“Advanced Teaching Workshops” are held throughout the year to help postdoctoral and teaching fellows gain the skills they need to make the transition to faculty positions. Participants in these workshops learn advanced skills in such areas as leading discussions, designing assignments, instructional technology, lesson planning, lecturing, giving feedback and grading, as well as learning to design courses at a variety of levels. Some workshops are offered as single programs and some as a series. Attendance at five workshops earns graduate student participants a transcript notation.
The Advanced Teaching Workshops also count toward the advanced pedagogy workshop requirement of the Certificate of College Teaching Preparation (CCTP) program, for graduate students (see For All Graduate Students).
Click here for a poster of the fall 2014 Advanced Teaching Workshops
Click here for a pdf with descriptions of all of the 2014-2015 Advanced Teaching Workshops
Please see the Calendar for times, dates, locations, and registration information.
Fall 2014 Advanced Teaching Workshops:
- Preparing to Teach Graduate Students, November 3, 1:00-2:30 in HGS 110A
- Gender Bias in the Classroom,* November 4, 5:30-7:00 in HGS 119B
- Course Design, November 5, 2:30-4:00 in HGS 119A
- Team Teaching: Bringing Academic Collaboration into the Classroom, November 12, 12:00-12:30 in HGS 119A
- Teaching in the TEAL Classroom,** November 12, 7:00-8:00 in Room 101, 17 Hillhouse
- Creating an Inclusive Classroom: Diverse Learning Styles and Disabilities, December 2, 4:30-6:00 in WLH 208
- Webinar on Online Learning,** December 3, 7:00 p.m., online
- Engaging Students in Section through Active Learning, December 4, 1:00-3:00 in HGS
*Participation in this workshop fulfills the diversity requirement for the Certificate of College Teaching Preparation.
**Participation in this workshop fulfills the technology requirement for the Certificate of College Teaching Preparation.
Previously Offered Advanced Teaching Workshops
- Advanced Discussion Techniques
- Advanced Series in Language & Literature
- Beyond Academics: The Role of a TF in a Student’s Life
- Beyond Academics: The Role of the TF
- Classroom Management: Coping with Difficult Personalities
- Course and Syllabus Design (Parts I, II and III)
- Course Design
- Delivering a Lecture
- Discussion Techniques for Peer Learning
- Diverse Classroom: Reaching First-Generation, International, and Non-Traditional Students
- Diverse Classroom: Stereotype Threat
- Diversity and the University: Classrooms and Course Design
- Engaging Students with Clickers
- Games as a Teaching Tool (*technology workshop)
- Gender Bias in the Sciences (*diversity workshop)
- Getting Out of the Classroom: Teaching in the Galleries
- Grading and Plagiarism: Practical and Ethical Aspects
- How to Grade a Humanities Paper
- Invisible Diversity and Universal Design (*diversity workshop)
- Leading an Effective Review Session
- Leading Effective Review Session
- Lecture Observation Series
- Lecture Observation Series (Part I & II)
- Lecturing I: Preparing to Lecture
- Lecturing II: Delivering a Lecture
- Nurturing Students’ Transferable Skills I: Promoting Excellence in Reading
- Nurturing Students’ Transferable Skills II: Promoting Excellence in Writing
- Peer Learning
- Plagiarism and Academic Integrity
- Preparing a Lecture
- Preparing to Teach Graduate-Level Courses
- Problem Based Learning
- Promoting Writing Excellence
- Quantitative Reasoning
- Social Media
- Social Media in the Classroom
- Student Filmmaking as a Teaching Tool
- Teacher Observation Training
- Teaching a Summer Course
- Teaching in the Galleries
- Teaching Large Classes
- Teaching Observation Training
- Teaching Outside Your Area of Expertise
- Teaching Students with Different Levels of Preparation
- Teaching Tricky Sources
- Teaching with Food
- Teaching with Food (Chocolate!)
- Teaching with Technology
- Technology as a Teaching Tool
- Using Media and Visual Sources in the Classroom
- Writing a Teaching Statement
- Writing Letters of Recommendation
Although many teaching principles and practices can be conveyed through workshops and lectures, there is no substitute for individual discussion with a YTC staff member about one’s teaching style, classroom goals, and interaction with faculty and students. The YTC routinely assists postdoctoral fellows and graduate students with section and course design, mid-semester classroom observations and feedback, interpreting student evaluations, and addressing problems in the classroom.
Postdoctoral and teaching fellows who wish to review and reflect on their own teaching may receive a one-on-one, confidential consultation from a member of the YTC staff. Consultations begin with a discussion in which the fellow describes course goals, plans for the semester, and any issues or teaching practices that are of primary concern. The consultant then observes, and may videotape, the class. The fellow and consultant then meet again to discuss the observation and generate strategies for more effective teaching. Lastly, the fellow receives a report from the consultant on the observation.
Consultation requests must be submitted at least one, and preferably two, weeks in advance of the desired consultation date.
Contact Beth Morse Luoma to set up an instructional consultation.
Reflective observation of others’ teaching and being observed while teaching have many benefits. This practice can expand the repertoire of the observer and provide him or her with practice in taking a critical perspective on teaching and in articulating observations of teaching practices and their effects on student learning. This process helps teachers understand themselves as teachers and make productive changes to the way they present material, lead discussion, and interact with students.
We offer observation training sessions several times a year. Participants are instructed in the consultation process (i.e., framing, observation and reflection), as well as in techniques for effective observation and for writing an observation report.
Below are three teacher observation forms. They are intended for use by graduate students who have taken the peer observation training workshop.
- TOT Form 1: Background Information (pre-class)
- TOT Form 2: Classroom Observation Notes (in-class)
- TOT Form 3: Final Report of Observations (after class)