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 marked countless assignments that did not meet your critical thinking expectations? Or perhaps you received feedback from a project or proposal that recommended more in-depth critical thought? These concerns arise when critical thinking is not clarified, as its definition varies by course and discipline. In this workshop, a universal critical thinking guide is proposed which can be adapted to your classroom’s specific needs. Once introduced to your students, the critical thinking component of assignments and discussions will begin to align with your expectations.
Presenter: Sarah Awadh
Description
Pre-requisite: "Mental Health 101: Supporting Student Wellness" eLearning module
You have learned the basics about mental health and mental illness by completing the "Mental Health 101: Supporting Student Wellness" eLearning module. Now you want to take a strengths-based approach to the way you cultivate student mental health as a TA. In this workshop you will consider how your experiences with mental health influence your goals and leadership style as a TA, share your own wellness leadership approaches as a TA, challenge stigma and misconceptions about mental health and mental illness, and design strategies to reach students who are less likely to request mental health support.
Note: Registration closes 1 week before the session (by 1:00pm October 4th, 2022). Registrants will have opportunity to complete the pre-requisite before the workshop.
Presenters: Melanie-Anne Atkins and Hannah Litchfield
Description
Pre-requisite: Pre-requisite: "Leadership in Wellness Part 1: Cultivating Student Mental Health" Future Prof workshop
Description: In this highly interactive workshop, you will participate in multiple feedback cycles using the Notice-Listen-Connect model to practice and exchange feedback on: initiating a mental health conversation with a struggling student; engaging in an authentic, strengths-based dialogue with that student; and referring them to professional support.
Presenters: Melanie-Anne Atkins and Hannah Litchfield
Description
What does it mean to decolonize the academy? What is it about the university that is colonial in the first place? Guided by resources from the Indigenous Teaching and Learning Series, we will learn about the colonial roots of education in Canada and explore the current interwoven movements of reconciliation, decolonization, and Indigenization through the lens of education. Together with their peers, participants will work together to reflect on where colonialism shows up in their teaching contexts and to identify what their role is in advocating for decolonial change.
Presenter: Lisa Aikman
Description
Whether you’re looking to get students to draw connections between course content and current events, reflect on and assess their own progress in a course, or to articulate how evidence informs their beliefs, reflective writing can be a powerful tool. It can also be a tricky skill to teach and assess. This workshop will introduce participants to several uses of reflective writing, along with strategies to teach and assess this skill. Together, participants will work to identify where and how to deploy reflective writing to improve student learning in their classrooms, tutorials, and labs.
Presenter: Lisa Aikman
Description
What does it mean to make socio-cultural considerations within your classroom? Do you feel like your student expectations are not being met? In this hands-on workshop, you will evaluate case studies and propose solutions using the ORCA (Openness, Respect, Curiosity and Accountability) approach. By the end of this workshop, participants will gain a key socio-cultural perspective that promotes a community of trust in and beyond the classroom. Prepare to role play to practice for your future classroom! Please note: This workshop features some materials presented during TA Day.
Presenter: Sarah Awadh
Description
Wondering how to design content, presentations, evaluations and experiences that are inclusive by design to ensure accessibility for all? What kinds of teaching careers also require inclusive design beyond the traditional university classroom? In this interactive workshop, you will learn from a Western Career Coach and former classroom teacher with two decades of experience in both education and disability advocacy. Bring lots of questions and prepare to apply your learning to practical case studies!
Presenters: Rebecca Naylor and Gillian Manley
Description
An unwritten expectation in higher education is that instructors and teaching assistants know how to teach research skills - without ever having been formally taught them. You do not have to do this work on your own: librarians have this training and expertise and are prepared to collaborate with you. This session introduces you to the teaching support, learning resources, and partnership opportunities available through Western Libraries.
Presenters: Jason Dyck and Heather Campbell
Description
Unlike discipline-specific literature, research on teaching and learning is located everywhere. Join Western Libraries' Curriculum Librarian, Heather Campbell, and MLIS Co-op student Lea Sansom for this hands-on workshop focused on navigating the seemingly-disjointed field of teaching and learning research. By the end of the session, we will discuss the interdisciplinary, mixed-methods nature of teaching and learning research, and learn how to find the sources you need to use an evidence-based approach in your own teaching.
Presenters: Heather Campbell and Lea Sansom
Series Information
Upcoming Sessions
- Oct 11 from 10-11:30AM - Creating a Critical Thinking Reference Guide for Your Classroom (Registration closes Oct 11 by 8AM)
- Oct 11 from 1-2:30PM - Leadership in Wellness Part 1 (Registration closes Oct 4 by 1PM)
- Oct 11 from 2:45-4:15PM - Leadership in Wellness Part 2 (Registration closes Oct 4 by 1PM)
- Oct 13 from 10-11:30AM - Decolonizing the Academy: Finding Your Role (Registration closes Oct 13 by 8AM)
- Oct 14 from 10-11:30AM - What is Reflective Writing and How Do I Use It? (Registration closes Oct 14 by 8AM)
- Oct 14 from 1-2:30PM - Building a Community of Trust with International and New Resident Students (Registration closes Oct 14 by 11AM)
- Oct 20 from 2-3:30PM - Inclusive Design by Default in the Classroom and Beyond (Registration closes Oct 20 by 12PM)
- Nov 15 from 1-2:30PM) Teaching Research Skills: Collaborating with Western Libraries (Registration closes Nov 15 by 11AM)
- Nov 23 from 1-2:30PM) Using an Evidence-Based Teaching Approach: Finding the Research (Registration closes Nov 23 by 11AM)
Registration
Registration Instructions
- Login to Western Connect using your Western username and password.
- 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.
- Select the Register for this Event button. If the event has reached capacity, you may have the option to register on the waitlist.
- You will receive an automated confirmation email to your Western email account.
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
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
Nov 23, 2022
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:
- Participation in the Spring/Fall Perspectives on Teaching Conference (up to a maximum of 4 FPS credits)
- Participation in TA eLearning Series (1 FPS credit per 2 modules, up to a maximum of 4 credits)
You may also be interested in these programs:
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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.”
