Graduate Courses on University Teaching and Learning (GRED)

Short, credit-bearing summer graduate courses on university teaching and learning in various fields are available to all graduate students. They are taught by experienced Notre Dame faculty. 


GRED Brochure for 2019

Enrollment opens Mar. 22
Visit University of Notre Dame Summer Session

Tuition Support
Submit a summer tuition scholarship application online.

Contact Barbara Lockwood at or (574) 631-9146. 


2019 Summer Courses

GRED 60610, How to Teach Effectively and Prepare for an Academic Career in Humanities & Social Sciences (1 cr)

Jason Ruiz, American Studies,
May 20 and 22, MW 9:00am -12 noon and 1:00pm - 4:15pm.  
CRN 1996

Students must register by Monday, April 22.

There are a number of issues relating to the culture of academic life that are typically left unaddressed in formal course work and degree programs, but which are of concern for those who plan to spend their careers in academic life. This course introduces doctoral students, especially those in the humanities and social sciences, to a number of these in an effort to promote professional development.

GRED 60615, Teaching Writing/Teaching with Writing (2 cr)

Matthew Capdevielle, University Writing Program, 
June 4-14, MTWRF 9:00am - 11:30am.
CRN 3980

Students must register by Monday, May 6.

This course is for graduate students, post-doctoral scholars, and faculty looking to enhance their teaching by honing their skills as teachers of writing in their home disciplines. Participants will develop a deeper understanding of the role that writing plays in the learning process and will use that understanding to design writing assignments and activities that best support the learning goals of participants' courses. 

GRED 60640, Designing and Teaching Your First Biology or Chemistry Course (2 cr)

David Hyde, Biology
May 13-16, MTWR 9:00am - 5:00pm.
CRN 1067

Students must register by Monday, April 22.

This course is for continuing graduate students, primarily in Biology and Chemistry, who want to improve their effectiveness in teaching in the science classroom and laboratory. It is also intended as a preparation for those graduate students who intend to have a significant teaching component in their future career. Topics covered will include:

  • Steps in progressing from being a graduate student to a faculty member? What is expected when you start a new faculty position
  • Developing the fundamental tools for your first class: outline, syllabus, course materials
  • Learning to deliver clear and engaging lectures
  • Fostering critical thinking and problem-solving skills
  •  Incorporating collaborative learning? Using technology well
  • Standard, flipped, hybrid and online courses
  • Assessments: what it means for the student and the instructor
  • Designing a laboratory course and the appropriate experiments

Students will be asked to actively participate in the course through discussions, designing and delivering short lectures, and short writing assignments. This course is required for the completion of the Teaching Development Certification Program in Biological Sciences.

GRED 60501, Teaching Engineering Tutorials and Laboratories (1 cr.)

Bill Goodwine, Engineering
May 28-29, TW 9:00am - 4:00pm
CRN 4010

This course is intended for teaching assistants in engineering disciplines. Topics covered will include:

  • professionalism
  • learning styles
  • classroom procedures
  • characteristics of Notre Dame Undergraduates
  • sensitivity to diversity

A short presentation of a topic in your discipline is a course requirement. 

GRED 60601, Preparing for an Academic Career in Physics, Math and Engineering (1 cr.)

Philippe A. Collon, Physics
July 9-12, TWRF 9:00am - 12:00pm
CRN 1133

This course will cover major issues in teaching and career development for students in science, mathematics, and engineering. Topics covered will include:

  • Preparing for an academic career
  • Finding academic employment
  • How academia works: postdocs, networking, publishing, and tenure
  • Teaching science, mathematics, and engineering at a university
  • Course and syllabus design
  • How to engage students in the classroom
  • How to gauge student learning
  • Balancing teaching and research

Students will be expected to give a short presentation on a topic of their choice within their own disciplines.