•Students will be able to integrate active-learning techniques
into their peer-to-peer instruction (i.e. tutoring, supplementary
instructional sessions, etc.)
•Students will be able to engage and coach peers in developing
instructional philosophies across varying levels of ability
•Students will be able to employ effective critical thinking and
problem-based learning techniques  
•Students will be able to coach their peers on the best practices
of self-directed learning
•Students will be able to use diverse assessment and evaluative
practices to gauge student learning

•Orientation to the higher education classroom and the
peer-to-peer instructional experience
•Preconceptions and their influence on learners
•Understanding (meta)cognition
•Exploring and enhancing student motivation
•Factors affecting classroom climate
•Challenging classroom scenarios
•Modeling teaching evaluations with mid-term course evaluation
•How do students develop mastery?
•Promoting self-directed learning in students
•How does feedback improve learning?
•The various skills and roles of teachers
•Discussion of emerging identity and teaching philosophies
•5-minute presentations of capstone teaching philosophies
•Program evaluations

As a University of Georgia student, you have agreed to abide by
the University’s academic honesty policy, “A Culture of Honesty,”
and the Student Honor Code. All academic work must meet the
standards described in “A Culture of Honesty” found at:
https://ovpi.uga.edu/academic-honesty/academic-honesty-policy.
Lack of knowledge of the academic honesty policy is not a
reasonable explanation for a violation. Questions related to
course assignments and the academic honesty policy should be
directed to the instructor.