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Spring 2015 – Pedagogy and Professional Workshops

PEDAGOGY

The Scholar as Teacher

In this series, faculty members distinguished for their teaching offer reflections on their own development and practice as teachers. All programs meet over lunch from 12:15-1:30 in 330 Frist.
Wednesday, March 4: Stacy Wolf, “Turning Students into Statues”
RSVP
to reserve a space for March 4.

Thursday, March 26: Jaclyn Schwalm, “Teaching Your First Course as the Professor”
RSVP to reserve a space for March 26.

   

Lecturing Design Studio and Workshop

While most graduate students have experience teaching small groups in precept or lab, the opportunity to lecture at the front of the room in a big class is more rare. In this 5-part series, participants first engage with research on student learning as a framework for designing effective lectures. Then, in subsequent weeks, participants individually design lecture plans with that research in mind and present short portions of their lectures for feedback from the group. In the final session, Princeton faculty members known for their success in teaching will discuss their approaches to the craft of lecturing and respond to participants’ questions.

This workshop is limited to 12 participants who commit to attend all sessions and present the lecture plan and mini-lecture.

Mondays, February 9, 23; March 2, 9, 23, 3:00-5:00 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. These workshops are directed at both new graduate Assistants in Instruction and experienced AIs who want to invigorate their classrooms with new teaching strategies. Lunch is provided. 
Humanities and Social Science Precepts
Wednesday, February 11, 12:15-1:20 p.m. in 330 Frist
RSVP to reserve a space for February 11.

Science and Engineering Precepts
Thursday, February 19, 12:15-1:20 p.m. in 330 Frist
RSVP to reserve a space for February 19.

   

Argument Maps led by Prof. Adam Eiga and 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, February 26, 12:15-1:30pm in 330 Frist
RSVP to reserve a space. 

   

What's It Like to be a Professor of Instruction?

Teaching professor, professor of the practice, professor of instruction…more and more jobs are popping up at universities around the country for experts in teaching in the disciplines who do not continue doing disciplinary research. What is it like to have one of these non-research teaching jobs? In this session, Dr. Kimberly Graves, *14, Assistant Professor of Instruction in the Department of Chemistry at the University of Delaware, will share her perspective and experience. Co-sponsored with Career Services.
Monday, March 30, 12:15-1:20pm 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. 
Wednesday, April 8, 3:30-5:00 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.
Thursday, April 16, 3:30-5:00p.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. This clinic does not count toward the Teaching Transcript
Wednesday, April 22, 3:30-5:00 p.m. in 303 Frist
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to reserve a space.

   

Course Design from the Learner's Point of View

What makes a syllabus an effective learning tool? How can course design help to engage students in their own learning? Come hear from a panel of trained undergraduate learning consultants about syllabi that made a difference for them, and then learn how to apply some of these lessons to your own course design.

Participants should bring a draft syllabus.
Thursday, April 23, 3:30-5:00pm in 330 Frist
RSVP
to reserve a space.

   

Mentoring Undergraduate Researchers

In this workshop you’ll learn techniques--based on American Physics Society guidelines--for clarifying mentor and mentee roles and responsibilities and establishing clear expectations. These practical approaches can prevent frustration, over-dependence, and a lack of productivity which can make working with a mentee unsatisfying. Take away a useful framework for working with your particular mentee over the coming summer.
TBA

   


PROFESSIONAL DEVELOPMENT

PROF 101: Entering the Professoriate

This is a seminar for graduate students and post-doctoral fellows who will begin new faculty appointments in Fall 2015 that provides an introduction to professional skills and information that new faculty members need. Guest speakers, readings and activities address topics that include: getting off to a good start in the promotion and tenure process, managing the demands of teaching and research, lecturing, understanding how students learn, and course design. Please send the name of your institution, your title, and your department to Sandy Moskovitz.

Participants are expected to attend all sessions.
Mondays, May 4, 11, and 18, 3:00-5:00 p.m. in 330 Frist
RSVP to reserve a space.