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.
2018-19 Series
Come to this session with your questions about how to make the best of your office hours or difficult situations you might need help solving.
Join us for a conversation about how to design lessons that involve student participation and facilitate memorable learning experiences.
Participate in this online session to learn about the key components of a teaching philosophy statement and start drafting your own. Registrants will be added to an OWL site where they will be able to join the webinar using Blackboard Collaborate.
Come to this workshop to discuss strategies for finding focus and making progress on your degree at times when you feel that you are stuck.
Join this workshop to learn some simple techniques for getting feedback from students that can inform your approach to teaching. We will discuss how and why you might record additional feedback at the end of the semester.
Join this online webinar to learn about what goes into a Teaching Dossier. We will discuss the purpose/use of dossiers in academia and plan how to get started gathering information for your own document.
This session aims to identify common challenges to student learning related to PowerPoint design and articulate key design principles inspired by research on multimedia learning theories. Participants are encouraged to bring a section of a PowerPoint presentation (either hardcopy or on a device) to the workshop. You will have the chance to discuss and apply design principles to storyboarding and revising the slides in order to maximize their (and your) impact.
Join us in this session to learn about self-regulatory learning and metacognition. You will learn different strategies to help your students be independent learners to optimize their learning process.
Series Information
Upcoming Sessions
Feb. 7 - Constructing Your Teaching Dossier - CTL Webinar
Feb. 8 - Increasing the Power of PowerPoint and Self-regulated Learning and Metacognition
Mar. 18 - See Academic and Professional Communication Series
Registration
Registration Instructions
- Login to CareerCentral using your Western username and password.
- Go to the Centre for Teaching and Learning section and select Event Calendar.
- Search for 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
Graduate students, 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
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
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.”
