Pedagogy and Professional Development Programs for Faculty
Inclusive Teaching at Princeton:
Identity and Authority in an Inclusive Classroom
Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. ~ Parker Palmer
All aspects of the self are salient in the classroom, and Parker Palmer underscores the primacy of the teacher's own identity. Research shows that various aspects of identity, such as gender, race, ethnicity, and sexual orientation, affect how teaching and learning happen in multiple, complex ways. When does identity enhance or undermine the presumed expertise or authority of the teacher? Moreover, how do dynamics of identity influence the classroom experience for students and teachers alike? Join us for an interactive conversation with Jennifer Bryan, Ph.D. '83, as we consider pedagogically effective ways to create inclusive classrooms in light of these challenges.
Wednesday, March 29, 4:30-6:00 p.m. in the Carl Fields Center.
RSVP to receive a reminder.
"Walk and Talk" Conference with Professor Wendy Laura Belcher
New Spring appointments available!
Want a conference with writing guru Wendy Laura Belcher, author of Writing Your Journal Article in Twelve Weeks: A Guide to Academic Writing Success? She is offering a new conference format for the Writing Center, based on the recent Stanford study finding that an individual’s creativity increased by 60 percent when walking. Sign up here to take a 60-minute morning walk through the tree streets of Princeton while talking with Prof. Belcher about anything to do with writing in the social sciences or humanities, including dissertations, books, articles, or seminar papers. Feel free to bring a friend if you’d like to make it a group walk/talk.
The early time of this conference (now 8:15 am) is intended to set you up for a day of productive writing. You will meet Professor Belcher outside the coffee shop at 254 Nassau Street, about six blocks east of Firestone library.
To sign up, visit http://wriapps.princeton.edu/scheduler/appointments/?appointment_category_id=. Select "Faculty/Staff/Post-docs" or “Graduate Student” and locate “Graduate Walk and Talk Conference with Professor Wendy Laura Belcher” and then use "Select by Time Slot" button on the right side of the page.
Teaching in the U.S. Classroom for International Faculty
Is teaching in a U.S. classroom a relatively new experience for you? Have you heard that American students have different expectations than students in other countries, such as expecting higher grades or more discussion and debate? Have you been wondering how to meet those expectations? In this workshop, a panel of international faculty across the disciplines will reflect on their own experiences teaching American students. They will offer stories about adjustments they've made as well as how their own international backgrounds enriched their students' learning. Workshop participants will also discuss three case studies and will have the opportunity to develop strategies to meet the challenges they may encounter while teaching American students.
Date, Time, and Location: TBD
Recent Pedagogy and Professional Development Programs for Faculty
Many of the workshops below are available to departments or groups by request. Write to us at email@example.com.
Applying the Lessons of Whistling Vivaldi
BOLD: Blended and Online Learning Discussion Series
A number of innovative teaching projects at area campuses are demonstrating how face-to-face teaching blended with online learning can increase student success in STEM courses. Our panelists will present a variety of these efforts including: targeted online modules for students with gaps in math and science skills, flipped classes that enable faculty to deepen their students' engagement with their most complex course material, and online learning combined with structured classroom activities that intensify student interaction in large STEM classes. Join us for their presentations and a discussion of the challenges and promises of blended learning.
Designing a Course
Are you preparing a new syllabus? This workshop examines course design and syllabus preparation from the perspective of student learning, using a variety of models from across the disciplines. Workshop activities guide you in defining your goals for your students and then using them to shape all aspects of a well-integrated course, from your class format to student assignments, exams, and the syllabus.
Diversity and Inclusive Teaching Series
Inclusive Teaching on the First Day of Class and Beyond
Students bring their individual identities and past experiences to the first day of class, and these can both promote as well as limit their engagement throughout a course. Interactions among students also can unevenly shape the tone and climate for learning during the semester. This lunchtime discussion offers an opportunity for faculty colleagues consider practices they can employ at the beginning of a course to promote participation as well as those that may inhibit students. We will take specific student experiences as a starting point for discussion.
Capturing Lectures and Lessons with Ease: An Overview of Simple Tools
Clancy Rowley (Mechanical and Aerospace Engineering) and Anna Alsina Naudi (Spanish and Portuguese) will speak about simple video captures they made using a document camera and the Swivl robot, respectively. Clancy and Anna will describe their experience using equipment borrow from the McGraw Center, and how it was useful to their teaching.
