graduate Programs Consultant
When responding to student writing, 在不让学生感到压力或沮丧的情况下，为一篇文章提供全面的反馈是很困难的. In this session, we will ask you to identify some writing norms in your discipline. 我们还将电子游戏正规平台一些提供有针对性的反馈和复习策略的方法，以帮助学生有效地回应他们自己和同学的写作. Enrollment is limited; please register as soon as possible, but no later than February 19th.
Teaching in the US Classroom (Elective)
Tuesday, March 12, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Francesca Minonne, Assistant Director for Graduate Student Programs, and Gomathy Ganapathy, PhD Candidate in Math
This event is limited to international students only. International instructors bring valuable knowledge and experience with them to classrooms in the U.S., but they can also face unique challenges. In this session, we will aim to tackle some of these together and foster community growth. Broad goals are to:
- discuss potential issues that one might face
- identify the kinds of resources that often support international faculty who are teaching in the U.S.
- specifically highlight Boston College resources for international graduate student instructors.
Enrollment is limited; please register as soon as possible, but no later than March 5th.
Active Learning (Core)
Tuesday, March 19, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Sarah Castricum, Assistant Director for Faculty Programs
Hands-on activities such as problem solving and teamwork hold a lot of promise to transform learning, but they can also seem challenging to develop and evaluate. 这个互动环节将探讨如何组织活动，以满足您的学生的学习目标，并为他们提供成功所需的支持. We will consider how to use active learning in any discipline, class setting and time frame. Enrollment is limited; please register as soon as possible, but no later than March 12th.
Facilitating Critical Conversations (Elective)
Wednesday, April 3, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Kim Humphrey, Assistant Director for Equitable Teaching and Learning
Critical conversations are charged moments in the classroom that can present in a variety of different ways, though they're often focused on questions that bring together topics of difference, power, and justice. 一段批评性的对话是在讨论一篇挑衅性的文章时可以预见地爆发，还是在回应一名学生的评论时出人意料地爆发, they are an opportunity for learning. But these heated moments can also leave instructors scrambling to regain control of the discussion. In this interactive workshop, 参与者将讨论可能导致关键对话的因素，并学习准备和促进对话的策略. Enrollment is limited; please register as soon as possible, but no later than March 27th.
Grading for Learning (Core)
Monday, April 8, 2024 12:00 - 1:00 PM, In Person (O'Neill 250)
Francesca Minonne, Assistant Director for Graduate Student Programs
Grades can be a significant source of feedback, both evaluating performance and guiding future learning. They can also be a source of doubt and anxiety -- for both students and instructors. In this interactive session, 我们将考虑学习科学和心理学如何鼓励我们以不同的方式思考我们如何对待评分. And we’ll talk about practical strategies -- including the use of rubrics -- for grading more consistently, effectively, and efficiently. Enrollment is limited; please register as soon as possible, but no later than April 1st.
大学教学学徒计划结合了小组探究重要教学问题的机会和个人对教学实践的反思. Successful completion of the program involves attending at least seven ACT workshops, participating in two classroom observations, and compiling a teaching portfolio and reflective essay. Although it is possible to fulfill all ACT requirements in a single year, participants can take as long as they need, while they are students at Boston College, to complete the program. While we prefer for participants to complete the program by the time they graduate, we are willing to extend this deadline to two months past their graduation date. Please note that full program requirements are below and participants may enroll at any time.
Program Registration
Registration for the ACT Program is open to all Boston College graduate students and postdoctoral fellows, whether or not they will have any classroom responsibilities while at BC. Registration is on a rolling basis, so participants can sign up at any time:
- Submit the online ACT registration form by clicking on the “Register” tab above.
- Attend a required brief orientation with the Graduate Programs Coordinator to discuss their goals for the ACT program and to answer any questions.
ACT Program Requirements
Successful completion of the program involves:
- attending seven ACT workshops (five required seminars and two electives);
- participating in two classroom observations (as observer and observed);
- compiling a teaching portfolio that includes a teaching philosophy, sample syllabus, and other relevant teaching materials; and
- submitting a short essay that critically reflects on what you’ve learned in the program.
More information about each of these requirements is available below.
ACT Workshops 旨在向参与者介绍关键的教学问题，以指导他们的实践，以及他们可以带入课堂的具体建议. Participants are required to attend seven workshops (five core and two elective) and may take them in any order.
- Core workshops: Course Design, Assignment Design, Active Learning, Creating Effective Learning Environments, and Grading for Learning
- Elective workshops focus on topics such as Leading Better Class Discussions, Strategies for Effective Lecturing, Teaching Students with Disabilities, and Responding to Student Writing.
