Upcoming Teaching Seminars

  • Graduate Student Reading Group: Active Learning

    Tuesday, May 17, 4:30–6:00pm

    A-70 Cyert Hall

    The reading group will meet 4:30-6:00 PM on Tuesdays, May 17, May 31, and June 14. Are you interested in exploring educational topics deeply, beyond the scope of individual Eberly Center Graduate Seminars? This reading group is designed to bring graduate students together to read about and critically discuss the application, implementation and effectiveness of various active learning strategies, in depth, over the course of several weeks. Reading material will include key empirical studies from peer-reviewed journals as well as practice-oriented popular articles and book chapters. The session format will be 60-minute small group discussions. Registration will be capped at 15 participants. The success of this group depends on your involvement and continued participation, so, prior to registration, potential participants must commit to attending all meetings, and completing preparatory work assigned before each session. Participation does not count toward Future Faculty Program requirements.

  • Course and Syllabus Design*

    Thursday, May 19, 10:00am–Noon

    A-70 Cyert Hall

    Many decisions affecting the success of a course take place before the first day of class. Come learn about the principles of effective course design and how to communicate that design through your course syllabus. We will discuss how to construct learning objectives, and you will generate learning objectives for a course you might teach. We will consider the benefits and challenges associated with course policies including attendance/participation, the use of laptops in the classroom, and academic integrity.

  • Encouraging Student Intellectual Development and Lifelong Learning*

    Tuesday, May 24, 1:00–3:00pm

    A-70 Cyert Hall

    How do our students develop intellectually throughout their college careers? How do we help them recognize what they know and how they learn? Come learn about the stages of intellectual development. We will explore strategies that help our students achieve higher levels of thinking. We will also discuss “metacognition” (knowing what you know and don’t know) and teaching practices that encourage students to reflect on their own learning, which will help them both in college and beyond.

  • Crafting a Teaching Philosophy Statement

    Wednesday, June 1, 1:00–3:00pm

    A-70 Cyert Hall

    Writing a teaching philosophy statement serves practical and reflective purposes. It is often requested for academic job applications, and it helps you reflect on who you are and what you do as a teacher to improve student learning in your discipline. Come learn about research on how search committees evaluate teaching effectiveness and strategies to guide your reflection process and prepare your statement for job applications.

  • Microteaching Workshop

    Thursday, June 2, 4:30–7:00pm

    A-70 Cyert Hall

    In this interactive workshop, participants teach a 5-minute lesson and receive feedback on their teaching from the other participants and the workshop leaders. These lessons are videotaped. (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.)

  • Helping Students Develop Mastery and Critical Thinking*

    Friday, June 10, 10:00am–Noon

    A-70 Cyert Hall

    Instructors often want students to develop mastery with certain content and skills and then apply their learning to “think critically”. Teaching critical thinking is hard, as is helping students develop towards mastery, especially in the context of a single course or semester. Research suggests a number of strategies to help students develop mastery through their acquisition, practice, and integration of appropriate skills. We will also explore the concept of “critical thinking,” apply it to various disciplinary contexts, and discuss how to help students master critical thinking skills in particular.