Course Design and Teaching at Princeton for New Faculty
Are you preparing the first courses you will be teaching at Princeton? This workshop for new instructors examines course design and syllabus preparation for classes across the disciplines. Workshop activities emphasize the perspective of student engagement and guide you in defining your goals for your students and then using them to shape all aspects of a well-integrated course, from your class format to student assignments, exams, and the syllabus.
Course Design Institute - Service and Civic Engagement Course & Proposal Workshop
Explore the pedagogy and practice of developing a “service” course. We will discuss ways to link service or civic engagement to existing courses and talk about creating new courses with a service or civic engagement focus or component. The McGraw Center, CST, CBLI and the Service and Civic Engagement Steering Committee are collaborating to offer this half-day Service and Civic Engagement Course Workshop. Whether you are creating a course from scratch, writing a proposal or working on a component for an existing course, this workshop offers the opportunity to delve into the work needed to connect service with learning.
We will discuss what it means to develop courses that integrate service as a modality of learning; as a practical component; as a lens to study a particular topic; or as an opportunity to reflect on the nature of service itself. A light breakfast will be available. Contact the McGraw Center with any dietary concerns. For more information, see the full description on our Course Design Institutes web page.
Course Design Institute - Summer
Looking for a setting to focus on crafting the course you’ve been dreaming up this summer? The McGraw Center and the Council on Science and Technology (CST) are offering a one-day version of our popular Course Design Institute. Whether you are creating a new course, redesigning an existing one, or preparing a proposal to support course development or collaborative teaching, the Course Design Institute invites you to a day of course-building and guided discussions led by experts from McGraw and CST. We will work through a process customized to address the needs of your particular project and designed to help you increase engagement and learning among all of your students. The Course Design Institute is also a unique opportunity to share your teaching challenges and develop new techniques with faculty colleagues from across campus.
Course Design Workshop on Service and Civic Engagement
Culturally Responsive Pedagogy: Helping Students Align their Learning to your Teaching
Understanding the diversity of Princeton students' educational experiences and how they influence the norms, expectations and practices students bring with them into your classroom is crucial for effective teaching. In this discussion, we offer insight into the surprisingly wide variety of "learning cultures" your students have internalized. We will use case studies to unearth commonly mismatched assumptions made by students and faculty in university-level courses. We will also share methods for making your expectations of students more transparent and helping them to learn more successfully from your teaching.
Culturally Responsive Pedagogy: Leading Inclusive Discussions in the Classroom
Faculty Teaching Conversations in the Residential Colleges
Navigating New Scenarios in Grading and Academic Integrity
Student-centered teaching can create fresh challenges for grading: how to evaluate collaborative and interdisciplinary assignments, for example, or the persistent question of assessing student participation. In this discussion, we'll invite faculty to share their strategies for and concerns about evaluating a wide range of interactive learning practices. We will also consider effective means of managing the broader values of (and Princeton's rules about) academic integrity, in our own classrooms and those of our graduate AIs. This latter group in particular reports that since the repeal of grade deflation they often feel unsure about grading students in our large classes. What kind of guidance are we providing our graduate AIs when it comes to assessment? Are we developing new rubrics (or new quotas)? Together we'll discuss innovative solutions to the enduring challenges of grading in our post-grade deflation, increasingly collaborative and participatory teaching environment. The discussion will be led by McGraw Faculty Fellows Bill Gleason, Sigrid Adriaenssens, and Wendy Belcher.
Faculty Teaching Conversations in the Residential Colleges
Teaching Sensitive Material in Turbulent Times
Faculty want students who are affected by current events beyond campus as well as those who have experienced violence, trauma or marginalization as members of under-represented groups to be able to engage fully in class discussions and debates and to feel included and respected. How do we accomplish this, especially if students raise concerns about how they will react to certain material and challenge the underlying assumption that students should all do the same work? Many syllabi contain material that is central to the goals of the course but that may be upsetting or offensive to different populations of students. How do we distinguish between what is "triggering" and what is "offensive"? How can we address this is such a way that affected students remain connected to the course and learn, without compromising on the fact that learning can often be the result of a productive kind of discomfort? Relatedly, how do we react when events on campus, or in the nation or the world, have a profound effect on our students and their experience of the classroom? How, and to what end, do we as faculty acknowledge our students' experience outside of the classroom? This lunch discussion is an opportunity to share concrete strategies for promoting an inclusive classroom environment and how to respond meaningfully when events of the day, local or global, impact our students and ourselves. The discussion will be led by McGraw Faculty Fellows, Bill Gleason and Wendy Belcher.
