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Graduate Education (GRED) Courses

Together with the Graduate School, we offer several options for credit-bearing courses on teaching and learning topics. Courses are listed as Graduate Education (GRED) courses (note that not all GRED courses are run by ND Learning; find additional offerings in class search).

Register through the normal course registration process; note that standard graduate student tuition waivers apply.

(Summer Session, 1 credit, Alex Oxner)

In the wake of the 2020 election, recent racial justice protests, and politicization of language surrounding COVID-19, it is critical for instructors to design intentional and inclusive learning environments in order to support a diverse range of students. In this introduction to inclusive pedagogy and social justice-oriented curricula, we will read current research on the state of higher education. More importantly, we will develop practical strategies for fostering community within the classroom, exploring intersectional student identities, diversifying course content, and more. It is my hope that you will leave the class with the ability to articulate your own goals for inclusive teaching and learning. You’ll also create documents that can be used in future classrooms and on the job market for teaching-related positions.


(Summer Session, 2 credits, G. Alex Ambrose and Brianna Stines)

Distance education, online learning, massive open online courses, blended/hybrid, hyflex and dual-mode delivery— a non-exhaustive list of terms used to describe teaching and learning with at least some digital components. Now, perhaps more than ever before, it is critically important to demonstrate best teaching practices that transcend various modalities. During this six week course students will learn and apply pedagogical approaches, design principles, and explore digital tools that facilitate online/hybrid learning. This fully online course consists of asynchronous readings and videos and weekly live sessions. Modeling effective teaching strategies through the coursework, students will experience a variety of active learning strategies and understand the theory that supports them. Additionally, students leave this course with experience in practical strategies for using tools like learning management systems (i.e. Canvas), web conferencing (i.e. Zoom) , and other online collaborative tools to optimize teaching and student learning now and in the future.

(Summer Session, 2 credits, Matthew Capdevielle)

This course is for graduate students, post-doctoral scholars, and faculty looking to enhance their teaching by honing their skills as teachers of writing in their home disciplines. Participants will develop a deeper understanding of the role that writing plays in the learning process and will use that understanding to design writing assignments and activities that best support the learning goals of participants’ courses. The course topics include: – Understanding the role of writing in the learning process – Understanding the writing process itself – Designing writing assignments to foster creativity, deepen understanding, and ensure academic integrity – Defining standards for evaluation of student writing – Commenting on student writing (to maximize the learning benefit for students and minimize the time spent grading) – Using rubrics for assessment – Handling plagiarism – Productive conferencing with students (one-to-one).

(Summer Session, 2 credits, David Hyde)

This course is for continuing graduate students, primarily in Biology and Chemistry, who want to improve their effectiveness in teaching in the science classroom and laboratory.
It is also intended as a preparation for graduate students planning to have a significant teaching component in their future career. Students will be asked to actively participate in the course through discussions, designing and delivering short lectures, and short writing assignments. This course is required for the completion of the Teaching Development Certification Program in Biological Sciences.

(Summer Session, 1 credit, Phillippe Collon)

This course will cover major issues in teaching and career development for students in science, mathematics, and engineering. Topics covered will include:

  • Finding academic employment
  • How academia works: postdocs, networking, publishing, and tenure
  • Teaching science, mathematics, and engineering at a university
  • Course and syllabus design
  • How to engage students in the classroom
  • How to gauge student learning
  • Balancing teaching and research

Students will be expected to give a short presentation on a topic of their choice within their own disciplines.

(Summer Session, 1 credit, Bill Goodwine)

This course is intended for teaching assistants in engineering disciplines. It will address aspects of professionalism, learning styles, classroom procedures, characteristics of Notre Dame Undergraduates, sensitivity to diversity, etc. A short presentation of a topic in your discipline is a course requirement.

(Summer Session, 1 credit, Jason Ruiz)

There are a number of issues relating to the culture of academic life that are typically left unaddressed in formal course work and degree programs, but which are of concern for those who plan to spend their careers in academic life. This course introduces doctoral students, especially those in the humanities and social sciences, to a number of these in an effort to promote professional development.

(Fall Semester, 3 credits, Kristi Rudenga)

MW, 2:00-3:15
Coleman Morse Room 330

Course Overview
The primary goal of this course is to prepare you to teach successfully in the college classroom. You will read and discuss literature from higher education pedagogy and the scholarship of teaching and learning, reflect on your own teaching approaches, learn about major theories and trends in pedagogy, and apply what you learn to developing your own new course. After successfully completing the course, you will leave with a set of original course materials for your own use, a broad and solid foundation of pedagogical knowledge, and increased expertise and confidence in your teaching abilities.

Learning Goals
Upon successful completion of this course, you will be able to:

  • Use backward design principles to design a new college course
  • Describe and apply a range of teaching practices that are research-based, student-centered, & inclusive
  • Espouse and discuss a critically reflective approach to your own teaching
While the course is open to all graduate students, it is particularly well-suited for those with some TAing background, approaching their first instructor-of-record teaching experience or preparing to teach as their careers progress.