Pedagogy Programs and Workshops
Teagle Teaching Seminar
The Teagle Seminar is a year-long opportunity for faculty and graduate student participants to engage collaboratively with current research on a range of issues in teaching and learning in higher education. Based on the current scholarship on teaching, the seminar provides a unique context for participants to have sustained conversations in which they can inquire and reflect on the goals and processes of their teaching and then draw on the literature and our discussions as they design or redesign courses, carry out their teaching, and assess their students' learning.
In the Fall semester of the Teagle Teaching Seminar, monthly meetings consist of discussions of readings aimed at identifying the complexities inherent in undergraduate learning within their disciplines and the challenges these pose for teaching. Based on the research on student learning, seminar workshops provide a context for participants to reassess their teaching practices and to begin developing new teaching plans and principles. In the Spring semester, graduate fellows present issues and questions that arise from their own concurrent teaching experience and work to identify and promote general and discipline-specific ways of learning, student engagement strategies, and effective assessment methods. Graduate participants will design a course syllabus and write a statement of teaching philosophy that draw on the seminar
The primary goal of this seminar is to enable participants to draw on pedagogical research and literature to inform teaching goals and strategies that will enhance their students’ learning. Participants acquire and enhance their own language for analyzing, assessing and describing their students’ learning. They also learn to set focused course goals, create a syllabus, and plan assignments, exams, and assessments as well as use course management systems and consider new digital and online tools that enhance student learning.
The Scholar as Teacher
In this series, faculty members distinguished for their teaching offer reflections on their practice as teachers. All programs meet over lunch from 12:15-1:30p.m.in 330 Frist.
Tuesday, October 14: Alberto Bruzos Moro, “Virtual Exchange and Telecollaboration”
Tuesday, November 4: Megwen Loveless, “Teaching with Games”
Tuesday, November 11: Sigrid Adriaenssens, “Flipping the Classroom”
Grading as a Teaching Tool
This workshop addresses important concerns and challenges of grading for faculty and AIs, including assessment criteria, equity, written feedback, and grading student participation. Workshop participants will define criteria for evaulating work and begin to formulate rubrics that 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.
Wednesday, October 15, 3:30-5:00 p.m., 330 Frist
Taking the Temperature of Your Class
Now that your first semester of teaching at Princeton is underway, you are ready to discuss the actual challenges and possibilities that have arisen in your classes or labs. This session offers a setting for conversation among new faculty on issues they would like to address. The semester midterm is also an excellent time to reflect on the progress of your course and plan adjustments that can enhance your students’ engagement and their learning. To help you “take the temperature of your course” we will engage you in exploring a number of methods for gathering meaningful feedback from your students. Even if you are not teaching this semester, feel free to attend and have the opportunity to meet other new faculty and learn more about teaching at Princeton. Lunch will be provided.
Tuesday, Oct. 28, 12:00-1:30 p.m., 330 Frist
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.
Thursday, November 13, 3:30-5:00 p.m., 330 Frist