Flexible Future of Teaching
Funding Resources to Support Curricular and Teaching Innovation
The Future of the Textbook
Inclusive Teaching at Princeton
7 into 15: Scenes from the Classroom
The CRLT players, Center for Research on Learning and Teaching, University of Michigan, will perform a number of provocative short scenes from life in the classroom and on campus where power, status and identity play a significant, if not always visible, role. The performance invites the audience to inhabit the perspective of undergraduates, graduate students, post-doctoral fellows, and faculty, and to engage directly in the issues they face. The players will facilitate a post-performance discussion about how we can respond effectively to the ethical, political, and personal dilemmas encountered by all concerned when such situations arise at our institution.
Co-sponsored by: The McGraw Center for Teaching and Learning, Office of the Dean of the College, Teagle Foundation, Office of the Dean of the Graduate School, Office of the Dean of the Faculty, and the Vice Provost for Institutional Equity and Diversity
Inclusive Teaching at Princeton:
Teaching to Make a Difference: Faculty Perspectives on Teaching, Scholarship and Social Change
Join us for a conversation about teaching and scholarship as activism, and how academic practice is informed by and contributes to faculty leadership both inside and outside of the university. Panelists: Eddie Glaude Jr., William S. Tod Professor of Religion and African American Studies, Jenny Greene, Professor of Astrophysical Sciences, Anne McClintock, A. Barton Hepburn Professor of Gender and Sexuality Studies, and Zia Mian, Research Scientist, Woodrow Wilson School and the Program on Science and Global Security
Sponsored by: The McGraw Center for Teaching and Learning’s Inclusive Teaching at Princeton series, the Office of the Dean of the College Office, Office of the Dean of the Graduate School, Office of the Dean of the Faculty, and the Office of the Vice Provost for Institutional Equity and Diversity.
Inclusive Teaching at Princeton:
Trigger Warnings and Microaggressions
The McGraw Center for Teaching and Learning will host an informal but structured lunch discussion for faculty about trigger warnings and microaggressions. What do these terms mean, and do they mean the same thing to students that they do to faculty? Dr. LaTanya Buck, Dean for Diversity & Inclusion and Dr. Rashidah Andrews, Director of Studies in Forbes College, will lead our discussion with a collaborative unpacking of the terms "trigger warning" and "microaggression." They will then use examples from suggested readings, personal/professional vignettes, and thought-provoking prompts to engage the group in critical dialogue. Finally, they will suggest concrete ways in which we can present sensitive material inclusively and turn uncomfortable conversations or moments in the classroom into opportunities to help our students come to appreciate their own assumptions and engage meaningfully across difference. No preparation is necessary, but faculty interested in the topic are encouraged to consult the following list of articles on the topic: a short primer from the Chronicle of Higher Education on the current trigger warnings debate; an article by Rebecca Flintoft and Christopher Bollinger with suggested steps for moving beyond trigger warnings; a brief commentary from the Chronicle of Higher Education on the tension between microaggressions and free speech; and an illuminating piece in the Atlantic about the need for ongoing discourse on microaggressions
Inclusive Teaching at Princeton
What Makes Teaching and Learning Inclusive?
Dr. Shaun Harper, Professor and Executive Director, Center for the Study of Race and Equity in Education. Graduate School of Education, University of Pennsylvania.
Universities have a responsibility to create environments in which faculty and students from all backgrounds and all beliefs feel included and respected, even when their opinions and ideas are challenged and critiqued. How do we do that? How do faculty foster spirited, even contentious, dialogue without compromising students’ willingness to engage in rigorous intellectual debate? How do we help students appreciate that sometimes discomfort is an important part of learning? National expert Dr. Shaun Harper will address why inclusivity in the classroom matters, and will offer concrete strategies for inclusive teaching and learning at Princeton.
Co-sponsored by the Teagle Foundation, the Office of the Dean of the Faculty, the Office of the Provost. This is part of a continuing series that debuted last year with Politics of the Classroom: Who Speak? Who is Heard?
