Center for Research in Learning and Teaching, University of Michigan
“Designing Community-Based Learning Courses with Diverse Learners In Mind,” 5/17/2017
"Community-based learning (CBL) has important implications for the development of cross-cultural awareness and positively impacts campus climate as students, faculty and community members collaborate across differences. In this session co-facilitated by experts from LSA's Center for Engaged Academic Learning (CEAL) and the Ginsberg Center, we will discuss ways to promote student learning for a broad range of students through experiences in communities. We will explore key principles and promising practices for developing effective CBL courses. Participants will begin applying these ideas to their own courses, so please bring a course idea or description. This session is designed for faculty, staff or graduate student instructors who are planning to teach a CBL course." (from the CRLT website)
“Applying Universal Design Principles to Promote Active Participation by All Students,” 10/19/16
"Drawing on the principles of Universal Design and active learning, this workshop provides participants with a space to explore a variety of activities that engage students with a range of abilities in the classroom. During the workshop, we will focus on how instructors can create individual, paired and in-class group work that are accessible and support the participation of a diverse group of students. Using case studies and scenarios, attendees will have the opportunity to consider the application of these strategies in their learning spaces." (from the CRLT website)
Sheridan Center for Teaching and Learning in Higher Education, Brown University
The Sheridan Center offers pedagogical training and professional development opportunities that range from hour-long seminars to yearlong certificate programs. Sheridan programs emphasize reflective teaching practices, helping faculty, postdocs, and graduate students to pursue excellence in pedagogy. I took extensive advantage of Sheridan’s resources during my time at Brown, and completed three out of four available teaching certificate programs along with several shorter workshops.
Yearlong Certificate Programs
Professional Development Seminar (2013-Present)
This collaborative workshop emphasized professional development oriented towards the academic job market. Participants wrote and peer reviewed teaching philosophy statements, created sample syllabi, and practiced job interviews.
Teaching Consultant Program (2012-2013)
This yearlong program fostered skills in peer consultation, communication, and feedback. In the consultant program, humanities students are paired with peers from the physical and life sciences to form a two-person consulting team. Consultants observe graduate students and faculty members in various academic settings, including guest lectures, discussion sections, and practice presentations.
Reflective Teaching Seminar (2011-2012)
In this yearlong course participants reflected on the importance of addressing diverse learning styles, learned how to set concrete learning goals, design courses, create fair and effective rubrics, and persuasively communicate through their teaching practices. The course included a teaching observation in which I was filmed during one of the discussion sections I taught for Contemporary Architecture in Spring 2012. In collaboration with teaching consultants from the Sheridan Center, I developed improved strategies for teaching and classroom management. For a fuller description, please refer to the Sheridan website.
Graduate Career Options Conference (November 2014)
This conference was designed to offer graduate students an exposure to jobs in a variety of fields beyond academia. With a range of panels, including government, education, consulting, the arts, and non-profit, this event stressed the importance of informational interviewing and networking. In addition to gaining a better understanding of career options for historians of art and architecture, I came away with a new strategies for mentoring and advising graduate students who are about to go on the job market.
Mentoring Graduate Students (November 2014)
Presented by the touring theater company housed in the University of Michigan’s Center for Research on Learning and Teaching, this program explored mentoring relationships in the academy and the different ways faculty and graduate students interpret these interactions. Through vivid sketches, this workshop invited participants to re-visit their own experiences through the eyes of others and engage in transformative conversations. The players used a variety of performance modes and facilitation strategies to spark an insightful and productive dialogue between the Brown professors and graduate students who attended.
Digital Humanities (April 2014)
Introducing participants to the emerging field of digital humanities, this Sheridan Center workshop explored how digital methods offer new ways to think about teaching and research across humanities disciplines. Following an overview of essential resources at Brown and on the internet, we surveyed current digital humanities projects and discussed how digital humanities approaches can be used productively in classes and research.
Mentoring Undergraduates (February 2014)
This one-day workshop allowed graduate students and faculty to workshop real issues encountered in mentoring undergraduates. Senior faculty shared their experiences and advice for dealing with struggling students, exploring how to offer positive guidance and support while still making sure that certain benchmarks are met.
Syllabi Development (August 2013)
This one-day workshop for young faculty members and graduate students emphasized the idea of a syllabus as a contract teachers make with their students.
Backwards Course Design with Professor Steven Volk (January 2013)
Professor Steven Volk taught a master class for the Sheridan Teaching Consultants on the basic principles of backwards course design. Exposure to this rapidly growing trend in education has inspired me to rethink the way I use classroom time and assign homework.