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Pathways to Expertise in
The Expertise in Student-Centered College Teaching program from the UC San Diego Teaching and Learning Commons equips graduate student and postdoc educators with evidence-based practices for cultivating student-centered college classrooms that support diverse student needs, promote meaningful student engagement, and integrate aligned assessment of student learning.
This program is designed for participants to develop core pedagogical competencies needed to teach effectively at UC San Diego and in future careers. These competencies, based on Gilmore & Hatcher, 2021, include:
Gain knowledge of how people learn and how to teach in a way that is consistent with these principles of learning, using a variety of techniques appropriate for the discipline, course level, and learning context.
Consistently set and communicate specific and measurable learning goals, outcomes, and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and the institutional curriculum.
Teach with an equity mindset so that every student has the opportunity to learn, can see themselves in the curriculum and discipline, feels valued in the learning process, and can meaningfully contribute in ways that integrate their lived experiences and perspectives.
Assess student learning using equitable and evidence-based practices that align with learning goals, and use the results to enhance and support student learning.
Implement evidence-based pedagogical approaches specific to the discipline and that facilitate student learning.
Assess and improve their own teaching through inquiry-based practice informed by a community of scholarly teachers.
Each level of the program interacts with these competencies at different depths and in different ways - see below for specific learning outcomes associated with the badge or certificate of recognition awarded at each level:
Foundations of Teaching Badge: At the Foundations Badge level, instructors will be ready to use foundational skills to interact with students and guide student learning. (click to expand)
Foundations of Teaching Badge: At the Foundations Badge level, instructors will be ready to use foundational skills to interact with students and guide student learning. (click to expand)
In order to achieve this level, participants actively engage in a minimum of 10 total hours of pedagogical training which prepares them to utilize evidence-based practices to guide student learning and implement strategies to create an equitable learning experience. This training involves completion of a minimum of five Foundations of Teaching workshops or approved equivalent training (e.g. a departmental pedagogy course achieving similar outcomes) and submission of a final reflection.
This level prepares instructors with the following skills, knowledge, and values, as applied within the context of student interactions and planning a class session:
This level prepares instructors with the following skills, knowledge, and values, as applied within the context of student interactions and planning a class session:
Gain knowledge of how people learn and how to teach in a way that is consistent with these principles of learning, using a variety of techniques appropriate for the discipline, course level, and learning context.
Explain the core principles of how people learn from the science of teaching and learning.
Plan and employ strategies for asking questions and responding to students that are consistent with the principles of learning.
Identify teaching techniques that are consistent with the principles of learning, and defend those teaching choices based on the research on how students learn.
Consistently set and communicate specific and measurable learning goals, outcomes, and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and the institutional curriculum.
Describe the purpose of learning outcomes.
Teach with an equity mindset so that every student has the opportunity to learn, can see themselves in the curriculum and discipline, feels valued in the learning process, and can meaningfully contribute in ways that integrate their lived experiences and perspectives.
Identify and practice teaching strategies, structures, and design that promote an accessible and equitable learning environment, including technology and use of physical space that promote accessibility.
Identify and implement on-going strategies that build community, sense of belonging, and connection between the instructor and student, and among students.
Assess student learning using equitable and evidence-based practices that align with learning goals, and use the results to enhance and support student learning.
Identify techniques to regularly assess student learning and to formulate timely and constructive feedback on learning that are in alignment with learning goals.
Engaged Teaching Practitioner: At the Practitioner level, instructors will be ready to practice and apply student-centered teaching in daily interactions with students and in planning class sessions. (click to expand)
Engaged Teaching Practitioner: At the Practitioner level, instructors will be ready to practice and apply student-centered teaching in daily interactions with students and in planning class sessions. (click to expand)
In order to achieve this level, participants actively engage in a minimum of 30 total hours of pedagogical training which prepares them to utilize evidence-based practices to guide student learning, navigate teaching decisions, and implement strategies to create an equitable learning experience. This training involves completion of the quarter-long Introduction to College Teaching (ICT) course and submission of a final reflection and lesson plan.
This level prepares instructors with the following skills, knowledge, and values, as applied within the context of student interactions and planning a class session:
This level prepares instructors with the following skills, knowledge, and values, as applied within the context of student interactions and planning a class session:
Gain knowledge of how people learn and how to teach in a way that is consistent with these principles of learning, using a variety of techniques appropriate for the discipline, course level, and learning context.
Explain the core principles of how people learn from the science of teaching and learning.
Plan and employ strategies for asking questions and responding to students that are consistent with the principles of learning.
Identify teaching techniques that are consistent with the principles of learning, and defend those teaching choices based on the research on how students learn.
Plan and employ a variety of teaching techniques appropriate for the discipline, level, and learning context that are consistent with the principles of learning.
Consistently set and communicate specific and measurable learning goals, outcomes, and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and the institutional curriculum.
Identify and construct specific and measurable student learning outcomes.
Describe the purpose of learning outcomes.
