Future Prof Series (FPS)

Description

These interactive seminars for future professors and professionals provide valuable insight into teaching and career-strategies across the disciplines. The workshops in this series are constantly evolving to meet the current interests of graduate students and postdoctoral scholars.

 Outcomes

By the end of each workshop, participants will be able to:

  • describe the key issue/topic covered in that workshop
  • apply extensions of the key issue/topic to their future teaching or other careers.

2022-23 Series

Description

Have you ever failed in university? How did it feel, what did you do, and who knows about it? Are you ready to explore how your experiences with failure shape the way you teach about and respond to (or avoid) failure in the classroom? In this highly interactive workshop, you will distinguish between ‘dead-end’ failure and constructive failure in university learning environments, practice using feedback to help students reframe failure as a valuable learning opportunity, and design one strategy to reduce the fear and shame of failure by promoting psychological safety within your role as a TA or in your future classroom as an educator.

Presenter: Melanie-Anne Atkins


Description

Neurodiversity is an umbrella term for a number of ways in which a person’s cognition or brain function differs from what is seen as “normal.” For example, ADHD and autism are just two common examples of conditions that can affect how our students experience the learning environment. This workshop begins from the premise that we can expect neurodiverse students in all of our classrooms. We will use tools built by and for neurodiverse people to explore how we can design our lessons and materials to best meet the needs and showcase the strengths of these learners.

Presenter: Lisa Aikman


Description

This series of eLearning modules guides graduate students and postdocs through the process of drafting a teaching dossier, with particular focus on identifying and articulating your own philosophy of teaching. Participants will be added to the OWL site on February 10th and have access to it until March 15th. Those who complete this (approximately 90-120 minute) series will be eligible to register in our March 22nd Teaching Philosophy Clinic, where they can receive formative feedback on their teaching philosophy statements.
Note: Registration closes closes by 12PM on Feb 10th

Presenter: Lisa Aikman


Description

Getting experience teaching at the university level means joining the growing number of contract faculty in Canadian universities. What is the difference between contract and tenured faculty and how does this influence classrooms in higher education? How does contract teaching alter course design and interactions with students? This workshop explores the challenges sessional instructors face and offers strategies for teaching on a contract basis.

Presenter: Jason Dyck


Description

When students don’t understand the entirety of academic integrity, the consequences they face can impact their academic success. How can you proactively inform students of academic integrity and the risks of plagiarism? In this workshop, you will learn how to create a supportive classroom space where students can feel comfortable questioning what they have academic agency over, and design a community contract in advance of assignments to decrease the risk of plagiarism.

Presenter: Sarah Awadh


Description

Articulating your teaching values, beliefs, and strategies can be difficult, so why do it alone? In this writing clinic participants will review some tips and tricks for writing clearly and persuasively, and then exchange drafts of their own teaching philosophy statements for peer feedback in a low-stakes, supportive environment.
Completion of the asynchronous online workshop “Developing Your Teaching Dossier” is a pre-requisite for this clinic. Registration closes by 12PM March 16th

Presenter: Lisa Aikman


Description

Do your students groan when you introduce group work? Are you already nervous about fielding student complaints about who has done the most work? This workshop will begin with a discussion of in-class strategies to support group work and resolve (even prevent!) intergroup conflict. Participants will then work together to assess where group work best fits in their teaching and begin to design original group projects that teach students the valuable skills that come from working with and learning from their peers.

Presenter: Lisa Aikman


Description

BIPOC voices within academia have not received equitable attention, even more so within academic literature where authors are encouraged to let their work speak for itself. However, the library, research and publication process have traditionally and exclusively benefited non-BIPOC scholars. In this workshop, proactive strategies will be explored to help you uncover and center BIPOC scholarship at the start of your teaching career.

Presenter: Sarah Awadh


Series Information

Upcoming Winter Term Online Sessions - Registration is open

  • February 9th: 10-11:30AM - Skill Building in the Neurodiverse Classroom
  • February 10th-March 15th - Developing Your Teaching Dossier (Asynchronous)
    Note: Registration closes by 12PM on Feb 10th
  • February 15th: 1-2:30PM - "Professor Precarious": Strategies for Sessional Teaching
  • March 21st: 1:30-3PM - Supporting Your Students with Issues of Academic Integrity
  • March 22nd: 1:30-3PM - Teaching Philosophy Clinic
    Note: Registration closes by 12PM on March 16th
  • March 23rd: 10-11:30AM - Life is a Group Project! Designing and Facilitating Teamwork
  • March 23rd: 1:30-3PM - Uncovering BIPOC Scholarship In Your First Teaching Contract

Registration

Registration Instructions

  1. Login to Western Connect using your Western username and password.
  2. Go to the Centre for Teaching and Learning section. Select Event Calendar and select the event you wish to register in. Details and a description of the program will appear.
  3. Select the Register for this Event button. If the event has reached capacity, you may have the option to register on the waitlist.
  4. You will receive an automated confirmation email to your Western email account. 

