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Pedagogy Programs and Workshops

Spring 2016

BOLD: Blended and Online Learning Discussion Series

Blended Learning in Support of STEM: Promising Experiments from Bryn Mawr, U. of Penn and Princeton

A number of innovative teaching projects at area campuses are demonstrating how face-to-face teaching blended with online learning can increase student success in STEM courses. Our panelists will present a variety of these efforts including:  targeted online modules for students with gaps in math and science skills; flipped classes that enable faculty to deepen their students’ engagement with their most complex course material; and online learning combined with structured classroom activities that intensify student interaction in large STEM classes. These projects are revealing new possibilities for faculty to increase access and retention in gateway courses for underrepresented and underprepared students as well as to expand success in the most challenging areas of the curriculum among all their students. Join us for their presentations and a discussion of the challenges and promises of blended learning.
 
Panelists:
Claire Gmachl, Professor of Electrical Engineering, Princeton University
Steve Gubser, Professor of Physics, Princeton University
Bruce Lenthall, Executive Director, Center for Teaching & Learning, University of Pennsylvania
Elizabeth McCormack, Associate Provost, Professor of Physics, Bryn Mawr College
 
Monday, February 15, 4:30-6:00 p.m. in 330 Frist Campus Center
RSVP to reserve a space.
   

Teaching and Mentoring Graduate Students

What are the goals and practices of graduate education in your discipline? Faculty often ask how their strategies for teaching disciplinary content in doctoral programs should differ from those they use for their undergraduate courses. Does graduate training call for a deeper involvement or a more hands-off approach? How do we address the uneven preparation among students who join disciplinary programs? What professional development skills fall within the scope of a faculty mentor? How to best prepare future colleagues for careers as scholars and for the realities of faculty life? And how to train doctoral students for a range of careers beyond the academy? This discussion offers an opportunity for faculty to share their own questions about graduate education, and to learn from the techniques of teaching and approaches to mentorship from peers across the disciplines. Lunch with discussion will be led by McGraw Faculty Fellows Sigrid Adriaenssens and Bill Gleason.
 
Friday, March 4, 12–1:20 p.m. in the Wilcox Private Dining Room, Wilson College
RSVP to reserve a spot.
   

The Flexible Future of Teaching

Over the past several years, faculty have experimented with a variety of teaching innovations that enhance their roles as teachers, intensify learning for their students and expand the idea of the classroom. Yet our evolving forms of teaching often resist existing class schedules and spaces. Innovative courses that combine online content with “flipped classes” designed for highly interactive learning, for instance, require flexibility in teaching spaces as well as adjustments in scheduling. If both lectures and precepts become zones of interactivity, then what is the significance of the division between them? Teaching innovations have also expanded the modes in which faculty engage with students. How do online lectures and mediated discussions defy conventional notions of “contact time”? This discussion is an opportunity to explore the implications of increasingly engaged teaching and learning on the schedules and spaces that have historically structured teaching on our campus. Lunch with discussion will be led by McGraw Faculty Fellows Sigrid Adriaenssens and Bill Gleason.
 
Friday, April 22, 12 –1:20 p.m. in the Whitman Octagonal Private Dining Room
RSVP to reserve a spot.
   

Writing Walk and Talk with Wendy Belcher

Want a conference with Professor Wendy Laura Belcher, author of Writing Your Journal Article in Twelve Weeks: A Guide to Academic Writing Success? She is offering a new conference format for the Writing Center, based on the recent Stanford study finding that an individual’s creativity increased by 60 percent when walking. Sign up here to take a 60-minute morning walk through the Institute of Advanced Study’s woods while talking with Prof. Belcher about anything to do with writing in the social sciences or humanities, including dissertations, books, articles, or seminar papers. Feel free to bring a friend if you’d like to make it a group walk/talk. The early time of this conference (8 a.m.) is intended to set you up for a day of happy writing! 
 
then select “Walk and Talk Conference with Professor Wendy Belcher.”
You will meet Professor Belcher outside the University Store, on the steps into the store on University Place at your scheduled time.  
   

