Integrated Science 650: College Science Teaching

A teaching practicum is a teaching experience in a college-level science course where the student instructor (a graduate student or postdoc) takes on meaningful instructional responsibility. This includes designing or redesigning course materials and teaching methods, as well as ongoing engagement with students. The practicum allows the student instructor to apply and integrate their knowledge of evidence-based and inclusive teaching practices. It is designed to help student instructors apply what they have learned in real classroom settings, reflect on their teaching and student learning, and grow as educators.

All practicum experiences should involve the student instructor in defining learning objectives, designing or redesigning instructional materials, and implementing teaching strategies that support student learning. Practicum experiences can vary widely, but core components typically include:

• Designing and implementing instructional materials, such as lesson plans, learning activities, and assessments
• Facilitating student-centered learning experiences through lectures, labs, or discussions
• Assessing students and providing feedback, using student work to evaluate learning outcomes
• Collaborating with a lead instructor to align the practicum materials with course and unit learning outcomes
• Reflecting on teaching practices and revising materials based on feedback

Depending on the teaching context, participants may also:

• Redesign existing course materials
• Create online learning activities
• Hold office hours and support students outside of class
• Collaborate with course instructors and teaching teams
• Mentor teaching assistants or peer leaders

The practicum is not:

• A guest lecture or one-time teaching activity
• Limited to grading or administrative course support
• A teaching assistantship that involves implementing existing materials

These examples are intended to help students and mentors identify practicum opportunities. Each experience should involve the student instructor in defining learning objectives, designing or redesigning instructional materials, and implementing teaching strategies that support student learning.

• Design and lead a new lab activity that spans multiple sessions
• Develop and teach a unit or module within an existing course
• Redesign an existing set of lessons to incorporate a new teaching approach, such as active learning, inclusive pedagogy, or formative assessment
• Co-instruct a course or lab section with shared responsibility for planning and delivery. The student instructor contributes original materials, determines teaching strategies for their portion of the course, and leads instruction
• Plan and lead a recurring instructional component (e.g., weekly workshops, recitations, or review sessions), including selecting teaching methods and designing materials

Yes, you may still apply even if your practicum teaching experience is not yet confirmed. Priority for enrollment is given to students who are completing the Graduate Certificate in Higher Education Teaching and Learning and who have a confirmed practicum. However, if space is available, applicants who have not yet identified a practicum experience may also be considered. You will be asked to choose a specific course to focus on that you could realistically teach as an instructor. We encourage you to apply and describe your current plans or progress toward arranging a practicum in your application.

Teaching practicums are often arranged through your department or research group. Talk to your advisor or PI to let them know you’re looking for a practicum experience, and ask if they know of any opportunities in your department or related programs. You can also reach out to course coordinators or faculty, especially those teaching undergraduate courses. Ask if they are open to having you take on a teaching role, co-develop a unit, or update a lab in their course. Once you identify a potential course, discuss your ideas with the instructor.  Refer to “what should my practicum experience include?” and “what are examples of a teaching practicum?” to guide your conversation and clarify expectations.

Mentors play a key role in shaping the practicum experience. They are not expected to provide formal instruction in teaching practices, but they should be open to new ideas for improving student learning and engagement through evidence-based approaches. Mentors are encouraged to share insights from their own experiences teaching the course and to support the participant’s integration into the teaching team. They may also offer feedback on course materials and collaborate on planning new course activities.

Mentoring a student instructor offers several benefits:

• Gaining fresh perspectives and new ideas for enhancing student engagement
• Collaborating on redesigning a portion of a course or lab that could benefit from updates
• Reflecting on their own teaching practices through dialogue with a motivated and thoughtful colleague
• Contributing to a culture of teaching excellence and mentorship within their department