Course Design for Future Faculty

Asynchronous work window:
May 15 to June 4

Synchronous sessions:
Wednesday, May 14 • 9 a.m. to 3:30 p.m. (Face to Face). Lunch provided.
Wednesday, June 4 • 9 a.m. to 12 p.m. (Zoom)
Friday, June 13, 1 p.m. to 3:30 p.m. (Face to Face) Lunch provided.

Location: 
Learning Lab, WIH 325 

Course Design for Future Faculty is a course design cohort intended specifically for graduate students interested in pursuing faculty careers. This five-week program is a deep dive into developing effective learning outcomes, robust assessments aligned to those learning outcomes, and engaging learning activities that will help prepare your students for success. By the end of the program, you will have a full course plan that you could take directly into the classroom for the Fall semester. Throughout the program, you will learn to integrate the Framework for Inclusive Teaching Excellence throughout your course design and teaching to support equity, diversity, inclusion, and access.

This experience will kick off with an orientation session on May 14, followed by asynchronous work time until June 4. We will then meet again as an entire cohort via Zoom to check in, share ongoing work, and plan the next steps. For the remainder of the program, there will be additional work time, culminating in a showcase presentation on June 13. Depending on your experience level, you can expect to spend a few hours each week participating in Course Design for Future Faculty. 

A $500 stipend  is available to eligible participants who complete the program. This cohort is tailored specifically for graduate students, and is a version of Course Design for Early Career Faculty, the equivalent program for faculty and staff. Participants must have a confirmed graduate teaching assistantship in August 2025 to be eligible for a stipend. 

Eligibility

This course is tailored for graduate students. It is based on Course Design for Early Career Faculty, which is available for faculty and staff.  

Learning Outcomes

• design effective learning outcomes, syllabi, and learning activities. 
• align assignments and assessment instruments. 
• develop good teaching practices informed by research-based pedagogical inquiry 
• integrate the Framework for Inclusive Teaching Excellence into your course design and teaching. 
• Facilitators

Facilitator

David Giovagnoli, Center for Integrated Professional Development

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If you need a special accommodation to fully participate in a Center event, please contact the Center at ProDev@ilstu.edu.