Upcoming Teaching Seminars

  • Refining Your Teaching Philosophy Statement Workshop

    Thursday, September 23, 1:30–3:30pm

    Remote: Zoom link will be provided

    Will you be going on the academic job market soon? Do you want to finish the teaching statement project for the Future Faculty Program? In this interactive workshop, participants bring a draft of their teaching philosophy statement (a reflective document often included in academic job applications) and through a series of hands-on activities receive feedback from workshop facilitators and other participants. This workshop will prime participants to revise their statement for the upcoming job market and to complete the FFP teaching statement project. Each participant will be connected with an Eberly consultant who will schedule a one-on-one follow-up to review a second draft.

    Not sure where to begin? This workshop is the second in a two-part series. In Part 1, “Crafting Your Teaching Philosophy Statement Workshop,” you will have an opportunity to generate content in advance of completing a draft. In Part 2, you will have an opportunity to receive feedback on a draft of your teaching philosophy statement.

    You may attend Part 2 even if you did not attend Part 1. Completing a Teaching Philosophy Statement is a requirement for FFP, however, this workshop will not count toward FFP seminar credit. Please note that this workshop is scheduled for *2 hours* to give adequate time for workshopping and feedback.

  • Microteaching Workshop

    Thursday, October 7, 4:30–7:00pm

    Remote: Zoom link will be provided

    In this interactive online workshop, participants teach a 5-minute synchronous lesson via Zoom and receive feedback on their teaching from the other participants and the workshop leaders. These lessons are recorded in Zoom. Note: This workshop can count toward the Future Faculty Program's teaching feedback consultation requirement, but not the seminar requirement. Attending the workshop and following up to watch and discuss the video of your lesson with an Eberly colleague can substitute for ONE of the two teaching feedback consultations required for the Future Faculty Program.

  • Teaching Inclusively: Navigating Issues of Identity and Authority in the Classroom*

    Friday, October 15, 1:30–3:00pm

    IN PERSON: Tepper Quad 1308

    PLEASE NOTE:The seminar date has changed to 10/15 to not interfere with Mid-Semester Break!

    Our classrooms are shaped--both overtly and indirectly--by the prior knowledge, life experiences, and personal beliefs of both instructors and students. In this seminar, we will consider the ways in which visible and invisible identities impact relationships 1) among students, and 2) between instructors and students. For instance, in what ways might the instructor’s credibility and authority be connected to their identity? How might students’ identities impact the classroom dynamics?

    Participants will consider the impact of their teaching practices, behavior, and attitudes on student motivation and performance, and acquire strategies to address identity-related challenges that may arise in the teaching and learning process.

  • Microteaching Workshop

    Wednesday, October 27, 4:30–7:00pm

    Remote: Zoom link will be provided

    In this interactive online workshop, participants teach a 5-minute synchronous lesson via Zoom and receive feedback on their teaching from the other participants and the workshop leaders. These lessons are recorded in Zoom. Note: This workshop can count toward the Future Faculty Program's teaching feedback consultation requirement, but not the seminar requirement. Attending the workshop and following up to watch and discuss the video of your lesson with an Eberly colleague can substitute for ONE of the two teaching feedback consultations required for the Future Faculty Program.

  • Guiding Attention and Memory to Build Knowledge*

    Wednesday, November 10, 10:00–11:30am

    Remote: Zoom link will be provided

    How do students organize, store, and recall knowledge? Come learn about the research on attention and memory, its implications for teaching declarative knowledge, and strategies you can use to help students study more effectively, and build (and maintain) knowledge. (Note: This seminar was formerly named Overview of Student Cognition.)

  • Microteaching Workshop

    Tuesday, November 16, 4:30–7:00pm

    Remote: Zoom link will be provided

    In this interactive online workshop, participants teach a 5-minute synchronous lesson via Zoom and receive feedback on their teaching from the other participants and the workshop leaders. These lessons are recorded in Zoom. Note: This workshop can count toward the Future Faculty Program's teaching feedback consultation requirement, but not the seminar requirement. Attending the workshop and following up to watch and discuss the video of your lesson with an Eberly colleague can substitute for ONE of the two teaching feedback consultations required for the Future Faculty Program.