Whether as documentaries or mass media, films can engage students and enliven class discussions. Yet if film and televisual media are typically used to support and illustrate disciplinary ideas and facts, how can we elevate these media as primary texts and teach students to engage them in their own terms? Specifically, how can we teach our students to use disciplinary concepts to interpret the material and semantic heterogeneity of films and how can students express rich understandings? Participants take part in sample activities that they can take to their classes, such as using digital video editing to “deconstruct” films while connecting disciplinary ideas with film narratives and forms.
Thursday, January 24, 3:00-5:00 p.m. in 330 Frist

In this series, faculty members distinguished for their teaching offer reflections on their own development and practice as teachers. Lunch will be provided.
Wednesday, March 6, 12:15-1:30 p.m. in 330 Frist: Prof. Tony Grafton (HIS)
Other speakers TBA

Our popular master class focuses on lecture design and presentation. In this 5-part series, participants discuss, design and practice course lectures in sessions framed by research on student learning and guidance from McGraw Center directors. In the first meeting, participants consider research on student attention and learning in lectures and brainstorm possibilities for increasing student engagement in class lectures. Then, in the 3 subsequent weeks, participants design and present their own plans for a course lecture and deliver a 10-minute portion of them for practice and feedback from the group. In the final session, a panel of several Princeton faculty members discusses their approaches to the craft of lecturing and responds to participants’ questions. This workshop is limited to 12 participants who commit to attend all sessions and present a lecture plan and mini-lecture.
Monday, February 4, 3:00-5:00 p.m. in 330 Frist
Monday, February 11, 3:00-5:00 p.m. in 330 Frist
Monday, February 25, 3:00-5:00 p.m. in 330 Frist
Monday, March 4, 3:00-5:00 p.m. in 330 Frist
Monday, March 25, 3:00-5:00 p.m. in 330 Frist

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 AI's who want to invigorate their classrooms with new teaching strategies. Lunch is provided. Participants are encouraged to attend both sessions. 

Problem-Solving and Example-Based Precepts –
Wednesday, February 20, 12:00-1:20 p.m. in 330 Frist

One aspect of effective teaching is understanding and addressing your students' difficulties with the new content and skills of your course. In this workshop, we will discuss some of the neuroscience and psychology behind students’ struggles integrating learned topics with prior knowledge and applying them to new situations.  Based on this exploration, we will brainstorm concrete strategies for classroom management and activities, from knowing when to pause to what examples will be best to discuss. Participants will be able to apply the ideas introduced in this workshop immediately in their precepts as well as in their future course plans and development.
Wednesday, March 13, 3:30-5:00 p.m. in 330 Frist

Looking for a low-risk way to get every student in your lecture or small class actively engaged in learning? Clickers and other classroom polling technologies offer ways to create an active environment in a class of any size in a number of ways:  Generate student curiosity, check your students' understandings of new material and adapt class according to their responses, anonymously compare ideas among students, promote discussions among students, and interactively scaffold your lessons as a form of inquiry. In this workshop, we will demonstrate classroom polling technologies and software with examples from activities that are currently used in classes at Princeton. To get the most from using these systems, we will discuss how to develop the questions that are most effective at guiding students toward higher thinking in your discipline. Participants should bring a wireless device with internet access (e.g., smart phone, laptop, iPad).  Co-sponsored with the Council on Science and Technology. Lunch will be provided.
Wednesday, March 27, 12:00-1:20 p.m. in 330 Frist

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, April 11, 3:30-5:00 p.m. in 330 Frist

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. 
Thursday, April 25, 3:30-5:00 p.m. in 330 Frist

This is a seminar for graduate students and post-doctoral fellows who will begin new faculty appointments in Fall 2013 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. Participants are expected to attend all sessions.  
Mondays, May 6, 13, and 20, 3:00-5:00 p.m. in 330 Frist

The dissertation is a product not only of disciplinary research and writing, it entails work practices that scholars will bring into their academic careers. In this workshop, we discuss issues in the dissertation writing process: the challenges of unstructured time, achieving focus and intellectual creativity, and organizing effective peer writing groups that produce useful feedback. Participants will reflect on their own work patterns and use empirical research on productive practices among academics in order to identify and establish effective habits that they can draw on to have a successful academic summer that will positively shape their careers as scholars and faculty.
Thursday, June 6, 3:30-5:00 p.m. in 330 Frist

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