Pedagogy and Professional Development Workshops for Graduate Students and Postdoctoral Fellows

Spring 2019

Innovate with Online Teaching: Information and Brainstorming Session

Wednesday, February 13, 12:00-1:20 p.m. in 330 Frist Campus Center
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to reserve a seat

Join us for an information session for the “Innovate with Online Teaching” graduate student competition. Participants will get a short introduction to online teaching tools and have the opportunity to brainstorm projects and get feedback from McGraw staff on ideas you’re thinking of proposing. The participants will also learn more about the application process and how projects will be evaluated. Lunch is provided.
Please note that this session does not count for the Teaching Transcript or AIO makeup.

Troubleshooting Your Precept – Leading Discussions, Solving Problems

Thursday, February 21, 12:00-1:20 p.m. in 330 Frist Campus Center
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to reserve a seat

Tired of doing homework problems on the board? Can't get your students to talk on topic? Come share your experiences with fellow preceptors and a panel of experienced Graduate Teaching Fellows from the McGraw Center. We will discuss strategies that you can use in your classroom to address your specific concerns. These workshops are directed at both new graduate Assistants in Instruction and experienced AIs who want to invigorate their classrooms with new teaching strategies. Lunch is provided.​​​​​​​
This event may be counted as a pedagogy workshop for the Teaching Transcript program.

Leading Effective Lab Sessions in the Sciences and Engineering

Wednesday, February 27, 3:30-5:00 p.m. in 330 Frist Campus Center
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to reserve a seat.

Scientists experience the laboratory as the place where creative, open-ended discovery happens. For undergraduates it can be an exciting place too, but labs don’t always run smoothly, and students need guidance to succeed in this learning environment. This workshop will prepare TAs to guide and interact with undergraduates in labs. Participants will discuss how to set goals that help students learn from lab, how to use grading lab reports as a tool to improve scientific writing, and how to run safe and efficient lab sessions. ​​​​​​​
This event may be counted as a pedagogy workshop for the Teaching Transcript program.

Supporting Trans Students in the Classroom

Thursday, March 7, 12:00-1:20 p.m. in 329 Frist Campus Center
RSVP to reserve a seat.

Trans and gender non-conforming students are increasingly comfortable being out in the classroom but often are frustrated or let down by their instructors’ apathy, lack of knowledge or discomfort about their identities and experiences. Instructors who can address the needs of trans and gender non-conforming students in the classroom can make a huge difference in these students’ classroom success and their passion for the topic being taught. In this workshop with Princeton LGBT Center staff Judy Jarvis and Eric Anglero, attendees will learn vocabulary relevant to trans and gender non-conforming students, information on the campus climate for trans students, best practices for pronouns in the classroom, and a robust Q&A. We welcome AIs with any and all levels of experience working with trans and gender non-conforming students to attend.​​​​​​​
This event may be counted as a pedagogy workshop for the Teaching Transcript program.

Innovate with Online Teaching: Online Teaching Design Workshop

Friday, March 8, 10:00 a.m.-3:00 p.m. in 330 Frist Campus Center
RSVP to reserve a seat.

This workshop will provide an introduction to pedagogy for teaching online and online teaching tools, including different forms of video production. Participants will have the opportunity to further discuss and develop their ideas for the Innovate with Online Teaching competition. Lunch is provided.​​​​​​​
This event may be counted as a pedagogy workshop for the Teaching Transcript program.

Efficient and Effective Lesson Planning 

Wednesday, March 13, 3:30-5:00 p.m. in 330 Frist Campus Center
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Leading a precept is hard, and for those who want to do it well, preparation can take a lot of time. What do the experts say about how to be the teacher you want to be while staying on top of your other work—and staying sane? This workshop will introduce best practices in lesson planning across disciplines and give participants a chance to practice proven strategies to maximize student learning while making your preparation more efficient.​​​​​​​
This event may be counted as a pedagogy workshop for the Teaching Transcript program.

Teaching with Games

Thursday, March 28, 3:30-5:00 p.m. in 330 Frist Campus Center
RSVP to reserve a seat.

Have you ever considered using games in the classroom? Games can be used to introduce students to primary texts, practice their research and debate skills, and connect to your course objectives in a new and exciting way. This workshop will explore game pedagogy and suggest techniques for teaching through games in various disciplines. ​​​​​​​
This event may be counted as a pedagogy workshop for the Teaching Transcript program.

Preparing To Write a Meaningful Statement of Teaching Philosophy

Wednesday, April 3, 3:30-5:00 p.m. in 330 Frist Campus Center
RSVP to reserve a seat.

