College Teaching
EDEP 6644 @ Virginia Tech
Course Information Instructor Information
EDEP 6644: College Teaching Peter Doolittle
2080 Kraft Drive (CRC) 2039 Kraft Drive (CRC)
Thursdays, 7:00 pm - 9:50 pm
Download the Syllabus
Instructor Information
Peter Doolittle
2039 Kraft Drive (CRC)
Course Information
EDEP 6644: College Teaching
2080 Kraft Drive (CRC)
Thursdays 7:00-9:50 pm
Course Purpose
How do we foster deep and flexible student learning?
How do we design for deep and flexible learning?
How do we ensure equity and inclusion for all students?
How do we develop a course from first day to final grade?
How do we motivate students to engage in deep & flexible learning?
How do we assess for deep and flexible learning?
Course Description
The vast majority of faculty in higher education have never been taught to teach. Yet, the domain of college teaching has been actively and scientifically explored for more than 100 years. The results of this practical and empirical exploration is more effective and more equitable student learning.
The practice of college teaching should reach beyond one's experience and intuition. Indeed, college teaching practice should be guided by research-based basic and applied knowledge related to human learning, instructional design, human relations and well-being, and human motivation.
How do I plan a new class? Which instructional strategies foster the types of knowledge I want for my students? How do I engage my students in learning? What strategies lead to an equitable instructional environment? What options are there for assessment and grading? Welcome to EDEP 6644 College Teaching.
Concepts Addressed
Active Learning
Proactive Teaching
Instructional Design
Instructional Strategies
Instructional Assessment
(and Grading)
Equity & Inclusion
Student Well‑Being
University Contexts
Balancing Workloads
How to
design, develop,
implement, and evaluate
a course.
Teach Well

Be Happy
Course Goals
Goal 1

Students will understand the integrated and adaptive nature of human learning and will be able to apply, strategically and purposefully, fundamental learning principles to the creation of student-centered instructional environments. (LEARNING)

Goal 2

Students will purposefully engage in designing instructional environments that emphasize big ideas and focus on the development of deep and flexible learning. (PLANNING)

Goal 3

Students will view assessment primarily as a component of student learning, and only secondarily, as a component of what students have learned, and will purposefully integrate assessment into instruction. (ASSESSMENT)

Goal 4

Students will understand how to design, develop, implement, and evaluate courses that embed, integrate, and support diversity, equity, and inclusion. (AGENCY)

Goal 5

Students will purposefully implement instruction that focuses on and fosters deep and flexible student learning. (TEACHING)

Course Pedagogy
Course Readings

The course, in pursuit of its three primary questions, is structured in several parts:

  1. The course, students, & instructors
  2. What is teaching?
  3. How do students learn?
  4. How do we design courses/lessons?
  5. How do we ensure equity?
  6. What is course embedded assessment?
  7. What instructional strategies work?
  8. What are the mechanics of teaching?
Course Login
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