Please note the above registration deadlines, where applicable. Otherwise registration closes typically at the start of the workshop. If you have any questions or problems registering for an event, please consult our FAQs or contact ctl@uwo.ca

Audience

Current graduate students and postdoctoral scholars

Offered

Typically 12-15 workshops are offered each academic year.

Late arrival policy

If you want to receive credit for a Future Prof workshop for the Western Certificate in University Teaching, you need to arrive to workshops on time or early. Participants who arrive more than 10 minutes late for a workshop or those who leave more than 10 minutes before the end of the session will not receive credit toward the Certificate.

Applies to following certificates

Western Certificate in University Teaching and Learning

2022-23 Series

Creating a Critical Thinking Reference Guide for Your Classroom

Oct 11, 2022

Leadership in Wellness Part 1: Cultivating Student Mental Health

Oct 11, 2022

Leadership in Wellness Part 2: Initiating Mental Health with Your Students

Oct 11, 2022

Decolonizing the Academy: Finding Your Role

Oct 13, 2022

What is Reflective Writing and How Do I Use It?

Oct 14, 2022

Building a Community of Trust with International and New Resident Students

Oct 14, 2022

Inclusive Design by Default in the Classroom and Beyond

Oct 20, 2022

Teaching Research Skills: Collaborating with Western Libraries

Nov 15, 2022

Using an Evidence-Based Teaching Approach: Finding the Research

Dec 1, 2022

Helping Your Students Learn from Failure

Feb 8, 2023

Skill Building in the Neurodiverse Classroom

Feb 9, 2023

Developing Your Teaching Dossier (Asynchronous)

Feb 10, 2023

Supporting Your Students with Issues of Academic Integrity

Mar 21, 2023

Teaching Philosophy Clinic

Mar 22, 2023

Life is a Group Project! Designing and Facilitating Teamwork

Mar 23, 2023

Uncovering BIPOC Scholarship In Your First Teaching Contract

Mar 23, 2023

2021-22 Series

The TA's Role in Responding to Disclosures of Gender-Based Violence

Oct 19, 2021

Leadership in Wellness Part 1: Cultivating student mental health

Oct 26, 2021

Leadership in Wellness Part 2: Initiating mental health conversations with your students

Oct 26, 2021

Rubric Design

Oct 27, 2021

Alternative Assessment

Oct 27, 2021

Putting Inclusive Pedagogy into Action

Oct 28, 2021

Developing Your Teaching Dossier

Feb 15 to Mar 8, 2022

Co-Creating an Engaged Online Classroom

Feb 17, 2022

Facilitating Effective Review Sessions

Feb 22, 2022

Positionality and Persona in Teaching

Mar 1, 2022

Teaching Philosophy Clinic

Mar 16, 2022

Is This Working? Gathering and Acting on Classroom Feedback

Mar 17, 2022

Decentering English in Your Classroom

Mar 22, 2022

2020-21 Series

Articulating Your Teaching Philosophy

Oct 27, 2020

Playing the Part: Using Role Play to Build Your Teaching Persona(s)

Oct 28, 2020

Leadership in Wellness Part 1: Cultivating student mental health

Oct 29, 2020

Leadership in Wellness Part 2: Initiating mental health conversations with your students

Oct 29, 2020

Teaching and Assessing Oral Presentation Skills Part 1

Feb 25, 2021

Creating Accessible Visual Aids

Feb 23, 2021

Teaching and Assessing Oral Presentation Skills Part 2

Feb 24, 2021

Preparing to Guest Lecture

Mar 23, 2021

Decolonizing Your Online Classroom: Indigenous Approaches

Mar 24, 2021

Decolonizing Your Online Classroom: Anti-Racist Approaches

Mar 25, 2021

2019-20 Series

Writing Teaching Philosophy - Webinar

Oct 3, 2019

This is not a simulation! Universal design for inclusive classrooms

Oct 4, 2019; Practical Tips For Inclusive Classrooms Handout - Invited Speaker: Dr. Erika Katzman

Preparing Your Teaching Dossier

Oct 4, 2019

HANDS-ON Teaching Philosophy Feedback

Nov 4, 2019

Wrapping Up the Term: Marking and Proctoring Strategies

Nov 4, 2019

Getting Feedback on Your Teaching

Nov 4, 2019

Self Care Strategies for Teaching Assistants: Breaking Through Barriers

Feb 10, 2020

Fostering a Problem Solving Mindset in your STEM Students

Feb 10, 2020

Course Design - Webinar

Feb 11, 2020

Preparing Diversity Statements - Webinar

March 12, 2020

Promoting Student Collaboration Online

March 13, 2020

Gender Pronouns and Teaching

March 13, 2020

Leadership in Wellness Part 1: Cultivating student mental health - Webinar

June 15, 2020

Leadership in Wellness Part 2: Initiating mental health conversations with your students - Webinar

