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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


Many of the workshops below are available to departments or groups by request.  
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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.

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

Building on the Faculty Forum on Service and Civic Engagement held in February 2016, this Course Design Workshop will engage with the practical questions of how to build a dimension of service and civic engagement into one’s teaching as a faculty member or lecturer.  Faculty members will share their syllabi and course design process; CBLI and McGraw and other resources for taking ideas forward will be outlined; and group discussions will focus on concrete questions about the ethics, pedagogy and practice of doing such teaching.  Faculty panelists include Erica Nagel (Lewis Center for the Arts), Carolyn Rouse (Department of Anthropology), Derek Lidow (Keller Center), and Joseph Heathcott (Princeton-Mellon Initiative in Architecture, Urbanism & the Humanities). Lunch will be provided. 

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

Individual student identities and past experiences can serve as both a point of access and an obstacle to engagement in classroom discussions. This lunchtime workshop offers an opportunity for faculty colleagues to consider practices that broaden participation as well as those that may inhibit students from contributing. Together we will develop strategies that establish ground rules for inclusive discussion, create space for productive disagreement, and promote familiarity across differences. Videotaped stories of student experiences in the Princeton classroom will offer the starting point for our discussion. 

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.

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 have included Sigrid Adriaenssens (CEE), Adam Elga (PHI), Jamie Rankin (GER), Kosuke Imai (POL), Adam Maloof (GEO), Casey Lew-Williams (PSY), and Tamsen Wolff (ENG). 

The Future of the Textbook

To celebrate the completion of the online textbook, der|die|das, the McGraw Center for Teaching and Learning will host an informal discussion on May 16th. The panel will feature der|die|das author, Professor Jamie Rankin, Director of the Princeton Center for Language Study and Senior Lecturer, German; McGraw’s Senior Educational Technology Specialist, Ben Johnston, Adam Gallagher (‘16) who collaboratively developed code for the textbook; and Brandon Waybright, Assistant Professor of Graphic Design at Trinity College, who designed the web interface. The panelists will discuss the project, and describe its development and workflow.

McGraw Rubric Shop: Make Rubrics Work for You and Your Students

As grading issues surface at mid-semester, rubrics can help increase consistency and fairness in grading, while reducing unconscious biases and making the sometimes hidden criteria for coursework accessible to all of your students. Rubrics can also increase the value of your feedback and save you time – in both grading and regrading. But how can rubrics be made flexible enough to encompass complex disciplinary work and specific enough for the range of work by individual students or groups? With the help of some examples from our campus colleagues, we will introduce you to an approach to formulating effective rubrics and offer insights into how they can advance learning by shifting your students’ focus on grades to the terms of disciplinary work and their engagement with them.

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. 

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.

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)

Working with a colleague to develop and teach a course presents challenges and opportunities. This is especially true when team-teaching crosses disciplinary boundaries and/or methodologies. Whether you have team-taught a course or are thinking of team-teaching, join us for an informal conversation that will cover topics that include: What is the value of a good team-taught course for students? What are the most common obstacles to successful team teaching? What are examples of successful assignments in team-taught courses? How can we develop best practices for future team-taught courses? Lunch will be provided.
Co-sponsored by the Princeton-Mellon Initiative in Architecture, Urbanism, and the Humanities.

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.

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!