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.
2025-26 Series
Description
Have you ever experienced a lesson where storytelling was the modality used to deliver the content? If yes, have you ever wondered how you might be able to craft your own lesson using this pedagogical tool? This hands-on workshop will allow participants to work through the how and why of using storytelling pedagogy in their teaching practices. Starting with an overview of the historical and cultural roots of storytelling circles, digital stories, and discipline-specific narratives, this workshop will explore how we can ethically and responsibly use storytelling pedagogy to deepen student understanding, foster belonging, and help complex ideas resonate in the classroom. By the end of this session participants will be able to identify key characteristics of storytelling pedagogy, practice storytelling techniques in different learning contexts (using case studies), and apply their learnings into their own teaching context.
Description
We may live in an information society, but so much of what we see, read, and hear is dominated by socially privileged perspectives. This workshop teaches you to recognize the implicit biases built into social media, search engines, generative AI algorithms, and even into academic research. Recognizing epistemic injustices, or injustices related to knowledge, can be difficult because sometimes bias is more evidence in what we don't see, rather than what we do.
Description
One way to support engagement and reduce accessibility barriers in classrooms and tutorials is to invite multimodal participation (e.g., visual, aural, spatial, and linguistic participation). In this workshop, we will explore the benefits of offering flexible and multimodal options for classroom engagement and identify some strategies for incorporating multimodality in sustainable ways.
Description
Office hours can be a powerful resource, but knowing how to use them isn't always clear. This workshop demystifies the purpose and potential of office hours, helping you approach them with confidence and strategy. Join us to explore best practices, common pitfalls, and tips for effective communication that can help engage and support your students beyond the classroom.
Description
Not sure where to begin with your teaching dossier? This session introduces what a teaching dossier is, why it matters, and how it can support your academic career. You will have the opportunity to explore the key components of a dossier and start reflecting on your teaching identity through interactive activities. Through this session you will gain clarity on how to present your educational experiences with purpose and coherence.
This workshop is a part one of a four-part series designed to support graduate students and postdoctoral scholars in building a strong, reflective teaching dossier for academic job applications, awards, or professional development. Each session focuses on a key component of the dossier and includes interactive activities to help participants apply what they learn. While participants are encouraged to attend all four workshops for a comprehensive experience, each session is self-contained and can be taken individually.
Description
This session explores how the Intercultural Teaching Competency Framework (ITC) as a multidisciplinary model for instructor reflection can be effectively applied to build foundational and facilitation skills in teaching. Through a combination of reflective dialogue, experiential activities, and applied strategies, participants will engage with key concepts that support intercultural understanding, critical self-awareness, and pedagogical adaptability. The session emphasizes the role of worldview awareness in shaping both teacher identity and classroom dynamics, and offers practical tools for integrating ITC into curriculum design and instructional practice.
Description
In increasingly diverse classrooms, teaching that recognizes and values students' cultural backgrounds is essential for fostering equity and reflexive learning. This interactive workshop will overview the principles and practices of culturally responsive teaching across disciplines. Participants will explore how culture shapes learning, examine strategies to connect course content to students' lived experiences, and reflect on their own positionality as educators. Through guided discussion and hands-on activities, instructors will practice adapting lesson plans and teaching approaches to create inclusive and engaging learning environments.
Description
Every classroom is an intercultural space where students bring varied cultural identities, communication styles, and worldviews. This interactive workshop introduces the Intercultural Praxis Model by Kathryn Sorrells as a practical framework for navigating and resolving conflict in such dynamic learning environments, and beyond. The session will explore how power, positionality, and context shape classroom interactions, and how educators can foster inclusive dialogue and mutual understanding across disciplines. Through case studies, role-play, and reflective exercises, participants will explore and apply the six points of the Intercultural Praxis Model (Inquiry, Framing, Positioning, Dialogue, Reflection, and Action) to real-world classroom scenarios.
Description
Not sure where to begin with your teaching dossier? This session introduces what a teaching dossier is, why it matters, and how it can support your academic career. You will have the opportunity to explore the key components of a dossier and start reflecting on your teaching identity through interactive activities. Through this session you will gain clarity on how to present your educational experiences with purpose and coherence.
This workshop is a part one of a four-part series designed to support graduate students and postdoctoral scholars in building a strong, reflective teaching dossier for academic job applications, awards, or professional development. Each session focuses on a key component of the dossier and includes interactive activities to help participants apply what they learn. While participants are encouraged to attend all four workshops for a comprehensive experience, each session is self-contained and can be taken individually.
Description
As classrooms become increasingly diverse, graduate students face both opportunities and challenges in navigating intercultural communication. This workshop provides a space to reflect on your own cultural lens while exploring strategies to foster inclusive and respectful communication in teaching and learning contexts. Together, we will examine how cultural differences shape classroom dynamics, participation styles, and interpretations of meaning. Through interactive activities and discussion, you will develop practical tools to recognize and address miscommunication, cultivate cultural humility, and strengthen your ability to engage effectively across cultures.
Description
Your teaching philosophy is more than a statement, it is a reflection of who you are as an educator. In this session, you will learn how to write a philosophy that is authentic, clear, and aligned with your teaching practices. Through examples and peer feedback, you’ll begin crafting a statement that reflects your values and strengths in a way that resonates with academic audiences.
This workshop is a part two of a four-part series designed to support graduate students and postdoctoral scholars in building a strong, reflective teaching dossier for academic job applications, awards, or professional development. Each session focuses on a key component of the dossier and includes interactive activities to help participants apply what they learn. While participants are encouraged to attend all four workshops for a comprehensive experience, each session is self-contained and can be taken individually.