Develop and be able to articulate learning outcomes and expectations for an individual class session that are appropriate for the course context and level.
Teach with an equity mindset so that every student has the opportunity to learn, can see themselves in the curriculum and discipline, feels valued in the learning process, and can meaningfully contribute in ways that integrate their lived experiences and perspectives.
Recognize historical and institutional inequities in higher education and reflect on the responsibility of the instructor to disrupt those inequities.
Identify and practice teaching strategies, structures, and design that promote an accessible and equitable learning environment, including technology and use of physical space that promote accessibility.
Identify and implement on-going strategies that build community, sense of belonging, and connection between the instructor and student, and among students.
Develop and engage in reflective practice, which includes reflecting on your own identities and positionality as an educator, the identities and positionalities of your students, and how those positionalities operate, interact, and have critical impact on teaching and learning.
Assess student learning using equitable and evidence-based practices that align with learning goals, and use the results to enhance and support student learning.
Distinguish between and explain the purpose of formative and summative assessments.
Identify techniques to regularly assess student learning and to formulate timely and constructive feedback on learning that are in alignment with learning goals.
Scaffold assessments for equitable learning experiences.
Implement evidence-based pedagogical approaches specific to the discipline and that facilitate student learning.
Design a detailed lesson plan or unit plan using evidence-based pedagogical approaches specific to the discipline and which facilitate student learning of disciplinary content.
Assess and improve their own teaching through inquiry-based practice informed by a community of scholarly teachers.
Cultivate an awareness of and appreciation for the role of a learning community in developing as an equity-minded instructor.
Assess and reflect on pedagogical choices made in lesson or course design through a collaborative and inquiry-based practice.
Engaged Teaching Specialist: At the Specialist level, instructors will be ready to implement a deep understanding of student-centered teaching practices and course design as an instructor of record. (click to expand)
Engaged Teaching Specialist: At the Specialist level, instructors will be ready to implement a deep understanding of student-centered teaching practices and course design as an instructor of record. (click to expand)
In order to achieve this level, participants actively engage in a minimum of 40 total hours of advanced pedagogical training which prepares them to utilize evidence-based practices to guide student learning, navigate teaching decisions and implement strategies to create an equitable learning experience, and implement a deep understanding of student-centered teaching practices and course design as an instructor of record. This training involves completion of either the Foundations of Teaching Badge or Practitioner level, in addition to the quarter-long Advanced College Teaching (ICT) course and submission of a final reflection and course syllabus.
This level prepares instructors with the following skills, knowledge, and values, as applied within the context of designing a course and teaching as instructor-of-record:
This level prepares instructors with the following skills, knowledge, and values, as applied within the context of designing a course and teaching as instructor-of-record:
Gain knowledge of how people learn and how to teach in a way that is consistent with these principles of learning, using a variety of techniques appropriate for the discipline, course level, and learning context.
Explain the core principles of how people learn from the science of teaching and learning.
Plan and employ strategies for asking questions and responding to students that are consistent with the principles of learning.
Identify teaching techniques that are consistent with the principles of learning, and defend those teaching choices based on the research on how students learn.
Plan and employ a variety of teaching techniques appropriate for the discipline, level, and learning context that are consistent with the principles of learning.
Consistently set and communicate specific and measurable learning goals, outcomes, and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and the institutional curriculum.
Identify and construct specific and measurable student learning outcomes.
Describe the purpose of learning outcomes.
Develop and be able to articulate learning outcomes and expectations for an individual class session that are appropriate for the course context and level.
Develop and be able to articulate learning goals, outcomes, and expectations for a course that are appropriate for the discipline, level, learning context, and the institutional curriculum.
Teach with an equity mindset so that every student has the opportunity to learn, can see themselves in the curriculum and discipline, feels valued in the learning process, and can meaningfully contribute in ways that integrate their lived experiences and perspectives.
Recognize historical and institutional inequities in higher education and reflect on the responsibility of the instructor to disrupt those inequities.
Identify and practice teaching strategies, structures, and design that promote an accessible and equitable learning environment, including technology and use of physical space that promote accessibility.
Identify and implement on-going strategies that build community, sense of belonging, and connection between the instructor and student, and among students.
Develop and engage in reflective practice, which includes reflecting on your own identities and positionality as an educator, the identities and positionalities of your students, and how those positionalities operate, interact, and have critical impact on teaching and learning.
Assess student learning using equitable and evidence-based practices that align with learning goals, and use the results to enhance and support student learning.
Distinguish between and explain the purpose of formative and summative assessments.
Identify techniques to regularly assess student learning and to formulate timely and constructive feedback on learning that are in alignment with learning goals.
Scaffold assessments for equitable learning experiences.
Create effective and equitable summative assessments in alignment with learning goals, and make a plan to use the results to enhance student learning.
Implement evidence-based pedagogical approaches specific to the discipline and that facilitate student learning.
Design a detailed lesson plan or unit plan using evidence-based pedagogical approaches specific to the discipline and which facilitate student learning of disciplinary content.
