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

2020-21 Series

Description

How does learning happen and what is the teacher's role in that process? Every teacher will have a slightly (or even wildly) different answer to that question. This workshop provides a brief overview of some different schools of thought how learning occurs, and leads participants through a series of writing prompts to help emerging scholars articulate their unique approach to teaching and learning, with the ultimate goal of crafting original and compelling teaching philosophy statements.

Presenter: Lisa Aikman


Description

Are you a "guide on the side", a "meddler in the middle," or a "lecturer extraordinaire"? Do you diffuse conflict in the classroom by deploying humour or authority? And what happens when you have to pivot from the teaching style you're comfortable with? This workshop will take a strengths-based approach wherein participants articulate their own teaching strengths and strategies. Through guided role-play, participants will then "try on" a variety of teaching personas with the goal of building confidence in front of the classroom.

Presenters: Lisa Aikman


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, Kate Barnes


Description

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, Kate Barnes

Pre-requisite: Leadership in Wellness Part 1: Cultivating student mental health


Description

Oral presentations are commonly used to assess student learning, while opportunities to practice oral presentations are often scarce. This introduction to teaching oral presentation skills outlines how GTAs can carve out the space for students to practice and receive feedback on the skills they need to deliver effective oral presentations. This workshop also discusses the potential barriers students face in oral presentation assignments.

Presenters: Lisa Aikman and Sanja Ivanov


Description

This workshop looks at how we design common classroom aids, such as slideshows and handouts, through a lens of universal design to ask, “How can I make sure all my students are benefitting from this?”. We will cover general design best practices for creating and presenting effective visual aids and we will explore some simple measures any teacher can take to ensure their materials are compatible with common assistive devices such as screen readers.

Presenters: Lisa Aikman


Description

The advanced workshop focuses on the ways oral presentations can be used as authentic assessments in various disciplines and examines strategies for fostering fair and unbiased feedback and grading of these assignments. Participants get the opportunity to practice delivering oral presentations and assess their and their peers’ oral presentation skills.

Presenters: Lisa Aikman and Sanja Ivanov

Pre-requisite: Teaching and Assessing Oral Presentation Skills Part 1


Description

Even the best TAs can feel nervous about giving their first (or one of their first) lectures. Without a lesson outline or the built-in active learning of a lab or tutorial, it can be hard to know where to start. This workshop will walk participants through the phases of guest lecture preparation, from questions to ask the regular instructor, to outlining your talk, to collecting feedback on your lesson. Participants will reflect on what lecture formats and structures best reflect their topics and when and how to integrate active learning in even the largest, most traditional lecture classrooms.

Presenters: Lisa Aikman


Description

This workshop explores Indigenous approaches to decolonizing online classrooms. We will consider several characteristics of Indigenous education, and contemplate the tension between the virtual, ‘placeless’ online classroom and Indigenous pedagogies that center land-based learning and holistic education. Participants will reflect on their role as a TA in the online classroom, discuss the potential opportunities that their online classrooms offer for decolonization, and share ways that their teaching can recognize and empower Indigenous voices. By the end of the workshop, participants will begin to plan how they can implement Indigenous approaches to teaching and learning into their own online classrooms.

Presenters: Sara Mai Chitty, Melanie-Anne Atkins, Sanja Ivanov, and Lisa Aikman


Description

What is the TA’s or graduate instructor’s role in creating an anti-racist classroom? Where does anti-racism intersect with both decolonization and online pedagogy? This highly participatory workshop will: (a) familiarize participants with some of the conversations anti-racist scholars are having about decolonization, and (b) provide all participants with an opportunity to reflect on strategies that allow online classrooms to benefit from a diversity of student experiences and knowledge. Significant attention will be paid to locating ourselves and our classrooms in relation to our intersecting identities and in relation to eurocentrism and colonialism so that, by the end of the workshop, participants will be able to articulate their own next steps for building inclusive online classrooms that value multiple ways of knowing.

Presenters: Melanie-Anne Atkins, Sanja Ivanov, and Lisa Aikman

Series Information

Upcoming online sessions

There are no upcoming sessions 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 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

Western Certificate in University Teaching and Learning

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:


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.”