Future Prof Workshops
These dynamic seminars for future professors and professionals are offered throughout the year and provide both new and experienced graduate students and postdoctoral scholars with valuable insight into academic and career-related topics. The workshops in this series are constantly expanding and evolving with past sessions touching on topics such as: Teaching Your Own Course, Proctoring Exams, Building a Teaching Dossier, Academic Job Interviews, and Networking at Conferences.
Participating in at least ten (approximately 15 hours of training) Future Prof workshops will satisfy the Western Certificate in University Teaching & Learning requirement.
Future professor sessions are scheduled at various times throughout the year. Please check the calendar of events for upcoming sessions.
Monday, February 13, 2017
Teaching Dossiers: What to Include and Why
9:00 – 10:30 am, UCC 147A/B
Are you thinking about applying for a teaching position soon? Are you working towards completing the University Certificate in Teaching and Learning? Then you might be wondering what goes into a teaching dossier! In this workshop you will learn about the essential components of a dossier. We will discuss how to summarize your teaching experiences, provide evidence of teaching effectiveness, and highlight some other contributions to teaching.
Writing a Teaching Philosophy Statement
10:45 am – 12:15 pm, UCC 147A/B
A teaching philosophy statement is a short, one- to two-page document that describes your personal approaches to teaching, and is a central component of the teaching dossier. Join Educational Developer, Dr. Christina Booker, to learn how you can get started on writing your own teaching philosophy statement.
Preparing for the Academic Job Interview: Strategies for Success
1:00 – 2:30 pm, UCC 147A/B
What are the components of an academic job interview? What types of questions will the hiring committee ask, and how do you respond to those questions in ways that best highlight your credentials? In this session, we will discuss tips for making your application stand out as well as specific strategies for answering common interview questions. This session is relevant for grad students at all stages of their careers – from those who are just beginning the grad school journey to those who are getting ready to apply to their first academic job.
Ethics of Teaching
2:45 – 4:15 pm, UCC 147A/B
Using a World Café-style active learning technique, we will discuss ethical principles for teaching in higher education and work through a series of cases, developing short-term and long-term strategies for addressing ethical dilemmas.
Saturday, November 19, 2016
Getting It Done: Strategies for Finding Focus and Overcoming Procrastination in Graduate School
2:00 pm – 3:30 pm, TSC 121
Join us to discuss strategies for finding focus and making progress on your degree at times when you feel that you are stuck. During the session, you will receive resources, hear about approaches that worked for others and develop a plan for juggling teaching, research, writing, social life and family life during graduate school.
Friday, November 25, 2016
Threshold Concepts: Teaching Troublesome Knowledge in the Disciplines
9:00 am – 10:30 am, UCC 147A/B
What is the “Aha!” moment in your discipline that finally allows students to make sense of the subject matter? As students progress in their disciplines, they often encounter thresholds that challenge the limits of their knowledge. These conceptual speedbumps prove troublesome for students because they (1) prevent students from progressing in the subject matter and (2) unsettle students’ previous frames of reference. In the literature on education, these conceptual speedbumps or aha moments are known as “threshold concepts” (Meyer and Land, 2003).
Join us in this session to explore how threshold concepts can shed light on where students get stuck in the curriculum and how instructors can help them learn challenging material. By the end of this session, you will be able to describe five key features of threshold concepts and identify examples in your discipline. You will also have an opportunity to brainstorm and share strategies that will help students learn troublesome knowledge in your classes.
Land, R., Cousin, G., Meyer, J. H. F. & Davies, P. (2005). Threshold concepts and troublesome knowledge: Implications for course design and evaluation. In C. Rust (Ed.), Improving student learning: Diversity and inclusivity (pp. 53-64). Oxford: OCSLD.
Navigating a Sea of eLearning Tools
10:30 am – 12:00 pm, UCC 147A/B
“102 Free online collaborative learning tools”
“Top 100 tools for learning 2015”
“321 free tools for teachers”
Start with a Google search and you’ll easily find hundreds of online tools for teaching and learning. What are you looking for exactly and how do you even begin to choose? While it’s helpful to know about all the trendy tools, it’s of added benefit to be able to critically evaluate tools for their technical and educational strengths. By the end of this workshop, future profs will be able to practice digital literacy skills for navigating the plethora of eLearning Technologies available now and into the future.
Wrapping Up the Term – Marking and Proctoring Strategies
1:00 pm – 2:30 pm, UCC 147A/B
Although it feels like the term has just begun – the end is just around the corner! Final exams, final essays, and final projects are ahead. Join in on this workshop so that you can wrap up your term equipped with effective strategies, current policies, and increased self-efficacy!
LATE ARRIVAL POLICY
If you want to receive credit for a Future Professor workshop for the Western Certificate in University Teaching, you need to arrive to workshops on time or early.Participants who arrive more than 10 minutes late for a workshop or those who leave more than 10 minutes before the end of the session will not receive credit toward the Certificate.
ALTERNATIVE FUTURE PROF CREDITSIf you are working towards the Western Certificate in University Teaching, you can also gain Future Prof credits for the following:
- Participation in the Winter Conference on Teaching (up to 3 FP credits)
- Participation in the Spring/Fall Perspectives on Teaching Conference (up to 3 FP credits per conference)
- Participation in Lead TA Workshops (up to 10 FP credits)
- Participation in up to six hours of departmental teaching/professional development training (up to 4 FP credits).
- At the Teaching Support Centre, we recognize that each discipline has its own unique teaching culture and pedagogies and that training in these practices is critical to the development of well-rounded graduate students. Examples of such training include workshops offered by your department or faculty on responding to student questions in laboratories or tutorials, discussions of marking practices for a particular course or assignment and seminars on networking in your discipline. Please note that training which qualifies for FP credit should focus on instructional skills or professional development and not on the logistics of teaching assistantships (i.e. GTA union rules, obtaining keys, safety procedures, WHMIS training, etc.).
- Participation in Teaching Master Classes (1 FP credit per class, up to a maximum of 4 credits)