June 15, 2020

Developing a Culturally Affirming Teaching Practice - Webinar

June 16, 2020

Teaching Sensitive Topics Online: A trauma and violence-informed approach - Webinar

June 16, 2020

2018-19 Series

Negotiating Office Hours

Oct 16, 2018 

Engaging Students through Active Learning

Oct 16, 2018

Webinar on Teaching Philosophy Statements

Oct 16, 2018

Getting It Done: Strategies for Finding Focus and Overcoming Procrastination in Graduate School

Nov 23, 2018

Teaching in the Social Sciences, Arts and Humanities

Nov 23, 2018

Getting Feedback on Your Teaching

Nov 23, 2018

Constructing Your Teaching Dossier Online Webinar

Feb 7, 2019

Increasing the Power of PowerPoint

Feb 8, 2019

Self-regulated Learning and Metacognition: Strategies to Help Students Learn How to Learn

Feb 8, 2019

How to Care for and Use Your Teaching Voice

Mar 18, 2019 - Invited Speaker: Lori Holmes, School of Communication Sciences & Disorders

Rethink your CV: Using a Personal Website to Creatively Showcase Your Graduate Experiences

Mar 18, 2019

Presenting Your Research to Interdisciplinary and Professional Audiences

Mar 18, 2019

2017-18 Series

Preparing Your Teaching Dossier

March 20, 2018

Writing a Teaching Philosophy Statement

March 20th, 2018

Supporting the Wellness of Undergraduate Students

February 9, 2018

Great Ideas for Teaching Panel

February 9, 2018

Hands on Teaching Philosophy Workshop for Graduate Students

March 26th, 2018

Motivating and Supporting Student Success

November 20, 2017

Equal Access in the Classroom: Universal Design for Learning

November 20, 2017

Facilitating Group Work in Diverse Classrooms

November 15, 2017

Getting Feedback on Your Teaching

October 16, 2017

Potent PowerPoint: Delivering Effective Lectures

October 16, 2017

Developing Your Own Course – Aligning Outcomes and Assessments

June 9, 2017

Communication of Science Concepts outside of the Bubble

June 9, 2017

2016-17 Series

From the OWL's Nest: Best Practices in Course Site Design

April 6 2017

How do You Know What You Are Doing in Your Classroom Makes a Difference? An Introduction to the Scholarship of Teaching and Learning

March 27 2017

Successful Graduate Student-Supervisor Relationships

March 27 2017

Teaching Dossiers: What to Include and Why

February 13 2017

Writing a Teaching Philosophy Statement

February 13 2017

Preparing for the Academic Job Interview: Strategies for Success

February 13 2017

Ethics of Teaching

February 13 2017

Getting It Done: Strategies for Finding Focus and Overcoming Procrastination in Graduate School

November 25 2016

Threshold Concepts: Teaching Troublesome Knowledge in the Disciplines

November 25 2016

Navigating a Sea of eLearning Tools Speaker

November 25 2016

Wrapping Up the Term - Marking and Proctoring Strategies

November 25 2016

Guiding Students through Problem Solving in STEM

October 17 2016

Avoiding the Blank Stare: Great Ideas for Engaging Students in Tutorials Across Disciplines

October 17 2016

Negotiating Office Hours Speaker

October 17 2016

Alternative Future Prof Series credits

If you are working towards the Western Certificate in University Teaching, you can also gain FPS credits for the following:


You may also be interested in these programs:


Graduate Student and Postdoc Mailing List

Subscribe to this list to receive information about upcoming Graduate Students & Postdoctoral Scholars programs and events at the CTL. You can unsubscribe at any time.

 

Testimonials from participants

I learned many strategies for creating inclusivity in the classroom. This thought-provoking discussion has provided me with inspiration and ideas for increasing accessibility and inclusion in my teaching.” 

“The ideas proposed on how to engage students and how to negotiate office hours were really useful!! It gave us innovative ideas on how to deal with students and make sure that our TA experience is a positive one.”

“The universal design  (UDL) workshop had an excellent balance of theory and application. I found the activities very helpful, and appreciated the opportunity for small group discussion in the case studies, as well as individual work towards the end. I walked away with the tools and mindset to start applying UDL principles to my own teaching, so thank you! There were some concrete examples of how to motivate and support students , some of which I should be able to apply to my own teaching.”  

“Getting to practice the skills/components that we should be using in resumes and teaching philosophy statements was great. Also getting feedback from peers on what we practiced was excellent.”