Apprenticeship in College Teaching
The Apprenticeship in College Teaching Program prepares graduate students for professional careers in the academy.
The Apprenticeship in College Teaching Program is a free, non-credit-bearing program that prepares graduate students for teaching careers in higher education.
ACT seminars bring graduate students together across disciplines to engage important pedagogical questions. Classroom observations allow for discipline-specific discussion with faculty mentors in the student’s department. And the final Teaching Portfolio and reflective essay encourage participants to synthesize what they’re learning.
The program can be completed at the student’s own pace, and successful completion of the program results in a robust teaching portfolio and certificate issued by the Office of the Provost.
Course Design (Required)
Tuesday, January 23, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Stacy Grooters, Director of Faculty Programs
At the heart of every successful classroom is a well-designed course. In this seminar, 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. This seminar will cover some of the material previously included in the “Syllabus Design” session. Stacy Grooters will facilitate this workshop. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than January 16th.
Register for the ACT Seminar: Course Design (Required)
Assignment Design (Required)
Wednesday, February 7, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Stacy Grooters, Director of Faculty Programs & Yuhan Li, Instructional Designer
Working from a very broad definition of “assignment,” this seminar invites participants to think through the qualities of an effective assignment as well as strategies for structuring assignments that are meaningful and motivating to students. We’ll also consider how learning science research and Universal Design for Learning principles can inform our thinking about assignment design. Stacy Grooters will facilitate this workshop. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than January 31st.
Register for the ACT Seminar: Assignment Design (Required)
Effective Use of Technology (Elective)
Thursday, February 22, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Keisha Valdez, Senior Instructional Developer & Yuhan Li, Instructional Designer
Although Sherry Turkle and others have warned about the ways that technology can lead to social isolation, educational technologies can also be used strategically in order to build a greater sense of community among your students. In this lively session, we’ll look at a number of technologies that can be used in and outside the classroom in order to encourage students’ engagement with course materials and with each other. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than February 15th.
Register for the ACT Seminar: Effective Use of Technology (Elective)
Facilitating Difficult Dialogues (Elective)
Monday, February 26, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Stacy Grooters, Director of Faculty Programs
The term “difficult dialogues” has come to be used to describe a range of charged interactions in the classroom, often focused on questions of diversity and social justice. Whether resulting from students’ reactions to course materials or to each other, these heated moments can leave teachers scrambling to regain control of the discussion. In this workshop, participants will discuss the factors that can lead to difficult dialogues and learn strategies both to prepare for and facilitate them. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than February 19th.
Register for the ACT Seminar: Facilitating Difficult Dialogues (Elective)
Grading For Learning (Required)
Tuesday, March 13, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Stacy Grooters, Director of Faculty Programs & Francesca Minonne, Instructional Designer
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 session, we will consider how learning science and psychology encourage us to think differently about how we approach grading. And we’ll talk about practical strategies -- including the use of rubrics -- for grading more consistently, effectively, and efficiently. This seminar will cover some of the material previously included in the “Grading Fairly” session. Stacy Grooters and Francesca Minonne will facilitate this workshop. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than March 6th.
Register for the ACT Seminar: Grading for Learning (Required)
Active Learning (Required)
Wednesday, March 21, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Sarah Castricum, Senior Instructional Developer & Francesca Minonne, Instructional Designer
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. This session will explore ways to structure activities that will meet your learning goals for your students and offer them the support they need to succeed. We will consider how to use active learning in any discipline, class setting and time frame. Sarah Castricum and Francesca Minonne will facilitate this workshop. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than March 14th.
Register for the ACT Seminar: Active Learning (Required)
Responding to Student Writing (Elective)
Tuesday, March 27, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Francesca Minonne, Instructional Designer
When responding to student writing, it can be difficult to provide comprehensive feedback on an essay without overwhelming or discouraging your students. In this session, we will examine a number of approaches to providing targeted feedback, differentiating between the type of feedback we give on first versus final drafts. We will also briefly review strategies to help students respond effectively to their own and their classmates’ writing. Francesca Minonne will facilitate this session. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than March 20th.
Register for the ACT Seminar: Responding to Student Writing (Elective)
Creating Effective Learning Environments (Required)
Thursday, April 26, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Francesca Minonne, Instructional Designer
This seminar provides a practical discussion of how to foster a positive classroom climate that cultivates student learning. ACT participants will discuss strategies for creating and maintaining classroom guidelines and policies within a framework that promotes inclusive classroom environments. We’ll also look at how an understanding of student intellectual development can help us frame classroom activities and increase student resilience. This seminar will cover some of the material previously included in the “Classroom Climate & Classroom Management” session. Francesca Minonne will facilitate this workshop. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than April 19th.