Inclusive Teaching at Princeton:
Widening the Pipeline: Inclusive Teaching for a Diverse Scientific Workforce
McGraw Rubric Shop: Make Rubrics Work for You and Your Students
Online Learning and Interactive Classes
The Rewriting Wikipedia Project: Africa and the Diaspora Workshops
Concerned that the contents of Wikipedia are written predominantly by white men, and that women, people of color and other marginal groups are underrepresented in Wikipedia content? This workshop will take place in two sessions: the first, for faculty, gives an overview of the political implications of editing Wikipedia and provides an introduction to editing Wikipedia; the second session at 4:30 p.m. for students and interested instructors, will be a wikithon dedicated to adding and improving entries on Africa and the African Diaspora to Wikipedia. Students should bring their own laptops in order to participate in the wikithon.
Sponsored by the McGraw Center for Teaching and Learning, Center for Digital Humanities, Department of African American Studies
Service and Civic Engagement Faculty Forum
Many Princeton faculty have successfully incorporated a dimension of service and civic engagement into their teaching, most often with the support of the Community-Based Learning Initiative (CBLI). If you’re intrigued by the possibility of extending your teaching into this energizing dimension, join us for this discussion chaired by Dean of the College Jill Dolan, in which several faculty will share their vision and planning process for incorporating service and civic engagement into ongoing, current, and future undergraduate courses ranging from freshman seminars to upper level. Speakers will include Sandra Bermann (Comparative Literature), João Biehl (Anthropology), Melissa Lane (Politics), and Stephen W. Pacala (Ecology and Evolutionary Biology).
Taking the Temperature of Your Class: Getting Useful Feedback at Mid-semester
Teaching and Mentoring Graduate Students
Teaching with Technology:
Komonjo Website Showcase with Professor Thomas Conlan
The Komonjo (documents) website is a learning environment that supports Professor Conlan's seminar, EAS525-HIS520, Ancient and Medieval Japanese History. The site allows students in the course to explore transcriptions, translations, and historical contexts of a collection of medieval Japanese court documents. Students in the course have had an active role in translating and transcribing the documents. Images of each document can be zoomed and panned, in order to examine details, and transcriptions of the documents show where annotations have been added to the main text. Videos on the site feature Conlan speaking the collection, and interacting with facsimiles of documents to show how they were used. Professor Conlan describes the site in this way: "It is a radically new site -nothing comparable to it exists. It provides an introduction to how to read these documents, and insight into the epistolary culture of medieval Japan. For those interested in paleography, the photos and transcriptions provide a valuable tool to better learn how to read original documents. Others can gain insight into how to translate these difficult records. And this site also allows for some rare and little known documentary collections, held in Japan or the US (Princeton and Yale) to be disseminated to a wider audience. Finally, it reveals the synergy between teaching and research, for it showcases translations done in my graduate seminar.".
Teaching with Technology:
The New Podium Prototype
The podium prototype is about to be moved from the McGraw Center's Teaching Lab (Frist 330) - join us for lunch for one last look, and to hear about future plans to install the final podium design in several lecture halls at Princeton. The podium was designed by OIT's Instructional Support Services (ISS) group. This podium will simplify and standardize the interface to classroom technologies across many campus learning spaces and requires minimal setup. ISS will also follow up with faculty who test the new podium for feedback on usability and features. Feedback/questions can be sent directly to Rich Bakken, Associate Director for ISS.
Teaching with Text Analysis
Computer-assisted text analysis tools are being used in undergraduate courses to spur discussion, formulate new avenues of inquiry, develop new interpretations of text, and analyze linguistic and cultural trends.
Easy-to-use, online tools such as Google Ngrams, Voyant, and Juxta, have lowered the barriers to using these applications for teaching, removing the need for specialized software and minimizing time spent in training.
This workshop will introduce participants to these tools, the ways they have been used in coursework, and provide an overview of other, more advanced, text analysis tools and methods.
Team Teaching across the Discipline(s)
Using Argument Maps to Build Students' Analytical Skills
A visualization technique called "argument mapping" can be a powerful tool for helping students to develop crucial analytical skills within the content focused courses. In this hands-on session, led by Princeton faculty, you will learn what argument mapping is, and how it can be used to help your students.