Workshops - Graduate Students

Summer 2017 Workshops

The Teaching Assistant Consultants (TACs) offer certificate-bearing workshop series in the Fall, Winter, and Summer sessions. In addition, the TACs offer stand-alone workshops in the Spring and at the TA Orientation in September. Workshop topics include teaching with technology, student-centered learning, promoting inclusive learning environments, and many more.

Demonstrated Excellence: Scholarly Teaching Strategies to Maximize Student 

The function of the university is to share knowledge; thus teaching is central to its everyday functioning and overall success. And yet, teaching -- particularly in the formative early years of one’s academic career -- often remains unexamined. This six-week workshop series seeks to demystify teaching for graduate students and postdocs by introducing effective, scholarly approaches that improve student learning. Each workshop is designed to be a hands-on experience where participants are encouraged not only to actively contribute to the discussion and the materials of the series, but also to engage in reflective practice through teaching demonstrations and other eye-on-the-academic-job-market activities. Participants will leave this workshop series with a deeper understanding of current scholarship on teaching and learning to incorporate into job interviews and teaching portfolios. They will also have the opportunity to earn a Center for Educational Effectiveness certificate honoring their experience in research-based strategies to enhance students’ critical thought and metacognition. Whether you are a highly experienced and skilled instructor or a novice looking for better foundations in the art and skill of instruction, your presence is welcome this Summer Session I and II. Participants are encouraged to register for all six workshops in the series and receive a certificate, or just the spacific workshop they are interested in attending. Space is limited-please register in advance!

Scholarly Teaching and Learner-Centered Practice

Scholarly teaching implies pedagogical practices that are informed by recent research in effective methods of learning and teaching. Teacher scholars view their work with an observational/critical eye, and always seek to improve their methods through observation, evaluation, and experimentation. In this introductory workshop we will discuss some of the fundamental findings in scholarly teaching, particularly as they relate to the idea of “Learner-Centered Teaching,” a mode we will continue to explore throughout the workshop series.

Date/Time/Location:
Summer Session I
Thursday, June 29th from 1:10-3:00pm
Room 1317, Earth and Planetary Sciences Building

Date/Time/Location:
Summer Session II
Wednesday, August 9th from 10:00-11:50am
Room 1317, Earth and Planetary Sciences Building

Learner-Centered Course Design and Instructional Planning

Order, structure, and organization are not always the first words to come to mind when imagining the most exciting possibilities of the classroom. And yet, having a strong sense of the overall structure of your class -- who your students are, what you want to teach them, and how you plan to do it in ten weeks or so -- is integral to facilitating those prized transformational moments in the classroom. In this workshop, we’ll talk course organization at several different levels: outlining a course, developing units and assignments within a course, and planning individual lessons and activities.

Date/Time/Location:
Summer Session I
Thursday, July 6th from 1:10-3:00pm
Room 1317, Earth and Planetary Sciences Building

Date/Time/Location:
Summer Session II
Wednesday, Auguest 16th from 10:00-11:50am
Room 1317, Earth and Planetary Sciences Building

Tapping Into Student Metacognition and Establishing a Reflective Practice

Fundamental to the learning process is the ability to problem solve and assess course material. Yet, strategies for fostering critical engagement are often left up to students to discover on their own. In this workshop, participants will discuss the importance of metacognition, or thinking about how one processes information, in student learning. They will also assess the relevance of incorporating reflective practice into student activities and instructional practice.

Date/Time/Location:
Summer Session I
Thursday, July 13th from 1:10-3:00pm
Room 1317, Earth and Planetary Sciences Building

Date/Time/Location:
Summer Session II
Wednesday, August 23th from 10:00-11:50am
Room 1317, Earth and Planetary Sciences Building

Negotiating Power in the Classroom

In the preface to the book Education and Power, Michael W. Apple asks “[w]ho ultimately gains the most from the ways our schools, and the curriculum and teaching practices within them, are organized?” This workshop will attend to this question by discussing how the intersecting identities and experiences of students and teachers affect the content of a course, and how you can plan a class in order to mitigate harmful and inefficient hierarchical teaching practices and strive for a universally accessible and functionally inclusive classroom.

Date/Time/Location:
Summer Session I
Thursday, July 20th from 1:10-3:00pm
Room 1317, Earth and Planetary Sciences Building

Date/Time/Location:
Summer Session II
Wednesday, August 30th from 10:00-11:50am
Room 1317, Earth and Planetary Sciences Building

How the Best Teachers Conduct Class

In which classrooms as a student did you feel most respected and engaged? In which classes did you learn the most? If you see an overlap between those two categories as we do, you’ll want to join us to discuss how to establish a classroom learning environment that encourages critical engagement, active participation, and stimulating discussion in the classroom context.

Date/Time/Location:
Summer Session I
Thursday, July 27th from 1:10-3:00pm
Room 1317, Earth and Planetary Sciences Building

Date/Time/Location:
Summer Session II
Wednesday, September 6th from 10:00-11:50am
Room 1317, Earth and Planetary Sciences Building

Teaching and Learning GRAD SLAM!

Come celebrate the end of our workshop series and participate in our TEACHING AND LEARNING GRAD SLAM!! Brave volunteers will lead a lightning-fast teaching demo for an audience of their peers in order to show what they've learned about scholarly teaching and learner-centered practice. Others will submit lesson plans that incorporate important components from the workshop series for peer review. Participants will receive feedback and compete for (modestly ridiculous) prizes! Attendees will learn a lot by watching others teach. Everyone will help each other by giving constructive feedback that they can incorporate into job interviews and teaching portfolios.

Date/Time/Location:
Summer Session I
Thursday, August 3rd from 1:10-3:00pm
Room 1317, Earth and Planetary Sciences Building

Date/Time/Location:
Summer Session II
Wednesday, September 13th from 10:00-11:50am
Room 1317, Earth and Planetary Sciences Building