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.

What to expect

90-minute interactive workshop on the specified topic, with small and large group discussion.

Typical Sessions

  • Teaching Your Own Course
  • Proctoring Exams
  • Building a Teaching Dossier
  • Academic Job Interviews
  • Supporting the Wellness of Undergraduate Students
  • Delivering Effective Lectures
  • Best Practices in Online Course Site Design
  • An Introduction to the Scholarship of Teaching and Learning
  • Successful Graduate Student-Supervisor Relationships
  • Leveraging Your Teaching Skills for Future Careers

2019-20 Series

Description

Participate in this online session to learn about the key components of a teaching philosophy statement and start drafting your own. Registrants will be added to an OWL site where they will be able to join the webinar using Blackboard Collaborate.

Presenter: Dr. Karyn Olsen


Description

What is disability and how can we build classrooms that are inclusive to students with diverse abilities and needs? This session will explore common assumptions about disability, with a focus on practical tips for building inclusive classrooms.

Presenter: Dr. Erika Katzman


Description

Join this session to learn about what goes into a Teaching Dossier. We will discuss the purpose/use of dossiers in academia and plan how to get started gathering information for your own document.

Presenter: Dr. Karyn Olsen


Description

This session is for graduate students and postdocs who are interested in reviewing and getting feedback on draft teaching philosophy statements. The workshop follows up on the “Writing a Teaching Philosophy Statement” workshop on October 3rd – but anyone with a draft statement may join. You will have the opportunity to review your own statement and work through guided peer feedback activities in small groups. Note: All participants will be asked to bring four printed copies of their statement to the workshop.

Presenter: Dr. Karyn Olsen


Description

Join this discussion to hear more about effective grading strategies from a panel of expert TAs. This session will equip you with successful techniques for proctoring and tackling your end of term marking duties. You will walk away with a better understanding of current policies and increased self-efficacy!

Panel Session


Description

Join this workshop to learn some simple techniques for getting feedback from students that can inform your approaches to teaching. We will discuss how and why you might record feedback at the end of the semester.

Presenter: Dr. Christina Booker


Series Information

Upcoming Sessions

October and November

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. 

If you have any questions or problems registering for an event, please consult our FAQs or contact ctl@uwo.ca.

Audience

Graduate students, postdoctoral scholars

Offered

Typically 12-15 workshops are offered each 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

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

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 3 FPS credits per conference)
  • Participation in up to six hours of departmental teaching/professional development training (up to 4 FPS credits).
    • We recognize that each discipline has its own unique teaching culture and pedagogies and that training in these practices is critical to the development of well-rounded graduate students. Examples of such training include workshops offered by your department or faculty on responding to student questions in laboratories or tutorials, discussions of marking practices for a particular course or assignment and seminars on networking in your discipline. Please note that training which qualifies for FPS credit should focus on instructional skills or professional development and not on the logistics of teaching assistantships (i.e. GTA union rules, obtaining keys, safety procedures, WHMIS training, etc.).
    • Please use the discipline-specific training progress tracker (pdf) to keep track of these sessions. When you are ready to complete your certificate, either scan and upload the tracking document on the submission form, or bring it to the CTL in person.
  • Participation in Teaching Master Classes (1 FPS credit per class, up to a maximum of 4 credits)

You may also be interested in these programs:

Testimonials from participants

“In the session on Active Learning, I liked the inclusion of evidence based statements that demonstrate how these strategies are impactful. I enjoyed hearing about engagement strategies first hand from experienced teachers.” 

“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.”