Fall 2014 Events
Seminar on Teaching Portfolios
Tuesday, October 7, 1:30 PM – 4:30 PM | Gates-Blake 133
Assembling a Teaching Portfolio allows graduate students to think, talk and write about teaching with precision and sophistication. Teaching Portfolios function both as heuristics for critically analyzing one’s teaching successes and failures and as a way for graduate students to practice presenting themselves as knowledgeable, confident and reflective classroom instructors. This Seminar describes and evaluates potential components of the Teaching Portfolio and involves participants in critical exercises around the construction of the Portfolio.
Seminar on Course Design
Thursday, October 23rd, 1:00 PM – 4:00 PM | Gates-Blake 133
This seminar is a pre-requisite for our other PFF programs, so we strongly encourage you to take this seminar several quarters before you plan to go on the job market. The Seminar on Course Design examines the foundational concepts in teaching and learning and how to apply these ideas in a course plan that will support student learning and provide evidence of student learning. During the seminar, participants will create a plan for learning in the course, explaining to the other participants how this learning is linked to the final graded project, regardless of whether the course is their own or one institutionally prescribed. They will also begin to analyze their teaching goals and consider how to align those goals with student, program and/or institutional needs.
Creating Assignments to Structure Your Course
Friday, November 14th 9:00 AM - 12:00 PM | Gates-Blake 133
While this session is not a requirement of the Certificate Program, we highly recommend students take this between the Seminar and Workshop on Course Design or after completing both. In the Seminar on Course Design, we learned how to plan our own courses using the principle of 'backwards design' -- generating learning goals and final assignments by answering the question, 'What knowledge, concepts, skills or values do I want students to gain from taking my course?' In this follow-up workshop, we continue the process by planning out the major assignments that will both structure and motivate students' learning throughout the term. We will generate and discuss an assignment-centered 'course skeleton' by answering the question, 'What will students need to do in order to meet the learning goals for my course?' In addition to having attended the Seminar on Course Design, attendees must bring in a set of three to five learning goals and a final assignment description to use in generating their assignment-centered course skeletons.
Led By: Brandon Cline (Divinity)
Workshop on Course Design
Thursday, November 20th, 1:00PM - 4:00PM | Gates-Blake 133
ONLY students who have participated in the Seminar on Course Design within the previous 12 months may register for the Workshop. The Workshop on Course Design continues to critically examine ways the course syllabus can improve both classroom teaching and learning. Graduate Student participants will be expected to submit a draft of a syllabus before the workshop via chalk.
Technology and Collaborative Learning
Technology such as discussion boards, blogs, and wikis, when used appropriately, can foster collaborative learning during and between class meetings. In this workshop, we will explore how these three tools can be used to help students achieve learning goals. We will consider the characteristics of these three types of collaborative technologies, the type of assignments they are useful for and how to use them effectively. We will examine a few examples of effective use of these technologies and we will do a small group hands-on exercise to develop an assignment using one of these technologies. Bring your laptop or tablet for a taste in using technology for collaborative learning.
Led By: Cecilia Lo (IT Services)
Workshop on Teaching Portfolios
Wednesday, December 3rd, 1:00PM - 4:00PM | Weiboldt 310A
The Workshop on Teaching Portfolios is ONLY open to students who have completed the Seminar on Teaching Portfolios within the past 12 months. Workshop discussion and activity revolve around portfolios submitted by participants. Each participant will present a draft of two documents from his/her Teaching Portfolio before the workshop, and will receive feedback from the group.