Greenberg Seminars for Effective Teaching

Milton Greenberg portrait

"The program began as a government funded experiment and is now widely imitated in major universities. Three ideas underlie the Greenberg Seminar. First, teaching is both an art and science that can be learned through experiential study and practice. There is more to teaching than talking or listening for 50 minutes. Second, teaching should be prized as highly as research. There is no inherent conflict in being a both a scholar and a teacher and dedicating time and energy to their enhancement. Third, college and university teaching represents more than expertise in a scholarly discipline. It means that you are privileged to be part of an extended community that constitutes one of the most important professions in the world."
~ Milton Greenberg

Designed as a complement to the Ph.D. academic experience, the Greenberg PhD Seminars for Effective Teaching provide a hands-on, practical introduction to professional development and classroom techniques. The seminars, designed for first, second and third year Ph.D., meet two to four times each semester.

Year One

The first year is an introduction to teaching with seminars focusing on topics designed to improve the learning environment. Seminar topics include: 

  • Envisioning University Teaching
  • Key Challenges: Integrity, Privacy, Harassment
  • Valuing and Working with Diversity in a University Setting
  • Technology, Academic Support, and Disability Issues

Seminars offer students an opportunity to debate issues with guest presenters and practice techniques in role play.

Alida Anderson
Assistant Professor
School of Education, Teaching and Health
(profile)

Maria Floro
Associate Professor of Economics
College of Arts and Sciences
(profile)

Patrick Malone
Executive in Residence
Public Administration and Policy
(profile)

Year Two

This year’s seminars teach students strategic ways to manage a classroom environment using mock teaching sessions. Seminar topics include: 

  • The Commitment and Mechanics of Course Design and Classroom Management
  • Teaching as a Craft
  • Time is also devoted to discussing the role future technological innovation will have on teaching.

Seminars offer students an opportunity to review and critique common pedagogical tools such as syllabi, assignments, and lesson plans. Group discussions and peer interaction help drive the conversation as students develop their own teaching style.

Todd Eisenstadt
Department Chair Government
School of Public Affairs
(profile)

Laura Juliano
Associate Professor
Department of Psychology
(profile)

Year Three

The final year includes an opportunity for the student to teach his/her own class. To prepare for this responsibility, faculty help students in preparing a syllabus, selecting texts, designing assignments and anticipating the challenges that will inevitably occur.

Year three also gets students ready for the job market by staging mock interview sessions with a dean and department chair. Students’ resumes are critiqued along with other documentation used in a job search.

Cathy Schaeff
Associate Professor of Biology
College of Arts and Sciences
(profile)

Max Friedman
Associate Professor of History
College of Arts and Sciences
(profile)