Pedagogy and Professional Development Programs for Faculty - Summer and Fall 2016
Summer Course Design Institute
Looking for a setting to focus on crafting the course you’ve been dreaming up this summer? The McGraw Center and the Council on Science and Technology (CST) are offering a one-day version of our popular Course Design Institute. Whether you are creating a new course, redesigning an existing one, or preparing a proposal to support course development or collaborative teaching, the Course Design Institute invites you to a day of course-building and guided discussions led by experts from McGraw and CST. We will work through a process customized to address the needs of your particular project and designed to help you increase engagement and learning among all of your students. The Course Design Institute is also a unique opportunity to share your teaching challenges and develop new techniques with faculty colleagues from across campus.
Wednesday, July 27, from 9:30 a.m. to 4:30 p.m. in 330 Frist Campus Center
RSVP required. Light breakfast, lunch, and refreshments will be available.
Diversity and Inclusive Teaching Series
Inclusive Teaching on the First Day of Class and Beyond
Students bring their individual identities and past experiences to the first day of class, and these can both promote as well as limit their engagement throughout a course. Interactions among students also can unevenly shape the tone and climate for learning during the semester. This lunchtime discussion offers an opportunity for faculty colleagues consider practices they can employ at the beginning of a course to promote participation as well as those that may inhibit students. We will take specific student experiences as a starting point for discussion.
Thursday, September 1, from 12:00 to 1:20 p.m. in 330 Frist Campus Center
RSVP required. Lunch will be available.
Recent Pedagogy and Professional Development Programs for Faculty
Applying the Lessons of Whistling Vivaldi
BOLD: Blended and Online Learning Discussion Series
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. Join us for their presentations and a discussion of the challenges and promises of blended learning.
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.
Course Design Workshop on Service and Civic Engagement
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.
Culturally Responsive Pedagogy: Leading Inclusive Discussions in the Classroom
Flexible Future of Teaching
Funding Resources to Support Curricular and Teaching Innovation
The Future of the Textbook
McGraw Rubric Shop: Make Rubrics Work for You and Your Students
Online Learning and Interactive Classes
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
Teaching and Mentoring Graduate Students
Teaching with Text Analysis
Computer-assisted text analysis tools are being used in undergraduate courses to spur discussion, formulate new avenues of inquiry, develop new interpretations of text, and analyze linguistic and cultural trends.
Easy-to-use, online tools such as Google Ngrams, Voyant, and Juxta, have lowered the barriers to using these applications for teaching, removing the need for specialized software and minimizing time spent in training.
This workshop will introduce participants to these tools, the ways they have been used in coursework, and provide an overview of other, more advanced, text analysis tools and methods.
Team Teaching across the Discipline(s)
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.