Workshops on Teaching
The GSI Center’s Workshops on Teaching for GSIs cover a wide variety of topics related to university teaching and the GSI experience. The purpose of the series is to offer GSIs, and other graduate students interested in teaching, opportunities for hands-on learning and practical discussion about pedagogy.
To assist us in planning, pre-registration is required. Links to pre-registration forms will be available from this page in mid-August.
If you intend your participation in a workshop to count toward the Certificate in Teaching and Learning in Higher Education, you must stay for the entire workshop. Workshops marked with an asterisk fulfill a requirement of the Certificate in Teaching and Learning in Higher Education.
Feel free to email the GSI Center if you would like to request a workshop on a particular topic.
Handouts and videos from selected workshops are available online.
All workshops will be held in 309 Sproul Hall. Please bring your student ID to sign in.
This workshop is designed to help GSIs understand the character and consequences of microaggressions, and to help them begin to develop the tools to address them in their role as instructors. For those who attended any one of the similarly-themed workshops during the Fall or Spring conference for first-time GSIs, this will be an opportunity to revisit some of the topics discussed there, as well as address any issues that may have emerged in the course of teaching since. For other GSIs, this workshop will provide a basic understanding of microaggressions and an opportunity to reflect on them in the context of their own teaching.
Anonymous grading is a method of grading where the grader does not know the identity of the student they are grading until all final grades have been assigned. It is designed to decrease the effects of unconscious positive or negative biases on your students’ grades. In this workshop, you will learn how to implement anonymous grading as a way to create a more inclusive, fair, and supportive classroom. We will discuss when and how to use anonymous grading to its best effect, how to advocate for anonymous grading on your next teaching team, and how to use bCourses to implement anonymous-grading.
This workshop is developed in partnership with the Unconscious Bias Project (unconsciousbiasproject.org).
Featuring experienced GSIs from the humanities, social sciences, and sciences, this workshop will introduce participants to research-based teaching practices and feedback strategies that help undergraduates improve their academic writing. Participants will learn strategies for teaching writing within and across the disciplines, and how to devise assignments that clarify the writing process to students while allowing instructors to implement more efficient and consistent assessment techniques.
Developing a Statement of Teaching Philosophy and Teaching Portfolio*
Tuesday, August 29, 2:00 – 3:30 pm
Improve your teaching and prepare for the academic job search. Come find out what is typically addressed in a teaching philosophy statement and participate in activities that will help you get started.
Peer Exchange and Feedback on Statements of Teaching Philosophy*
Wednesday, September 13, 1:00 – 2:30
This workshop is designed for graduate students who are interested in improving their statements of teaching philosophy through feedback from peers. Workshop participants will exchange statements of teaching philosophy and provide and receive input. Participants must bring two copies of a draft of their statement of teaching philosophy to participate in the workshop.
Assessing Teaching and Learning*
Monday, September 25, 3:00 – 4:30
Improve your teaching and enhance student learning through the use of mid-semester evaluations and Classroom Assessment Techniques. Know how to respond productively to student feedback and use the information you receive on final course evaluations to set goals for improvement.
Syllabus and Course Design*
Tuesday, October 10, 2:00 – 3:30
Learn how to design effective courses by articulating goals for student learning and working out criteria for selecting course materials, assignments, and methods of assessment.