Teaching statements have become important in academic job searches as more and more colleges and universities are requesting them from applicants for faculty positions. This workshop will introduce participants to the concept of the teaching statement and present recent research on how search committees interpret them. We will also discuss how writing a statement can serve as a valuable means of enhancing one’s own teaching strategies. This workshop will provide a context for participants to start writing their own statements by drafting key elements of them that draw on their teaching experiences and their goals for their students.​​​​​​​
This event may be counted as a pedagogy workshop for the Teaching Transcript program.

Designing a Course

Wednesday, April 10, 3:30-5:00 p.m. in 330 Frist Campus Center
RSVP to reserve a seat.

Are you preparing a new syllabus for a new teaching position or job search? 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.​​​​​​​
This event may be counted as a pedagogy workshop for the Teaching Transcript program.

Mentoring Undergraduate Researchers

Thursday, May 2, 3:30-5:00 p.m. in 330 Frist Campus Center
RSVP to reserve a seat.

Mentoring undergraduate researchers is extremely rewarding, but it can also be frustrating at times. During this workshop, we will discuss the benefits and challenges of working with young researchers by both drawing on our own experience as young researchers and by working through some common scenarios. You will leave this workshop with a concrete set of effective strategies for improving both your and your mentee’s experiences. ​​​​​​​
​​​​​​​This event may be counted as a pedagogy workshop for the Teaching Transcript program.

 


Previously held Fall 2018 programs

Community College Teaching Partnership Information Session

Join us for an information session with Princeton graduate students currently participating in this program, as well as faculty and staff from Mercer County Community College and Camden County Community College to learn more about the Teaching Partnership program and the application process. Co-sponsored with the Office of the Dean of the Graduate School.

Designing a Course

Are you preparing a new syllabus for a new teaching position or job search? 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.

Grading as a Teaching Tool

How can we grade both fairly and efficiently? How can we provide feedback that students will reflect on and use to improve their work? This workshop addresses important concerns and challenges of grading—including the question of how to grade student participation. Participants in the workshop will define the criteria for their students’ work and begin to formulate rubrics that can usefully address these concerns as well as meaningfully assess and advance their students’ learning. Further, we consider how we might shift our students’ focus on getting good grades to reflecting on their own learning.

Making the Most of the Teaching Transcript

The Teaching Transcript Program guides you in enhancing your teaching skills and provides documentation of your formal pedagogical training for the academic job search. In this lunchtime meeting, participants plan strategies for effectively reflecting on their teaching throughout the semester. We discuss components of our program such as the class observation as well as how to draw on that and our workshops to prepare an effective statement of teaching philosophy and syllabus, which are the written work for the Transcript.

Preparing to Write a Meaningful Statement of Teaching Philosophy

Teaching statements have become important in academic job searches as more and more colleges and universities are requesting them from applicants for faculty positions. This workshop will introduce participants to the concept of the teaching statement and present recent research on how search committees interpret them. We will also discuss how writing a statement can serve as a valuable means of enhancing one’s own teaching strategies. This workshop will provide a context for participants to start writing their own statements by drafting key elements of them that draw on their teaching experiences and their goals for their students.

Preparing Your Teaching Demonstration for a Campus Interview

A campus visit invitation from a search committee is terrific news, but it often comes with the challenging request for a “teaching demo.” In this workshop, we’ll talk about what questions you should ask and how you can use the answers from a particular hiring institution to craft an effective demonstration of your teaching prowess. During the workshop, you’ll begin the process of planning an engaging lesson to highlight the strengths of your teaching for hiring committees and beyond.

The Scholar as Teacher Series

In the Scholar as Teacher series, faculty members distinguished for their teaching offer reflections on their practice as teachers.

  • Katerina Visnjic, Physics (October 24, 2018)
  • Laura Kalin, Linguistics: "Turning the Intro Upside-Down" (October 21, 2018)

Talking about Teaching in an Academic Interview

While graduate students and post-doctoral fellows receive ample opportunity to present their doctoral research in forums such as departmental colloquia or national conferences, they rarely talk about teaching and pedagogy in such public settings. As a result, they may lack the preparation for speaking about their teaching in compelling terms when it may count the most: the job interview. This workshop gives participants the chance to begin--or refine--that preparation as they anticipate a campus visit. Co-sponsored with the Office of Career Services.

Troubleshooting Your Precept – Leading Discussions, Solving Problems

Can't get your students to talk on topic? Come share your experiences with fellow preceptors and a panel of experienced Graduate Teaching Fellows from the McGraw Center. We will discuss strategies that you can use in your classroom to address your specific concerns. This conversation is directed at both new graduate Assistants in Instruction and experienced AI's who want to invigorate their classrooms with new teaching strategies.