Teaching Initiatives and Programs for Faculty
How do I Know They Know? Building Better Exams
Tuesday, February 19, 12:00-1:20 p.m. in 330 Frist Campus Center
RSVP to reserve a seat. Lunch is provided.
Assessing student learning is a fundamental component of teaching. Although assessment strategies can take many forms, the most common (and perhaps most studied) form in the higher education classroom is the test or exam. This interactive session will focus on making the most of traditional exams, with an emphasis on designing a valid and reliable assessment.
Kelly Godfrey, Assistant Director, Educational and Program Assessment, McGraw Center for Teaching and Learning.
Profiles in Innovative Teaching: Katie Chenoweth
Tuesday, March 12, 2019, 12:00-1:20 p.m. in 330 Frist Campus Center
RSVP to reserve a seat. Lunch is provided.
In this series, faculty tell the story of a pedagogical innovation or change they have made at Princeton. Katie Chenoweth, Assistant Professor of French and Italian, will reflect on designing and teaching a hands-on course on the philosopher Jacques Derrida, “Derrida’s Library: Deconstruction and the Book,” making use of Derrida’s working library and archival materials, now housed at Princeton.
Katie Chenoweth, Assistant Professor of French and Italian.
Teaching on Poverty and Inequality
Wednesday, April 3, 2019, 12:00-1:20 p.m. in 330 Frist Campus Center
RSVP to reserve a spot. Lunch is provided.
What narratives about poverty, inequality, and consumption do students bring to our courses? How do we deepen, complicate, or nuance those narratives? How do we address questions of virtue or deservedness in our classrooms? Join us for a moderated conversation among faculty on these questions.
Martha Coven, Visiting Lecturer in Public and International Affairs, Woodrow Wilson School. John L. Weinberg/Goldman Sachs & Co. Visiting Professor.
Kathryn Edin, Professor of Sociology and Public Affairs, Woodrow Wilson School.
Elisabeth Donahue, Associate Dean, Public Affairs & Communications, Woodrow Wilson School.
Katherine Stanton, Senior Associate Director for Teaching Initiatives and Programs for Faculty, McGraw Center for Teaching and Learning
Previously held Fall 2018 programs
250th Anniversary Fund for Innovation in Undergraduate Education - Panel Discussion
Join deputy dean of the college, Elizabeth Colagiuri, and faculty panelists for a discussion of teaching projects developed with support of the 250th Anniversary Fund for Innovation in Undergraduate Education. The 250th Fund is the University's principal resource for supporting innovation in the undergraduate curriculum. Take advantage of this opportunity to hear from colleagues about their new and redesigned courses.
Any faculty member interested in learning more about the 250th Fund or submitting a proposal is welcome. There will be time for questions and the opportunity to meet McGraw Center and Council on Science and Technology staff who can assist with the proposal process.
Ethics and Politics of Teaching
Wendy Laura Belcher, Associate Professor of Comparative Literature and African American Studies
How do we prepare our students to encounter sensitive or charged material in our classes? How do we navigate our authority and presence in the classroom? This fall, McGraw’s Faculty Fellow Wendy Laura Belcher will facilitate open-ended (and confidential) conversations with faculty on the ethics and politics of teaching.
Free Speech in the Classroom: A Conversation with Keith Whittington
Keith Whittington, author of this year’s Princeton Pre-Read, Speak Freely: Why Universities Must Defend Free Speech.
Keith Whittington, William Nelson Cromwell Professor of Politics, will join us for a faculty discussion about the specific question of how the concept of freedom of speech is operationalized in the classroom. Are learning spaces different than the public spaces of a university or college? If so, how? How does research about stereotype threat intersect with the institutional commitment to free speech and the free exchange of ideas?
“Lab” Learning in the Humanities and Social Sciences: Faculty Panel
Anne Cheng, Professor of English and American Studies. Director, Program in American Studies
Paul B. Muldoon, Howard G.B. Clark '21 University Professor in the Humanities, Professor of Creative Writing in the Lewis Center for the Arts, Director, Princeton Atelier
Rebecca G. Munson, Project Designer, Center for Digital Humanities
What are the possibilities for lab-like research and learning in the Humanities and Social Sciences? Why might we choose to work in inter-generational and cross-professional teams, and what projects are best suited to this approach? What is the pedagogy of the lab, and what can we learn from our colleagues in professional fields, the Natural Sciences, and Engineering? Co-sponsored by the Center for Digital Humanities
Profiles in Innovative Teaching series
In this series, faculty tell the story of a pedagogical innovation or change they have made at Princeton.
- Mariangela Lisanti, Assistant Professor of Physics on how and why she uses group problem-solving in her teaching of physics. (October, 2018)
- Nijah Cunningham, Lecturer in the Council of the Humanities, African American Studies, and English, Cotsen Postdoctoral Fellow in the Society of Fellows on the power and potential of teaching with art. (September, 2018)
Teaching and Learning for People with Bodies: Workshop with Aynsley Vandenbroucke
Aynsley L. Vandenbroucke, Lecturer in Dance and the Lewis Center for the Arts
What is the pedagogical power of movement? How can movement uncover the conventions of the classroom, change the dynamics of the classroom, or allow us to teach content in unconventional ways? Join us for an interactive workshop.
Teaching First-Year Students: Faculty Panel
James W. Rankin, Senior Lecturer in German, Director of Princeton's Center for Language Study
Anna M. Shields, Professor of East Asian Studies
Shirley M. Tilghman, President of the University, Emeritus, Professor of Molecular Biology and Public Affairs
Moderator: James Alexander Dun, Assistant Dean of the College, Office of the Dean of the College
Experts may not recognize how we do what we do (i.e. use a source, recognize a pattern, approach a problem), or how much effort it will require from novice students. How do we help first-year students develop rich conceptual frameworks, organize great quantities of knowledge, and make evident and unexpected connections?
Many of the workshops below are available to departments or groups by request. Write to us at firstname.lastname@example.org.