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.
In this workshop we will discuss reasons students may tend to hold back and practical strategies to encourage them to participate more fully.
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.
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.
While graduate students do not need to become experts in how students learn, a basic understanding of the research on learning can enable GSIs to make informed teaching decisions. Drawing on research findings from neuroscience, anthropology, and cognitive and social psychology, this workshop will enable GSIs to consider ways to apply research-based principles to the learning environments they create for their students.
While your experience as a GSI prepares you for guiding student learning in a small-group setting, how will you know how to teach a large lecture course? Come learn from Berkeley faculty members about issues particular to the teaching of large courses, as well as strategies for addressing them.
Learn about the role teaching plays in applying for faculty positions and how to prepare for this aspect of the academic job search from graduate students who have accepted positions at a variety of colleges and universities.
Developing a Statement of Teaching Philosophy and Teaching Portfolio*
Tuesday, January 24, 10:00 – 11:30
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, February 8, 3:00 – 4:30
Bring two hard copies of your statement of teaching philosophy and get two rounds of feedback from peers.
The Transferable Skills of Teaching
Wednesday, February 15, 1:30 – 3:00
In this workshop we will work together to identify, prioritize, and improve those skills developed through teaching that may be essential to your success in a wide variety of careers.
Creating and Using Grading Rubrics*
Wednesday, February 22, 10 – 11:30
In this workshop participants will learn how to create and use grading rubrics as a means to grade efficiently, give students targeted feedback on their learning, and align grading with learning outcomes articulated in assignments.