Each of the core workshops are offered at least once per semester in the fall, spring, and summer. Elective workshops are each offered approximately once a year. Some of the ACT workshops will be 'flipped', with a limited amount of preparation asked of participants prior to the session. You can track your completion of ACT workshops on the ACT Canvas site. Any suggestions for elective seminar topics can be shared with us at cte-gradprograms@highw.net.
Please note: due to the limited amount of time we have to conduct each ACT workshop, we ask that attendees plan to arrive early in order to ensure a prompt workshop start-time. We will not award ACT credit to attendees who miss more than ten minutes of a seminar.
Seminar Requirement Exceptions
能够证明他们在BC期间完成了相当于所需研讨会之一的参与者可以要求代替所需研讨会的额外选修课程. For example, 参加过作业设计研讨会的学生可以要求参加第三次选修研讨会，而不是ACT的作业设计研讨会.
Participants may request no more than two such substitutions. All participants must complete a total of seven ACT workshop.
课堂观察为参与者提供机会，对他们作为教师的发展进行形成性反思. Participants are expected to provide written reflections on two observations (one as observer and one as observed):
- 作为观察者:对你在教师课堂上的观察进行反思并写一篇反思(你的反思应该将你所观察到的与你自己的课堂实践联系起来). This observation should take place in a class other than one in which you are currently enrolled as a student.
- As observed: Invite a faculty member to conduct and write up a brief observation of your teaching (the faculty member’s write-up does not need to be formal; it only needs to summarize the key points of your post-observation discussion).
在已经要求助教/助教接受教师导师观察的院系，欢迎该教师提交一份关于其观察经历的书面报告. 我们鼓励没有课堂责任的学员与所在部门的导师合作，安排合适的替代课程(如.g. giving a guest lecture in a faculty member’s class). If you are having trouble arranging for someone to observe you teach, please contact the Graduate Programs Coordinator (cte-gradprograms@highw.net) to discuss your options.
Registered ACT participants can find teaching observation resources on the "Modules" section of the ACT Canvas site. Submit your observations using the forms under the “Submissions” tab above.
教学作品集和随附的反思文章旨在邀请参与者综合和批判性地反思他们在参与ACT项目期间作为教师所学到的知识. 作品集本身也可以作为为学术就业市场开发教材的起点. All participants have the option of creating an online portfolio.
Reflective Essay Requirements
反思性文章是你在ACT考试中的工作和你为作品集开发的材料之间的重要桥梁. The essay can be brief (between 750 - 1500 words) and informal in tone. We are looking for the essay to do two things:
- 强调两三个你从ACT项目中学到的关于教与学的关键思想(希望通过ACT研讨会和你的课堂观察得到启示), and
- 描述这些关键思想是如何影响你在写作教学理念和构建教学作品集时所做的选择的.
反思性文章应作为单独的附件提交，使用与提交教学作品集相同的表格.
Teaching Portfolio Requirements
See the ACT Teaching Portfolio rubric for detailed information about how portfolios will be evaluated. In general, portfolios should include:
- Table of contents
- Summary of teaching experience
- Statement of teaching philosophy (see the ACT Teaching Philosophy rubric for detailed information about how the philosophy will be evaluated)
- 举例说明你的教学理念的材料(必须包括至少一个你自己设计的完整的教学大纲，以及其他有代表性的教学材料)
- Evidence of teaching effectiveness
- Summary of professional development activities
Registered ACT participants can find teaching philosophy and teaching portfolio resources on the "Modules" section of the ACT Canvas site. Submit your Teaching Portfolio and Reflective Essay using the form under the “Submissions” tab above. You can expect to hear from the Assistant Director of Graduate Student Programs (francesca.minonne@highw.net) within two weeks of submitting your portfolio with any requests for revision.
Program Completion
Once you have completed all requirements of the program (including the submission of a portfolio that meets program expectations), the Assistant Director for Graduate Student Programs (francesca.minonne@highw.net) will contact you about scheduling an Exit Interview to conclude your participation in the program.
All recent ACT graduates are also invited to participate in the annual Graduate Student Teaching Recognition Ceremony, where we award that year’s ACT Certificates. 希望在本学年结束时获得证书的学生应计划在周五之前完成课程要求并提交材料, February 23rd, 2024.
Observation And Portfolio Forms
ACT participants are expected to provide written reflections on two observations:
ACT participants are also expected to provide a completed Teaching Portfolio and Reflective Essay:
If you have questions regarding any of these forms, please contact centerforteaching@highw.net.