Description
Your teaching philosophy is more than a statement, it is a reflection of who you are as an educator. In this session, you will learn how to write a philosophy that is authentic, clear, and aligned with your teaching practices. Through examples and peer feedback, you’ll begin crafting a statement that reflects your values and strengths in a way that resonates with academic audiences.
This workshop is a part two of a four-part series designed to support graduate students and postdoctoral scholars in building a strong, reflective teaching dossier for academic job applications, awards, or professional development. Each session focuses on a key component of the dossier and includes interactive activities to help participants apply what they learn. While participants are encouraged to attend all four workshops for a comprehensive experience, each session is self-contained and can be taken individually.
Description
Want to try out active learning strategies in a fun and collegial space? This dynamic, hands-on workshop introduces Teaching Assistants (TAs) to active learning techniques that foster student engagement and deeper understanding in their respective classroom environments. Grounded in Kolb’s Experiential Learning Cycle, participants will experience, reflect, conceptualize, and plan active learning strategies they can immediately apply in tutorials, labs, and discussion sessions. Working in collaborative teams, participants will explore a variety of low and medium prep activities, with high-impact that are adaptable to diverse classroom settings, while building confidence in facilitating interactive learning. Participants are also invited to contact the workshop facilitator in advance of the session of there is an active learning strategy /idea that they wish to try out.
Series Information
Upcoming Sessions - Registration is Open!
- Active Learning Playground (January 12, 2026 from 1:30-3:00PM)
Note: Registration closes 2 hours before the workshop begins.
Registration
Registration Instructions
- Login to Western Connect using your Western username and password.
- Go to the Event Calendars section and select the Centre for Teaching and Learning calendar.
- 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.
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
2025-26 Series
Storytelling Pedagogy: When and How it Can Work for you
Sept 25, 2025
Recognizing knowledge injustice in 'higher' education and beyond
Oct 7, 2025
Multimodal Activities for Classrooms and Tutorials
Oct 9, 2025
Engaging Students through Office Hours
Oct 16, 2025
Teaching Dossier Workshop Series - Part 1: Foundations of a Teaching Dossier
Oct 20, 2025 and Nov 4, 2025
Bridging Perspectives and Worldviews: Cultivating Facilitation Skills Through ITC
Oct 22, 2025
Culturally Responsive Teaching: Building Inclusive and engaging Classrooms
Oct 27, 2025
"What did you really mean by that?!" Intercultural Praxis as a Tool for Deep Engagement and Conflict Resolution in The Classroom
Oct 30, 2025
Unpacking Intercultural Communication in Your Teaching and Learning Experiences
Nov 10, 2025
Teaching Dossier Workshop Series - Part 2: Articulating Your Teaching Philosophy
Nov 19, 2025 and Nov 27, 2025
Active Learning Playground
Jan 12, 2026
2024-25 Series
Exploring Positionality in the Classroom Across Disciplines
Oct 16, 2024
"Hot Moments": The Role of Positionality in Handling Classroom Disruptions
Oct 16, 2024
Designing Alternative Assessments
Oct 24, 2024
Finding Your Teaching Persona and Building Teaching Confidence
Nov 6, 2024
Teaching Research Skills: Collaborating with Western Libraries
Nov 18, 2024
Multiple Choice Items and Higher Order Thinking
Nov 21, 2022
Fostering Inclusivity: Strategies for Supporting International Students in the Classroom
Jan 17, 2025
Brainwaves & Boundaries: Navigating Conflict in Our Teaching Practice
Feb 25, 2025
Introduction to Universal Design for Learning
Mar 12, 2025
AI for Teaching and Learning
Mar 18, 2025
Cultivating Cultural Relevance: Connecting, Understanding, and Empowering Through Inclusive Practices
Mar 27, 2025
Communication in the Canadian Classroom: An Intercultural Praxis Approach
Apr 1, 2025
Inclusive Teaching: Culturally Relevant Pedagogy and Universal Design for Learning
Apr 11, 2025
Tech-Savvy Teaching: Solving Pedagogical Challenges with Digital Tools
May 26, 2025
Relationality and Transparency: Facilitating Difficult Classroom Conversations
Jun 17, 2025
Research on Teaching and Learning Symposium
Jun 26, 2025
Developing Your Teaching Dossier (Aysnchronous)
Jun 30, 2025
2023-24 Series
Leadership in Wellness Part 1: Cultivating Student Mental Health
Oct 17, 2023
Leadership in Wellness Part 2: Initiating Mental Health with Your Students
Oct 17, 2023
Preparing to Guest Lecture
Oct 19, 2023
Classroom Management Strategies
Oct 19, 2023
Introduction to Universal Design for Learning and Equity Education Frameworks
Nov 21, 2023
Building Meaningful Mentorships Across Cultures
Nov 24, 2023
Universal Design for Learning: Multiple Means of Engagement
Feb 13, 2024
Universal Design for Learning: Multiple Means of Representation
Feb 13, 2024
Articulating Your Teaching Philosophy
Feb 15, 2024
Universal Design for Learning: Multiple Means of Action and Expression
Feb 15, 2024
Developing Your Teaching Dossier
Mar 27 to Apr 24, 2024
Talking to Your Students About Generative AI
Apr 18, 2024
Research on Teaching and Learning Symposium
Apr 23, 2024
Conflict Resolution in the Canadian Classroom
Apr 24, 2024
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
"Professor Precarious": Strategies for Sessional Teaching
Feb 15, 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:
- 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.”
