To complete the workshop requirements, participants in the AT program are required to complete the following tasks:
- attend an Introduction to Teaching Resources session;
- take four core workshops; and
- take two elective workshops
Before registering for a workshop, be certain that you are able to attend the entire session.
AT Workshop Policies
1) We prepare materials for every workshop, including occasionally providing food or beverages. For this reason, it’s very important that we know how many participants will attend. If you need to cancel for any reason, please do so at least 48 hours in advance.
2) You are required to attend the whole workshop to receive credit. If you arrive late and/or leave early, you will not receive credit for the workshop. Both for pedagogical reasons and reasons of respecting other workshop participants, we enforce this policy.
3) You must sign in on the iPad to receive credit for the workshop. Please enter your name, GUID, netID, and other information accurately to avoid processing errors with the Registrar's Office.
AT Introductory Session
Introduction to Teaching Resources is an introduction to the process of reflecting critically on teaching practice; this workshop is offered at the beginning of each semester.
If you have not yet attended the Introduction to Teaching Resources workshop, you are still welcome to enroll in other workshops. While a required program component, the introductory session is not a prerequisite for enrollment and participation in other program events. We do, however, recommend that you begin here, if possible.
Core workshops are offered every semester and are described below. To register, please see the Upcoming Workshops page.
Effective Classroom Interaction
This workshop covers various types of classroom interaction including lecture, discussion, and other activities that can be used in both small and large classes. Principles and practices of active learning are discussed, with an overall emphasis on techniques for student participation.
Assessment and Grading
Why wait until the end of the semester to find out that your students didn't "get it"? In this workshop, we explore a variety of ways to understand what and how students are learning in the classroom. We will introduce a number of techniques to use early in and midway through the semester to assess your students' true understanding of the material. We will also discuss topics such as using rubrics for easy and effective grading, and accounting for prior knowledge and possible misconceptions on the part of students.
The Syllabus: A Conceptual Tool for Course Design
Designing a syllabus is much more than picking out your readings. In this workshop we will cover the fundamental components and best practices of good syllabus design through discussion and a hands-on opportunity to practice “backwards design.” Participants should bring a syllabus or ideas for a syllabus to the workshop to develop and receive informal feedback from the group.
The Teaching Portfolio
This workshop explains and demonstrates how to document and reflect on the knowledge and skills gained from your teaching experience by developing a professional teaching portfolio. A portion of this workshop will focus on a key piece of any teaching portfolio, your teaching philosophy statement. We will illustrate the iterative and continuing nature of portfolio construction by demonstrating the revision process used in writing a teaching philosophy statement. Participants will leave the workshop with a template for building their own teaching portfolios, as well as examples to support them in writing their own teaching philosophy statement.
Elective CNDLS workshops vary by semester. We have offered a wide variety of these workshops and do our best to offer timely workshops tailored to our current participants. Listed below are examples of elective workshops offered in previous semesters. To view and/or register for current elective offerings, please see the Upcoming Workshops page.
Instructors are often hesitant to introduce topics like racism, sexism, classism, and heterosexism in the classroom because their training has not prepared them to handle the issues and exchanges that may result. This interactive workshop assumes difficult discussions to be a critical part of higher education and provides participants an opportunity to work through techniques for building and maintaining a classroom culture conducive to constructive discussions on difficult topics, as well as techniques for how to handle unforeseen difficult discussions that arise.
Active Learning in STEM Fields and Beyond
Research on learning styles has indicated that undergraduate students and university faculty often have different learning style preferences, suggesting that developing flexibility in our approaches to teaching and learning could benefit both students and professors. This workshop introduces you to a variety of frameworks for assessing learning styles, including a free online inventory that you can take yourself or direct your students to use in exploring their learning styles. We will also discuss Kolb's "learning cycle" and how you can use it to increase your ability to reach a wider variety of students in your classes whose learning preferences may differ from your own.
Lesson Design: Planning an Effective 75 Minutes
In this workshop, we talk about what makes a good and effective class session, and how to plan for it. We explore the use of backward design in helping you articulate your goals for the session, and how to create a structure—on paper and in the classroom—that helps you reach those goals. We discuss balance—between various in-class activities, between sessions, and between planning and flexibility—and we put these ideas into practice, so come with an idea for a class session you want to plan!
Teaching with Technology: An Introduction
Technology is an important tool for teachers, but to help promote learning, it needs to be thoughtfully integrated into instruction. This workshop will take you step by step through the process of developing an integration plan. In preparation, think about a need of your students (or future students) that technology may be able to help meet. Please come with a specific class and a specific need in mind.