This series of free workshops is designed to help Summer Session Associate Instructors prepare for and teach their own courses. Topics will include implementing technology in the classroom, lesson planning & class time management, assignment & test creation, student engagement & collaboration, classroom management, teaching philosophy, teaching portfolios, CVs, and much more. The format of the class will be a mixture of group discussion and lecture. Come prepared to talk! Everyone’s opinion is equally valued.

Light refreshments will be provided. All are welcome to attend, including graduate student TAs, AIs, postdocs, and faculty. A certificate of completion will be provided to those who attend five out of six workshops, complete one out-of-class assignment, and respond to at least another instructor’s assignment, located on our website.

This workshop series will be repeated in Summer Session II and you may attend workshops during any session to complete requirements for the certificate series. Download the full syllabus to see requirements for assignments and the workshop series.

Schedule of Topics


Week 1: Chalk-bbart simpson.pngored: Implementing Technology to Engage Students and Redesign Teaching
What role does technology play in your classroom? How can we use technology effectively to enhance learning? From gizmos to gadgets, advancements in the tech world have made their way into our curriculums, affecting the way we teach and the way our students learn. With hands-on demonstrations, this workshop will provide creative tools to share ideas about using classroom technology, with the aim to minimize the TA/faculty workload and enrich student learning at the same time. Expect to leave with skills to help you create more effective PowerPoint presentations, enhance your understanding of online tools like clickers/polls, and an introduction to resources for smartsite, blogs and wikis. Don't forget to bring your laptops! Assignment: Develop a powerpoint presentation for a lecture OR create your own polleverywhere ((pollev.com)) with a mini lesson plan, describe how you would implement either in your classroom (Post to our website by Monday, July 2)

external image time-management.jpgWeek 2: The 11th Hour: Lesson Planning and Class Time management
In this session, you will learn to develop lesson plans for lectures, interactive discussions, in-class assignments, small group work, etc. What are the benefits/disadvantages of each kind of lesson plan? How do you use the most of 110 minutes? What particular elements should be within the lecture? How do you get students to prepare beforehand? We will discuss differences in curriculums (summer session vs. the quarter), give tools to plan for class time, and discuss how to implement your syllabus. We will also learn how to set up reasonable expectations of students’ time. Assignment: Draft one version of a lesson plan, with clear detail about what is happening in your classroom, what your students are doing, and what you are doing. Include what students are expected to have prepared before the class, what they should know by the end of class, and what assignment might follow the class. (Post to the website by Monday, July 9)

Week 3: Query Me This: Assignment and Test Creation
During this session, you will learn how to write effective term paper prompts, multiple choice questions, short answer essay questions, and much more. Engaging students at different levels of thought (i.e., Bloom’s Taxonomy) using these types of assignments and exams will be a focus of this workshop. By the end of this session, you will have started a draft of a writing prompt and/or test relevant to your course subject.
Assignment: Create a small examination of your choice (term paper prompt, multiple choice, etc.) and accompany it with a paragraph explaining how you would prepare your students to answer the question, what level of thought the test engages them on, and what their best answer would look like. (Post to the website by Monday, July 16)

Week 4: Students of the Round Table: Encouraging Classroom Engagement and Interpersonal Collaboration
A classroom can be thought of as a micro-community, where students have the unique opportunity to engage with one another and with their professor for a limited amount of time. However, it seems that they do not take advantage of this opportunity, choosing instead to sit with the same group of people each time and resisting voluntary engagement in the class altogether. This workshop will discuss reasons why students might hesitate in the classroom and with one another, and focus on ways you can develop a curriculum that draws students into a deeper involvement with one another and with the material.Assignment: Write 3-5 paragraphs describing your ideal classroom environment, how you would achieve or set the foundations for this environment, and what impact this environment would have on student learning. (Post to the website by Monday, July 23)

external image 051107_snape_hmed_12p.grid-6x2.jpgWeek 5: Taming the Undergrad: Setting Expectations and Managing the Classroom
In the classroom instructors must strike a balance between approachability and authority. What are the consequences of being a tough prof? What are common problems that occur in the classrooexternal image harrow1.jpgm? How do we deal with “that unruly student”? In this workshop we will discuss and share practical techniques for setting and communicating expectations. We will also analyze different ways of addressing challenging situations in classroom management. Participants will gain skills to shape their classroom dynamics, maximize student learning, and establish a positive and productive classroom environment. Assignment: Post a teaching scenario involving a difficult classroom situation, and how you might plan for setting expectations in the classroom to prevent such a situation arising, as well as how you would respond to a situation should the situation arise anyway. (Post to the website by Monday, July 30)

Week 6: Ends and Means: Writing a Teaching Philosophy Statement, Developing a Teaching Portfolio, and Accentuating your CV
During this final reflective session, you will review examples of teaching philosophy statements that will aid you in developing your own. The group will analyze teaching styles everyone used during their summer session courses and discuss the benefits of putting together a teaching portfolio in preparation for the job market. By the end of the session, you will have started a draft of your teaching philosophy statement.
Assignment: Submit a final copy of your teaching philosophy statement (Post to the website Monday, August 6)