PREVIOUS FALL 2015 WORKSHOPS

Applying the Lessons of Whistling Vivaldi

Whistling Vivaldi is this year's Princeton Pre-read selected by President Eisgruber for the incoming Class of 2019. These open discussions provide a setting for faculty to discuss the book by Claude Steele and consider its implications for teaching at Princeton. Faculty are invited to share ideas for fostering diversity in their classrooms and mitigating the challenges - including stereotype threat - that may impede student engagement in the academic life of the campus. Co-hosted with the Council on Science and Technology.

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. 

Capturing Lectures and Lessons with Ease: An Overview of Simple Tools

Clancy Rowley (Mechanical and Aerospace Engineering) and Anna Alsina Naudi (Spanish and Portuguese) will speak about simple video captures they made using a document camera and the Swivl robot, respectively. Clancy and Anna will describe their experience using equipment borrow from the McGraw Center, and how it was useful to their teaching. 

Culturally Responsive Pedagogy: Helping Students Align their Learning to your Teaching

Understanding the diversity of Princeton students' educational experiences and how they influence the norms, expectations and practices students bring with them into your classroom is crucial for effective teaching. In this discussion, we offer insight into the surprisingly wide variety of "learning cultures" your students have internalized. We will use case studies to unearth commonly mismatched assumptions made by students and faculty in university-level courses. We will also share methods for making your expectations of students more transparent and helping them to learn more successfully from your teaching.  Lunch will be available. 

Funding Resources to Support Curricular and Teaching Innovation

Join Dean of the College Jill Dolan and faculty panelists for a discussion of teaching projects developed with support of the 250th Anniversary Innovation Fund in Undergraduate Education.  The 250th Fund is the University’s principal resource for supporting innovation in the undergraduate curriculum.  The deadline for submission of proposals is December 21, 2015.  Take advantage of this opportunity to hear from colleagues about their new and redesigned courses, and receive guidance from McGraw staff on preparing a proposal.  Faculty speakers include Sigrid Adriaenssens (CEE), Adam Elga (PHI), and Jamie Rankin (GER).

Funding Resources to Support Curricular and Teaching Innovation

Join Dean of the Faculty Deborah Prentice and faculty panelists for a discussion of teaching projects developed with support of the 250th Anniversary Innovation Fund in Undergraduate Education.  The 250th Fund is the University’s principal resource for supporting innovation in the undergraduate curriculum.  The deadline for submission of proposals is December 21, 2015.  Take advantage of this opportunity to hear from colleagues about their new and redesigned courses, and receive guidance from McGraw staff on preparing a proposal. Faculty speakers include Kosuke Imai (POL), Adam Maloof (GEO), Casey Lew-Williams (PSY), and Tamsen Wolff (ENG). 

Online Learning and Interactive Classes

Join us for a hands-on workshop that will introduce the key lessons learned from a broad variety of online and hybrid courses projects developed by Princeton faculty.  Meet the group of teaching and technical experts who can help you to design and build online materials, learn about the online platforms we offer, and hear about recent and upcoming initiatives. 

Service and Civic Engagement Faculty Forum

Many Princeton faculty have successfully incorporated a dimension of service and civic engagement into their teaching, most often with the support of the Community-Based Learning Initiative (CBLI).  If you’re intrigued by the possibility of extending your teaching into this energizing dimension, join us for this discussion chaired by Dean of the College Jill Dolan, in which several faculty will share their vision and planning process for incorporating service and civic engagement into ongoing, current, and future undergraduate courses ranging from freshman seminars to upper level.  Speakers will include Sandra Bermann (Comparative Literature), João Biehl (Anthropology), Melissa Lane (Politics), and Stephen W. Pacala (Ecology and Evolutionary Biology).  

Taking the Temperature of Your Class: Getting Useful Feedback at Mid-semester

Now that your first semester of teaching at Princeton is underway, you are ready to discuss the challenges and possibilities that have arisen in your classes or labs.  Mid-semester is an excellent time to reflect on the progress of your course and plan adjustments to enhance your students’ learning. To help you “take the temperature of your class,” we offer 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. 

Using Argument Maps to Build Students' Analytical Skills

A visualization technique called "argument mapping" can be a powerful tool for helping students to develop crucial analytical skills within the content focused courses. In this hands-on session, led by Princeton faculty, you will learn what argument mapping is, and how it can be used to help your students.