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.
Creating and Using Grading Rubrics*
Wednesday, February 13, 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.
Enhancing Student Participation*
Wednesday, March 13, 1:00-2:30
Do you ever have trouble eliciting student participation in class? Do some consistently take the floor while others rarely speak up? Do you wish you had more strategies to get students involved with the course material?
In this workshop we will discuss reasons students may tend to hold back and practical strategies to encourage them to participate more fully.
Creating Inclusive Classrooms: Microaggressions and the Learning Environment*
Wednesday, April 3, 10:30 – 12:00
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 to 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.
How Students Learn*
Monday, April 8, 1:30 – 3:00
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.
Syllabus and Course Design*
Tuesday, April 9, 1:00 – 2:30
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.
Developing a Statement of Teaching Philosophy and Teaching Portfolio*
Friday, April 19, 10:30 – 12:00
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.
Teaching and the Academic Job Search
Monday, April 22, 1:00 – 2:30
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.
Peer Exchange and Feedback on Statements of Teaching Philosophy*
Friday, April 26, 10:30 – 12:00
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.