The Centre for Teaching Excellence offers an intensive program for Postdoctoral Fellows called the Teaching Development Seminar Series. The program introduces participants to key topics in university teaching and learning, and connects them with resources on post-secondary teaching. The program consists of six seminars, as well as optional activities such as individual work and course design consultations. The seminars provide interactive and hands-on experience for participants and employ a variety of teaching and learning activities, such as group work, videos, and discussions. This program is primarily intended for postdoctoral fellows who have not participated in any teaching development activities during their graduate studies. Participants who complete the program will receive a certificate of completion.
Participants who complete the Teaching Development Seminar Series will:
- Draw on theoretical knowledge about teaching, learning and assessment in higher education to inform their teaching
- Articulate their approach to teaching by preparing a statement of teaching philosophy
- Begin to design a course by following the course design process that emphasizes the alignment between learning outcomes, teaching and learning activities and assessments
- Feel more confident and knowledgeable as university teachers
Participants who complete the series are also given certification.
The series is often offered twice a year, in the winter and fall terms. In addition to the Teaching Development Seminar Series, Postdoctoral Fellows are welcome to attend our faculty and graduate workshops offered throughout the year.
Interested in attending?
If you are interested in attending a Teaching Development Seminar Series in the future, please contact firstname.lastname@example.org to be added to a mailing list. While on this list, you will receive any details pertaining to future offerings of the Teaching Development Seminar Series.
January 2017 Schedule
|Teaching Development Series Orientation||Monday, January 16||9:00-9:30|
|CTE501 How Students Learn||Monday, January 16||9:30-11:30|
CTE196 Statements of Teaching Philosophy
|Tuesday, January 17||9:00-10:30|
|CTE503 Assessing Learning||Wednesday, January 18||9:00-10:30|
CTE504 Interactive Teaching
|Wednesday, January 18||10:45-12:15|
|CTE502 Motivating Students||Thursday, January 19||9:30-11:00|
|CTE505 Introduction to Course Design||Friday, January 20||9:30-11:30|
The seminar series includes the following six sessions, all of which must be completed during the given time frame. You can find details about the sessions to be offered in January 2017 below:
CTE196 Teaching Philosophy Statements
Description: Increasingly, academic job candidates are asked to provide a "teaching statement" or a "statement of teaching philosophy." For many of us, our first attempts at writing such statements seem "cheesy" or inauthentic. However, there is hope, especially if you can link your beliefs to examples from your own practice. At this hands-on workshop you will work on your own teaching philosophy, and tie it to forms of evidence. No prior experience with this form of writing is assumed.
CTE501 How Students Learn
Description: In this workshop we will discuss how learning occurs and what factors affect the teaching and learning process. Our discussion will draw on current research and theory on student learning by exploring this topic from different theoretical perspectives and discussing how these perspectives resonate with your own teaching experience. The goal of this workshop is to prepare you for designing and implementing instructional activities that will maximize student learning.
CTE502 Motivating Students
Description: Despite our best efforts as teachers, sometimes it is challenging to motivate our students to really learn. They focus more on what will be tested than on how to engage deeply with the subject matter and make it their own. Drawing on motivation theories such as achievement goal orientation, we will explore reasons why our students do not always become as engaged with our courses as we might wish. We will also work together to generate ideas for overcoming motivational obstacles through various course design strategies.
CTE503 Assessing Learning
Description: It is common to think only of assignments, tests, and exams as means of assessing our students’ learning. But are these our only choices? The short answer is no. In this workshop, you will be introduced to principles of effective assessment, then consider various types of both formative and summative assessments that can be applied in different disciplines. You will also learn alternative methods of assessing student learning to increase the available options to choose from in your own course designs.
CTE504 Interactive Teaching
Description: This session will introduce various techniques that help students to anchor their learning through interactive engagement. Learning theories will be introduced only after techniques are tried by the learners themselves, and chief amongst the objectives will be reflection on how to transfer what is introduced to their actual practice. Discipline-relevant techniques may include Icebreaker Interviews, Physical Poetry, Reaction Sheets/Gallery Walk, Jigsaw, Fishbowl Discussion, and an Exam Review Game. By the end of the session, Postdoctoral Fellows will know at least three new techniques along with when, why and how to implement them. Furthermore, the participants will know where to find and how to select other techniques.
CTE505 Introduction to Course Design
Description: Teaching excellence stems in part from careful planning of well-designed courses. In this session, we will explore a course design model that emphasizes the interrelatedness of the various components and sets the stage for what they have already learned during the past week's workshops. Key focus will be placed on learning about ourselves as teachers, understanding our students and what motivates them, assessing student learning, teaching so that students can do the assessments, aligning course designs with objectives, and reflecting on and researching our practice as teachers.
Postdoctoral Fellows are also welcome to attend workshops for Faculty and Staff. However, these workshops cannot be substituted for the workshop series.