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

You’ve learned the basics about mental health and mental illness. Now you want to learn how to take a strengths-based approach to cultivating student mental health in your classroom. By the end of this workshop, you will be able to: describe the elements of – and challenge misconceptions about – mental health and mental illness; apply tools and resources to identify students in distress and support them in accessing appropriate mental health resources; design new strategies to reach students who are less likely to request mental health support.

Presenters: Melanie-Anne Atkins, Rebecca Smith, Erin Anderson


Description

Please note: The pre-requisite to this workshop is “Leadership in Wellness Part 1: Cultivating student mental health”. In this highly interactive workshop, practice and participate in multiple feedback cycles using the Notice-Listen-Connect model to: initiate a mental health conversation with a struggling student, engage in an authentic, strengths-based dialogue with your student, and refer them to professional support. Be prepared to use your webcam and microphone during the entire session.

Presenters: Melanie-Anne Atkins, Rebecca Smith, Erin Anderson

Pre-requisite: Part 1
Limited to 20 participants


Description

How you can you apply the concepts of cultural humility and cultural safety to develop a culturally affirming teaching practice as a TA or postdoc? In this workshop, we will examine six stumbling blocks to intercultural communication (Barna, 1998) through the lived experience and lessons of two recent Western grads - Samira Adus, Hons. BMSc, 2020 and Yuelee Khoo, Hons. BMSc, 2018. Each story will come with a practical idea and a challenge: How might you change how you teach, interact with, and/or assess your students to better meet the needs of a diverse population of learners? Be prepared to share your ideas with your peers, and to make a plan for next steps.

Presenters: Melanie-Anne Atkins, Samira Adus, Ben Khoo


Description

Students always enter teaching environments with personal histories which we might not know, but nonetheless impact how they learn and engage in classrooms. This is also true for courses that explore topics like racism, sexual violence, homophobia, etc., where our students might have personal histories of trauma and/or violence as a result of their lived experiences relating to these issues. This workshop provides an overview of some best practices for teaching ‘sensitive’ issues online, through trauma- and violence-informed approaches. By the end of this workshop, participants will be able to: reflect on some of the challenges and opportunities involved in teaching sensitive material; describe four key principles of trauma- and violence-informed care; and implement teaching strategies based on these principles for teaching about sensitive issues online.

Presenters: Melanie-Anne Atkins, Nicole Fice


Series Information

Upcoming online sessions

No upcoming sessions are scheduled at present

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

Current graduate students and 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

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 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.”