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 Sessions
No upcoming are sessions scheduled at present.
The next offerings will be in Fall 2023 - Stay tuned!
Registration
Registration Instructions
Note: No upcoming sessions are scheduled at present. The next offerings will be in Fall 2023 - Stay tuned!
- 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.
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
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.”