Design a student-centered syllabus.
Assess and improve their own teaching through inquiry-based practice informed by a community of scholarly teachers.
Cultivate an awareness of and appreciation for the role of a learning community in developing as an equity-minded instructor.
Assess and reflect on pedagogical choices made in lesson or course design through a collaborative and inquiry-based practice.
Engaged Teaching Scholar: The Scholar level is the highest in the current program, recognizing those who achieve Specialist level and then intentionally implement and assess evidence-based teaching practices in an independent teaching experience. (click to expand)
Engaged Teaching Scholar: The Scholar level is the highest in the current program, recognizing those who achieve Specialist level and then intentionally implement and assess evidence-based teaching practices in an independent teaching experience. (click to expand)
In order to achieve this level, participants actively engage in a minimum of 40 total hours of advanced pedagogical training which prepares them to utilize evidence-based practices to guide student learning, navigate teaching decisions and implement strategies to create an equitable learning experience, and implement a deep understanding of student-centered teaching practices and course design as an instructor of record.
Participants facilitate an independent teaching experience that demonstrates evidence-based strategies and equitable teaching practices, during and after which they reflect on and assess their own teaching informed by a community of scholarly instructors.
Participants use the assessment of their teaching experience to contribute to an online showcase of scholarly and reflective teaching resources and practices, and advance shared knowledge of effective pedagogy and/or scholarship.
This level prepares instructors with the following skills, knowledge, and values, as applied within the context of designing a course and teaching as instructor-of-record, in addition to implementing and assessing a teaching experience:
This level prepares instructors with the following skills, knowledge, and values, as applied within the context of designing a course and teaching as instructor-of-record, in addition to implementing and assessing a teaching experience:
Gain knowledge of how people learn and how to teach in a way that is consistent with these principles of learning, using a variety of techniques appropriate for the discipline, course level, and learning context.
Explain the core principles of how people learn from the science of teaching and learning.
Plan and employ strategies for asking questions and responding to students that are consistent with the principles of learning.
Identify teaching techniques that are consistent with the principles of learning, and defend those teaching choices based on the research on how students learn.
Plan and employ a variety of teaching techniques appropriate for the discipline, level, and learning context that are consistent with the principles of learning.
Consistently set and communicate specific and measurable learning goals, outcomes, and expectations, both for individual class sessions and the overall course, that are appropriate for the discipline, level, learning context, and the institutional curriculum.
Identify and construct specific and measurable student learning outcomes.
Describe the purpose of learning outcomes.
Develop and be able to articulate learning outcomes and expectations for an individual class session that are appropriate for the course context and level.
Develop and be able to articulate learning goals, outcomes, and expectations for a course that are appropriate for the discipline, level, learning context, and the institutional curriculum.
Teach with an equity mindset so that every student has the opportunity to learn, can see themselves in the curriculum and discipline, feels valued in the learning process, and can meaningfully contribute in ways that integrate their lived experiences and perspectives.
Recognize historical and institutional inequities in higher education and reflect on the responsibility of the instructor to disrupt those inequities.
Identify and practice teaching strategies, structures, and design that promote an accessible and equitable learning environment, including technology and use of physical space that promote accessibility.
Identify and implement on-going strategies that build community, sense of belonging, and connection between the instructor and student, and among students.
Develop and engage in reflective practice, which includes reflecting on your own identities and positionality as an educator, the identities and positionalities of your students, and how those positionalities operate, interact, and have critical impact on teaching and learning.
Assess student learning using equitable and evidence-based practices that align with learning goals, and use the results to enhance and support student learning.
Distinguish between and explain the purpose of formative and summative assessments.
Identify techniques to regularly assess student learning and to formulate timely and constructive feedback on learning that are in alignment with learning goals.
Scaffold assessments for equitable learning experiences.
Create effective and equitable summative assessments in alignment with learning goals, and make a plan to use the results to enhance student learning.
Implement evidence-based pedagogical approaches specific to the discipline and that facilitate student learning.
Design a detailed lesson plan or unit plan using evidence-based pedagogical approaches specific to the discipline and which facilitate student learning of disciplinary content.
Design a student-centered syllabus.
Facilitate a teaching experience that implements evidence-based practices, including teaching with an awareness of how people learn, using assessments aligned to learning outcomes, and actively creating an inclusive and equitable environment.
Assess and improve their own teaching through inquiry-based practice informed by a community of scholarly teachers.
Cultivate an awareness of and appreciation for the role of a learning community in developing as an equity-minded instructor.
Assess and reflect on pedagogical choices made in lesson or course design through a collaborative and inquiry-based practice.
Reflect on the application of and observation of equitable and evidence-based teaching practices and discuss within a learning community of instructors.
Write an action plan and goals for future teaching, incorporating an analysis of student feedback, peer feedback, and/or self-reflection of teaching.
Distill and articulate one’s own concepts of teaching and learning, and the significance to their teaching experience.
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