Pedagogy and Professional Development Workshops for Graduate Students and Postdoctoral Fellows

Fall 2018

Making the Most of the Teaching Transcript

Wednesday, September 12, 12:00 - 1:15 p.m. in 330 Frist Campus Center
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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. Lunch is provided.

Preparing to Write a Meaningful Statement of Teaching Philosophy

Thursday, September 27, 3:30 – 5:00 p.m. in 330 Frist Campus Center
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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.

Community College Teaching Partnership Information Session

Wednesday, October 3, 4:30 - 5:30 p.m. in 329 Frist Campus Center
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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. This session does not count for the Teaching Transcript program.

Troubleshooting Your Precept – Leading Discussions, Solving Problems

Thursday, October 4, 12:00 - 1:15 p.m. in 330 Frist Campus Center
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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. Lunch is provided.

Preparing to Write a Meaningful Statement of Teaching Philosophy

Tuesday, October 16, 3:30 – 5:00 p.m. in 330 Frist Campus Center
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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.

The Scholar as Teacher: Katerina Visnjic, Physics

Wednesday, October 24, 12:00 – 1:15 p.m. in 330 Frist Campus Center
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In this series, faculty members distinguished for their teaching offer reflections on their practice as teachers. Lunch will be provided.

The Scholar as Teacher: Laura Kalin, Linguistics: "Turning the Intro Upside-Down"

Wednesday, October 31, 12:00 – 1:15 p.m. in 330 Frist Campus Center
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In this series, faculty members distinguished for their teaching offer reflections on their practice as teachers. Lunch will be provided.

Grading as a Teaching Tool

Wednesday, November 7, 3:30 - 5:00 p.m. in 330 Frist Campus Center
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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.

Designing a Course

Thursday, November 15, 3:30 - 5:00 p.m. in 330 Frist Campus Center
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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.

Talking about Teaching in an Academic Interview

Thursday, November 29, 3:30 - 5:00 p.m. in 330 Frist Campus Center
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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.

Preparing Your Teaching Demonstration for a Campus Interview

Wednesday, December 5, 3:30 - 5:00 p.m. in 330 Frist Campus Center
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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.

 

 


Previously held Spring 2018 programs

Cognitive Science in the Classroom: Understanding Learning to Improve Teaching

The fields of psychology and neuroscience have made progress in understanding human learning, memory, and attention. In this interactive workshop, we will discuss how theories and experimental findings from cognitive science can inform our teaching practices. Participants will leave with concrete strategies that they can apply in their current precepts and future courses.

Creating an Inclusive Classroom: Ideas from Whistling Vivaldi

Whistling Vivaldi was a recent Princeton Pre-read selection for the incoming freshman class and was distributed not only to students but to all faculty as well as to first time AIs. The book discusses stereotype threat, a phenomenon in which a member of a negatively stereotyped group feels pressure to disprove those stereotypes. In an academic setting, this can negatively impact performance (e.g., women perform worse on difficult math exams because they feel pressure to disprove that women are bad at math, white men perform worse on athletic activities when they are told the activities measure their athletic abilities while black men perform worse when told that the activities measure their sports strategic intelligence, etc.). We invite you—whether or not you’ve read the book—to come and discuss the implications of this research for teaching and learning in your precepts and labs. We’ll share practical ideas for implementing these findings and creating more inclusive classrooms.

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.

Innovate with Online Teaching: Information and Brainstorming Session

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.

Innovate with Online Teaching: Online Teaching Design Workshop

This workshop will provide an introduction to pedagogy for teaching online and online teaching tools, including different of forms of video production. Participants will have the opportunity to further discuss and develop their ideas for the Innovate with Online Teaching competition.

Just Teaching: Why Inclusive Classrooms and Campuses Matter

An Inclusive Teaching at Princeton event. Speaker: Tricia Rose, Chancellor's Professor of Africana Studies, Associate Dean of the Faculty for Special Initiatives, and Director of the Center for the Study of Race and Ethnicity in America, Brown University. In this talk, Professor Tricia Rose will reflect on her own teaching and explore the importance of creating a just and inclusive campus in society. All members of the University community are welcome to attend. Sponsored by The McGraw Center for Teaching and Learning, Programs in Access and Inclusion, and the Office of the Dean of the College.

Master Class on Teaching

The Master Class on Teaching is a series featuring distinguished teachers from across the disciplines, sponsored by the McGraw Center for Teaching and Learning, the Office of the Dean of the College, and the Office of the Dean of the Faculty.

  • February 2018: Ruha Benjamin, Associate Professor of African American Studies. Arthur H. Scribner Bicentennial Preceptor.
  • April 2018: Howard Stone, Donald R. Dixon ’69 and Elizabeth W. Dixon Professor of Mechanical and Aerospace Engineering. Chair, Department of Mechanical and Aerospace Engineering.

Mentoring Undergraduate Researchers

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.

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.

Supporting Trans Students in the Classroom

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 works with Princeton LGBT Center staff Judy Jarvis and Andy Cofino, 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.

Troubleshooting Your Precept – Leading Discussions, Solving Problems

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.