GUSIO: Grading and Delivering Feedback on Quantitative Assignments (Code, Problem sets, etc.) (Online Module)*


You will receive instructions for enrolling in the GUSIO Canvas in the confirmation email.

This session will focus on evidence-based strategies for grading and providing feedback on quantitative work, such as problem sets and code. You will consider the relationship between grading and feedback, the characteristics of effective feedback, and research on the impacts of different types of feedback on student learning. Through hands-on exercises, you will also practice grading and providing feedback using rubrics, as well as analyzing examples of feedback on student work.

Please note: This seminar is the SAME as "Grading and Delivering Feedback on Writing Assignments," but the examples and practice differs. Please only complete one of the two seminars, based on your disciplinary background or TA appointment. If you complete both, it will only count as ONE FFP seminar.

GUSIO: Grading and Delivering Feedback on Writing Assignments (Papers, Lab Reports, etc.) (Online Module)*


You will receive instructions for enrolling in the GUSIO Canvas in the confirmation email.

This session will focus on evidence-based strategies for grading and providing feedback on QUALITATIVE work, such as writing assignments or short-answer exam questions. You will consider the relationship between grading and feedback, the characteristics of effective feedback, and research on the impacts of different types of feedback on student learning. Through hands-on exercises, you will also practice grading and providing feedback using rubrics, as well as analyzing examples of feedback on student work.

Please note: This seminar is the SAME as "Grading and Delivering Feedback on Quantitative Assignments," but the examples and practice differs. Please only complete ONE of the two seminars, based on your disciplinary background or TA appointment. If you complete both, it will only count as ONE FFP seminar

GUSIO: Working Well One on One with Students (Online Module)*


You will receive instructions for enrolling in the GUSIO Canvas in the confirmation email.

This session will focus on strategies for working effectively with students one-on-one in a variety of teaching contexts. What strategies can you employ to best support and advance student learning when interacting with students individually during studio, lab, recitation, and/or office hours sessions? How can you handle the difficult interactions that may arise during office hours or other one-on-one interactions? You will consider and practice using effective approaches and campus resources to support you and your students.

GUSIO: Creating a Welcoming and Supportive Climate from Day One (Online Module)*


You will receive instructions for enrolling in the GUSIO Canvas in the confirmation email.

Whether you have taught before or this is your first time teaching, this session will help you create an inclusive classroom climate from the start of your course. You will explore strategies for: (1) getting to know your students; (2) calibrating your instruction to CMU students; (3) creating a classroom climate that welcomes and supports learning for all students; (4) setting appropriate expectations; and (5) motivating and engaging students with course content from day one.

GUSIO: Conducting Productive and Engaging Discussions (Online Module)*


You will receive instructions for enrolling in the GUSIO Canvas in the confirmation email.

How can you design effective discussion activities for your students? What facilitation strategies maximize student participation, engagement, and learning outcomes? You will learn about the factors that influence student learning and engagement during discussions and acquire a toolkit of active learning methods for structuring productive discussions. Through hands-on activities, you will practice strategies for both designing and facilitating effective discussion activities, such as designing discussion questions, selecting discussion activities aligned with learning objectives, and identifying facilitation strategies to address common concerns about student participation and teaching inclusively.

GUSIO: Teaching Problem Solving in Recitation (Online Module)*


You will receive instructions for enrolling in the GUSIO Canvas in the confirmation email.

Leading a recitation section can be very different than teaching a large course or lecture. Recitations provide students the opportunity to practice solving problems and discuss questions about course material outside of lecture, often in a smaller group setting. This provides both benefits and challenges to TAs or instructors leading recitations. In this session, we will discuss learning goals for recitations and how to design sessions that help students achieve those goals, explore strategies for promoting student engagement and activity during problem-based recitation sessions, and look at research on how to best coach students through example problems.

Teaching Metacognitive Skills*

Thursday, February 16, 2023 11:00am–12:30pm
Tepper Quad 1308

How do we know what we really know? Research consistently shows that our students cannot accurately answer this question. Failure to develop metacognitive skills contributes to a host of challenges for students, including poor course performance and decreased motivation to improve, among many others. In this session, we’ll define the metacognitive process and identify the barriers and challenges that students face within it. We’ll explore evidence-based strategies that will help our students overcome these challenges and become better metacognitive thinkers.

Setting Boundaries: Balancing Mental Health Challenges and Support in the Classroom*

Monday, February 20, 2023 9:30–11:00am
REMOTE: Zoom link will be included in confirmation email

How can you attend to students’ mental health needs while setting boundaries? How can you design and teach courses in a way that inherently supports student well-being? This seminar, jointly facilitated by Counseling and Psychological Services (CaPS), the Eberly Center, and DICE office at Heinz, provides a guide in how to understand and approach mental health requests from students and present actionable strategies to approach this situation.

Please note: This seminar previously had the title "Supporting Ourselves and Our Students: Navigating Mental Health in the Classroom." Previous versions of this seminar will be listed with the updated title.

Course and Syllabus Design*

Thursday, March 30, 2023 12:30–2:00pm
Tepper Quad 1308

Many decisions affecting the success of a course take place before the first day of class. In this seminar we will identify the principles of effective course design and consider ways to use the syllabus to guide student learning. You will have the opportunity to generate learning objectives and discuss the different components of a course syllabus. We will explore how syllabus design can influence students' perception of the course and the instructor, as well as recognize the benefits and challenges associated with course policies (like mobile devices and participation/attendance).

Preparing and Delivering Effective Lectures*

Tuesday, April 4, 2023 3:30–5:00pm
REMOTE: Zoom link will be included in confirmation email

When is lecture an appropriate instructional method? What should you consider when developing your lecture? How can you ensure that students are engaged during a lecture and are understanding the material, particularly when the lecture is remote? Come learn about strategies for designing and delivering lectures for both in person and remote settings in ways that support student learning.