Register for the ACT Seminar: Creating Effective Learning Environments (Required)
Planning for Better Discussions (Elective)
Wednesday, May 2, 2018, 12:00 - 1:00 PM, CTE Seminar Room - O'Neill 251
Stacy Grooters, Director of Faculty Programs
Whether you’re faced with a sea of silent students or trying to get a runaway conversation back on topic, leading class discussion can be one of the most challenging – and enjoyable – parts of your work as an instructor. In this session, we’ll talk about strategies to help you and your students prepare for more productive discussions. Lunch will be provided. Enrollment is limited; please register as soon as possible, but no later than April 25th.
Register for the ACT Seminar: Planning for Better Discussions (Elective)
The Apprenticeship in College Teaching Program combines opportunities for group inquiry into important pedagogical questions with individual reflection on teaching practices. Successful completion of the program involves attending at least seven ACT seminars, 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 to complete the program. Full program requirements are below.
The following requirements reflect changes to the ACT Program that went into effect on August 1, 2016. Participants who registered for the program prior to August 2016 are welcome to complete the program according to the requirements that were in place when they first registered. Since the prior set of required workshops will no longer be offered, participants can choose from any of the new required workshops to meet that expectation.
If you have questions about how to meet program requirements in light of the new changes, please feel free to contact the ACT Program Coordinator.
Registration for the ACT Program is open to all Boston College graduate students, whether or not they will have any classroom responsibilities while at BC. Registration is on a rolling basis, and so participants may enroll at any time. Students interested in participating in the ACT Program should:
- Submit the online ACT registration form by clicking on the “Register” tab above.
- Attend a required brief orientation with the Director of Faculty Programs and/or the ACT Coordinator to discuss their goals for the ACT program and to answer any questions.
ACT Seminars are meant to introduce participants to key pedagogical questions to guide their practice as well as to concrete suggestions that they can take into the classroom. Participants are expected to attend seven seminars (five required and two elective) and may take them in any order.
- Required seminars: Course Design, Assignment Design, Active Learning, Creating Effective Learning Environments, and Grading for Learning
- Elective seminars 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 required seminars are offered at least once per semester in the fall, spring, and summer. Elective seminars are each offered approximately once a year. Some of the ACT seminars will be 'flipped', with a limited amount of preparation asked of participants prior to the session. You can track your completion of ACT seminars on the ACT Canvas site. Any suggestions for elective seminar topics can be shared with us at email@example.com
Seminar Requirement Exceptions
Participants who can show that they have completed an equivalent to one of the required seminars during their time at BC may request to substitute an additional elective in place of that required seminar. For example, a participant who has attended an Assignment Design workshop in their department may request to take a third elective seminar rather than the ACT’s Assignment Design seminar.
Participants may request no more than two such substitutions. All participants must complete a total of seven ACT seminars.
Classroom observations serve to provide participants opportunities for formative reflection on their development as instructors. Participants are expected to provide written reflections on two observations (one as observer and one as observed):
- As observer: Conduct and write a reflection about your observation of a faculty member’s class (your reflection should make connections between what you observed and your own classroom practices).
- 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).
Participants teaching in departments that already require TAs/TFs to be observed by a faculty mentor are welcome to have that faculty member submit a write-up about their observation experience. Participants who do not have classroom responsibilities are encouraged to work with mentors in their department to arrange for a suitable alternative (e.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 Director of Faculty Programs to discuss your options.
Submit your observations using the forms under the “Submissions” tab above.
Teaching Portfolio & Reflective Essay
The Teaching Portfolio and accompanying Reflective Essay are meant to invite participants to synthesize and critically reflect on what they’ve learned about themselves as teachers during their participation in the ACT program. The portfolio itself can also serve as a starting point for developing teaching materials for the academic job market. All participants have the option of creating an online portfolio.
Reflective Essay Requirements
The Reflective Essay serves as a critical bridge between your work in the ACT and the materials you develop for your portfolio. The essay can be brief (between 750 - 1500 words) and informal in tone. We are looking for the essay to do two things:
- highlight two or three key ideas about teaching and learning that you are taking away from the ACT Program (hopefully informed both by the ACT Seminars and your classroom observations), and
- describe how those key ideas informed the choices you made in writing your Teaching Philosophy and constructing your Teaching Portfolio.
The Reflective Essay should be submitted as a separate attachment using the same form for submitting the Teaching Portfolio.
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)
- Sample materials to illustrate your teaching philosophy (must include at least one complete syllabus of your own design in addition to other representative teaching materials)
- Evidence of teaching effectiveness
- Summary of professional development activities
Submit your Teaching Portfolio and Reflective Essay using the form under the “Submissions” tab above. You can expect to hear from the Director of Faculty Programs within two weeks of submitting your portfolio with any requests for revision.
Once you have completed all requirements of the program (including the submission of a portfolio that meets program expectations), the Director of Faculty Programs 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 Teaching Awards Ceremony, where we award that year’s ACT Certificates. The reception is typically scheduled in late April or early May. If you would like to finish the program in time to attend that year’s reception, please submit your completed Teaching Portfolio by March 15th.
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 firstname.lastname@example.org.