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
2021-22 Series
Description
Dates of Access: February 15th to March 8th
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 15th and have access to it until March 8th. Those who complete this (approximately 90-120 minute) series will be eligible to register in our March 16th Teaching Philosophy Clinic, where they can receive formative feedback on their teaching philosophy statements.
Description
In this interactive workshop, participants will dive into the Community of Inquiry framework, exploring ways to promote higher order thinking and knowledge co-creation in online classrooms. Together we will devise strategies for building classroom community at the lesson-design and course-design levels.
Presenter: Lisa Aikman
Description
Exam review sessions don’t need to be stressful. In this 90-minute workshop, participants will go over the steps for planning interactive and useful review sessions, including drafting practice test questions, planning activities that promote robust student participation, and generating study tips to help students continue the review on their own.
Presenter: Lisa Aikman
Description
How do you perceive yourself as a TA? How does that compare to the teaching persona you present to your students? How much of your ‘authentic’ self can you bring to your teaching, and what relevance do your social and cultural identities have in the classroom? In this highly interactive and reflective workshop, participants will explore and discuss how positionality and intersectionality influence the way they teach, learn and interact with their students.
Presenter: Melanie-Anne Atkins
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.
Note: Completion of the asynchronous online workshop “Developing Your Teaching Dossier” is a pre-requisite for this clinic.
Presenter: Lisa Aikman
Description
Are you trying a new teaching technique and want to know if (and how) it is helping students learn? Are you developing your teaching dossier and looking for “evidence of teaching effectiveness”? Are you trying to get more substantive feedback from students than “The TA seemed nice.”? This workshop will explore strategies for tackling these challenges and explore options for what exactly to do with all that feedback and evidence once it’s gathered
Presenter: Lisa Aikman
Description
Are you or your students speakers of English as an additional language (EAL)? Are you eager to utilize strengths-based approach to teaching (as) speakers of EAL? This workshop will support you in identifying steps for decolonizing your classrooms through a celebration of the diversity of Englishes and of the ways this diversity benefits you and your students.
Presenter: Sanja Ivanov
Series Information
Upcoming Sessions
No upcoming sessions are scheduled at present.
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
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 Teaching Master Classes (1 FPS credit per class, up to a maximum of 4 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.”
