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.

2023-24 Series

Description

Pre-requisite: "Mental Health 101: Supporting Student Wellness" eLearning module

You have learned the basics about mental health and mental illness by completing the "Mental Health 101: Supporting Student Wellness" eLearning module. Now you want to take a strengths-based approach to the way you cultivate student mental health as a TA. In this workshop you will consider how your experiences with mental health influence your goals and leadership style as a TA, share your own wellness leadership approaches as a TA, challenge stigma and misconceptions about mental health and mental illness, and design strategies to reach students who are less likely to request mental health support.

Presenter: Kate Barnes


Description

Pre-requisite: Pre-requisite: "Leadership in Wellness Part 1: Cultivating Student Mental Health" Future Prof workshop

In this highly interactive workshop, you will participate in multiple feedback cycles using the Notice-Listen-Connect model to practice and exchange feedback on: initiating a mental health conversation with a struggling student; engaging in an authentic, strengths-based dialogue with that student; and referring them to professional support.

Presenter: Kate Barnes


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.

Presenter: Lisa Aikman


Description

How do you balance creating a space where students can express themselves and the need to maintain some control over what happens in your lesson? This session will offer methods for keeping your students on topic and on track in the classroom. Together, we will explore options for dealing with disruptive behaviours and "hot button" classroom scenarios.

Presenter: Lisa Aikman


Description

What if I told you there’s no such thing as “the average student”? How would you go about planning a lesson or a course without knowing what kinds of cultural and learning differences your students will bring to the room? Registrants in this workshop will be added to an asynchronous learning module for 2 weeks. Through this module, you will learn how to define UDL, anticipate possible barriers in your learning environment, and reflect on your own teaching philosophy as it relates to equity, diversity, and decolonization.

Presenter: Lisa Aikman


Description

Not all teaching happens in the classroom. Whether you are supervising a lab, guiding an undergraduate thesis project, or training team members in a new job, mentoring international and new resident students and professionals is a valuable teaching skill. In this workshop, participants will reflect on their own communication styles, explore strategies for clarifying supervisory boundaries and expectations, and discuss ways to provide clear and effective feedback to supervisees.

To get the most out of this session, we recommend reading pages 7-17, and page 23 of the “Western Guide to Mentoring Graduate Students Across Cultures”. Access the guide by clicking here.

Presenter: Lisa Aikman


Description

This workshop explores how affect and learner motivation are intrinsically linked to individual traits, backgrounds, and identities: including neurological, cultural, and personal differences. We will discuss different ways in which learners can be engaged and motivated in learning, and how to provide multiple means of Engagement in your course designs. We will examine each of the UDL guidelines for Engagement, including how to recruit student interest, help your learners sustain effort and support students’ self-regulation.

Presenter: Lisa Aikman


Description

This workshop focuses on how learners differ in how they perceive and understand information. We will discuss learner variability and explore concrete ways of representing information in different ways that will reduce barriers to understanding and participation for diverse classes. Participants will walk away with strategies for integrating Universal Design for Learning in general, and multiple means of representation in particular, into their work as TAs and course instructors.

Presenter: Lisa Aikman


Description

How do you believe learning happens? What is the teacher’s job in making learning meaningful? Being able to articulate your own personal philosophy of teaching is an important step in building a reflective teaching practice and in drafting a teaching dossier. This workshop will introduce participants to some of the major theories of learning and provide space for guided reflection to begin articulating your own personal teaching philosophy. We will also review some of the characteristics of strong teaching philosophy statements to help participants prepare to write teaching dossiers.

Presenter: Lisa Aikman


Description

In this workshop, we will focus on how learners differ in their approaches to learning tasks and their ability to navigate learning environments and express understanding. We will explore different approaches to learning and assessment design that allow for multiple means of action and expression while still upholding constructive alignment with course outcomes. Whether it's planning activities for your lab or tutorial, or designing assessments for your course, we will examine how to introduce UDL guidelines for action and expression into your teaching as TAs and Course Instructors.

Presenter: Lisa Aikman

Series Information

Upcoming Sessions - Registration is Open!

Note: Registration closes 2 hours before the workshop begins.

Registration

Registration Instructions

  1. Login to Western Connect using your Western username and password.
  2. Go to the Event Calendars section and select the Centre for Teaching and Learning calendar.
  3. Select the event you wish to register in. Details and a description of the program will appear.
  4. Select the Register for this Event button. If the event has reached capacity, you may have the option to register on the waitlist.
  5. 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

Western Certificate in University Teaching and Learning

2023-24 Series

Leadership in Wellness Part 1: Cultivating Student Mental Health

Oct 17, 2023

Leadership in Wellness Part 2: Initiating Mental Health with Your Students

Oct 17, 2023

Preparing to Guest Lecture

Oct 19, 2023

Classroom Management Strategies

Oct 19, 2023

Introduction to Universal Design for Learning and Equity Education Frameworks

Nov 21, 2023

Building Meaningful Mentorships Across Cultures

Nov 24, 2023

Universal Design for Learning: Multiple Means of Engagement

Feb 13, 2024

Universal Design for Learning: Multiple Means of Representation

Feb 13, 2024

Articulating Your Teaching Philosophy

Feb 15, 2024

Universal Design for Learning: Multiple Means of Action and Expression

Feb 15, 2024

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:


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.”