Learn techniques for teaching transferable skills (e.g., teamwork, critical thinking) and work-integrated learning through re-imagining the nature of human competency, how people best learn complex skills, and how to re-design teaching activities accordingly. After a brief introduction to sociocultural learning theory and limitations with the dominant notion of generic “soft skills” learners will practice how to articulate and then teach key skills relevant to your courses that are embedded in disciplinary content and cultural contexts. The material on teaching transferable skills focuses on incorporating active learning methods within a more comprehensive approach to skill development that is based on sociocultural learning theory and cognitive apprenticeship. Strategies for incorporating work-integrated learning (WIL) via authentic workplace problems, job search strategies and career exploration will also be discussed.
- Understand key principles of instructional design – especially the concept of sociocultural teaching- as well as how to structure your course syllabus and/or individual lesson plans to emphasize the four skills
- Develop a working knowledge of and critical outlook on the theories and arguments behind 21st century skills and graduate employability
- Develop an appreciation for the ways that culture, class and other forms of student identity and experience impact how they define and use particular skills, and implications of this for your own classroom teaching
- Synthesize and apply your new knowledge by transforming a curricular artifact of your own – whether it be an entire course syllabus or a lesson plan or activity for a single class
Audience & registration
This short course is designed for participants interested in teaching “transferable skills” and learning how to feature these skills in a classroom. Course access is limited to participants at CIRTL member institutions, or alumni of CIRTL programs. When registering, you will be asked to confirm your current institution and your alumni status in order to confirm your eligibility for this short course.
Accessibility & short course content
If you have access needs, please let us know what they are. Contact CIRTL’s help desk (support@cirtl.net) to let us know how we can help you have a successful experience. Course content includes written text, readings, and videos. Student work includes structured reflection, quizzes, and submitting a final assignment showcasing what you’ve learned.
About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This short course supports the following CIRTL learning goals at an introductory/intermediate level:
- Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
- Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
- Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.
- Goal 4: Prepare for an impactful career. See more Goal 4 programming.