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Fall 2015 – Programs for Graduate Students and Post-Doctoral Fellows

Making the Most of the Teaching Transcript

The Teaching Transcript Program guides you in enhancing your teaching skills and provides documentation of your formal pedagogical training for the academic job search. In this lunchtime meeting, participants plan strategies for effectively reflecting on their teaching throughout the semester. We discuss components of our program such as the class observation as well as how to draw on that and our workshops to prepare an effective statement of teaching philosophy and syllabus, which are the written work for the Transcript. Lunch is provided.
Thursday, September 17, 12:15-1:20 p.m. in 330 Frist
RSVP to reserve a space. 

Preparing to Write a Meaningful Statement of Teaching Philosophy

Teaching statements have become important in academic job searches as more and more colleges and universities are requesting them from applicants for faculty positions. This workshop will introduce participants to the concept of the teaching statement and present recent research on how search committees interpret them. We will also discuss how writing a statement can serve as a valuable means of enhancing one’s own teaching strategies. This workshop will provide a context for participants to start writing their own statements by drafting key elements of them that draw on their teaching experiences and their goals for their students.

Thursday, September 24, 3:30-5:00 p.m. in 330 Frist
RSVP to reserve a space. 

Wednesday, October 7, 3:30-5:00 p.m. in 330 Frist
RSVP to reserve a space. 

Troubleshooting Your Precept – Leading Discussions, Solving Problems

Tired of doing homework problems on the board? Can't get your students to talk on topic? Come share your experiences with fellow preceptors and a panel of experienced Graduate Teaching Fellows from the McGraw Center. We will discuss strategies that you can use in your classroom to address your specific concerns. This conversation is directed at both new graduate Assistants in Instruction and experienced AIs who want to invigorate their classrooms with new teaching strategies. Lunch is provided.

Wednesday, September 30, 12:15-1:20 p.m. in 330 Frist

RSVP to reserve a space.

Creating an Inclusive Classroom: Ideas from Whistling Vivaldi

Whistling Vivaldi is President Eisgruber’s Princeton Pre-read selection for the incoming freshman class; it is being distributed not only to students but to all faculty as well as to first time AIs. The book discusses stereotype threat, a phenomenon in which a member of a negatively stereotyped group feels pressure to disprove those stereotypes. In an academic setting, this can negatively impact performance (e.g., women perform worse on difficult math exams because they feel pressure to disprove that women are bad at math, white men perform worse on athletic activities when they are told the activities measure their athletic abilities while black men perform worse when told that the activities measure their sports strategic intelligence, etc.). We invite you—whether or not you’ve read the book—to come and discuss the implications of this research for teaching and learning in your precepts and labs. We’ll share practical idea for implementing these findings and creating more inclusive classrooms .

Thursday, October 15, 3:30-5:00 p. m. in 330 Frist
RSVP to reserve a space. 

Argument Maps led by Simon Cullen

Many students--even bright students at Princeton--have not developed their analytical abilities to the level widely presupposed at college. They struggle to engage with argumentative prose, and often find writing such prose extremely difficult. We believe that a visualization technique called "argument mapping" can be a powerful tool for helping students to develop these crucial analytical skills within the context of 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. We will also present the results of a 2-year controlled experiment testing the effectiveness of this teaching method.
Thursday, October 22,  3:30 – 5:00 p.m. in the New Media Center,  131 Lewis Science Library  RSVP to reserve a space.

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 12:15-1:30 in 330 Frist.
    AnneMarie Luijendijk, “Time Management and the Life of the Scholar”
This session does not count toward the Teaching Transcript. 
Wednesday, October 28, 12:15-1:20 p.m. in 330 Frist
RSVP to reserve a space. 

Teaching Skills for Careers Outside the Professoriate

Effective teachers are both leaders and listeners, with excellent communication and time management skills. Expertise in conveying complex information clearly, asking key questions, guiding groups through problem solving to solutions, and giving critical and constructive feedback are not simply classroom skills, however—these are career skills desired by many employers outside the academy as well. In this session, we’ll hear from Anne-Marie Alexander, *08 and David Escoffery ’95, University of Pittsburgh ’01 Ph.D. , about how they have drawn on their teaching skills in building successful careers at Educational Testing Service.

Thursday, November 12,
12:15-1:20 p.m. in 330 Frist 
RSVP to reserve a space. 

Designing a Course

Are you preparing a new syllabus for a new teaching position or job search? 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 .

Wednesday, November 18,
3:30-5:00 p.m. in 330 Frist
RSVP to reserve a space. 

Talking about Teaching in an Academic Interview

While graduate students and post-doctoral fellows receive ample opportunity to present their doctoral research in forums such as departmental colloquia or national conferences, they rarely talk about teaching and pedagogy in such public settings. As a result, they may lack the preparation for speaking about their teaching in compelling terms when it may count the most: the job interview. This workshop gives participants the chance to begin--or refine--that preparation as they anticipate a campus visit. Co-sponsored with the Office of Career Services.

Thursday, December 3,
3:30-5:00 p.m. in 330 Frist
RSVP to reserve a space. 

Preparing Your Teaching Demonstration for a Campus Interview

A campus visit invitation from a search committee is terrific news, but it often comes with the challenging request for a “teaching demo.” In this workshop, we’ll talk about what questions you should ask and how you can use the answers from a particular hiring institution to craft an effective demonstration of your teaching prowess. During the workshop you’ll begin the process of planning an engaging lesson to highlight the strengths of your teaching for hiring committees and beyond.

Wednesday, December 9,
3:30-5:00 p.m. in 330 Frist
RSVP to reserve a space. 

Teaching Statement Clinic

This clinic led by McGraw Center Fellows is for people currently in the process of drafting their statements of teaching philosophy, either for a job search or for completion of the McGraw Center’s Teaching Transcript program. During this clinic, participants will receive general guidance on improving their statements as well as feedback on their own current drafts from the clinic leaders and peers. Participants must bring a working draft.   
Date TBA
This clinic does not count toward the Teaching Transcript.