Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Annenberg School and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of
concerns in the German department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Wharton School and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the History of Art department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about issues related to teaching and learning. Each lunch focuses on a different theme. The faculty members listed for each lunch are moderators: they will share their experiences and guide the discussion.

The Center for Teaching and Learning provides lunch for all those who register in advance. To encourage interactive discussion, registration is limited to twelve faculty.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: In this workshop we will consider the role of gender in the classroom and the effect gender can have on your authority as a TA, on the relationship between you and your students, as well as on the relationship amongst students in your sections. Are you in a field that historically has been populated by one sex? Does being the only male in a classroom filled with female students alter the classroom dynamic? Or vice-versa, does being a female TA in a field (and classroom) dominated by men affect your role as an authority figure? Do you think that gender still influences how classrooms are managed, or do stereotypes of gender no longer enter and act on sites of learning and mentorship?

Counts toward the CTL Teaching Certificate

Summary: Perennial shifts in the Humanities: How to cope with the challenges of teaching in disciplines that have undergone significant canonical changes

All graduate students and faculty are welcome but this event grows out of concerns in the Music department and so may be most useful to students in related fields.

Workshop counts toward the CTL Teaching Certificate.

Summary: In collaboration with the Center for Teaching and Learning (CTL), the Engineering Faculty Teaching Forum brings together faculty from across the school to discuss teaching, consider practices and address challenges. These discussions take place approximately once a month, with each session focusing on a different aspect of our teaching mission. All faculty, from experienced to novice teachers, are invited to participate.

While all faculty are invited to participate, the sessions will be capped at 12 faculty to encourage open discussion. Only registered participants can attend. All workshops will be held from 12:00 noon to 1:15 pm.

Summary: Counts toward the CTL Teaching Certificate

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the German department and so may be most useful to students in related fields.

Counts toward the CTL Teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Neuroscience Graduate Group and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: Counts toward the CTL Teaching Certificate

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Physics department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about issues related to teaching and learning. Each lunch focuses on a different theme. The faculty members listed for each lunch are moderators: they will share their experiences and guide the discussion.

The Center for Teaching and Learning provides lunch for all those who register in advance. To encourage interactive discussion, registration is limited to twelve faculty.

Summary: In collaboration with the Center for Teaching and Learning (CTL), the Engineering Faculty Teaching Forum brings together faculty from across the school to discuss teaching, consider practices and address challenges. These discussions take place approximately once a month, with each session focusing on a different aspect of our teaching mission. All faculty, from experienced to novice teachers, are invited to participate.

While all faculty are invited to participate, the sessions will be capped at 12 faculty to encourage open discussion. Only registered participants can attend. All workshops will be held from 12:00 noon to 1:15 pm.

Summary:

Summary:

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Wharton School and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: Counts toward the CTL Teaching Certificate.

Summary: Counts toward the CTL Teaching Certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Neuroscience Graduate Group and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Music department and so may be most useful to students in related fields.

Workshop counts toward the CTL Teaching Certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Wharton School and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: Counts toward the CTL Teaching Certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the German department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary:

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about issues related to teaching and learning. Each lunch focuses on a different theme. The faculty members listed for each lunch are moderators: they will share their experiences and guide the discussion.

The Center for Teaching and Learning provides lunch for all those who register in advance. To encourage interactive discussion, registration is limited to twelve faculty.

Summary: How can we as instructors help students understand the amount of planning and critical thinking required in a scholarly project? How can we then help students apply a similar critical apparatus and thought to their own development as scholars? This workshop will allow instructors and TAs to discuss how best to convey to students the process of scholarship, so that the students can become better problem-solvers and researchers. The scholarly process revolves around fundamental disciplinary questions that a scholar then answers in unique and original ways. Because of the importance of questions to the make up of the discipline, one of the things a teacher at a university tries to teach students is how to ask good questions, and how to answer them appropriately for his or her field.

Counts toward the CTL Teaching Certificate.

Summary: Teaching on Your First Job — Recent Penn Anthropology PhD’s return to talk about
their first teaching experiences post-PhD

Dr. Hilary Dick (Haverford ) and Dr. Carol Nickolai (Community College of Philadelphia)

All graduate students and faculty are welcome but this event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Near Eastern Languages and Civilizations department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: Counts toward the CTL Teaching Certificate.

Summary:

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Computer and Information Science department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: In collaboration with the Center for Teaching and Learning (CTL), the Engineering Faculty Teaching Forum brings together faculty from across the school to discuss teaching, consider practices and address challenges. These discussions take place approximately once a month, with each session focusing on a different aspect of our teaching mission. All faculty, from experienced to novice teachers, are invited to participate.

While all faculty are invited to participate, the sessions will be capped at 12 faculty to encourage open discussion. Only registered participants can attend. All workshops will be held from 12:00 noon to 1:15 pm.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Annenberg School and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Physics department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the History of Art department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of
concerns in the CIS department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Biology department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Music department and so may be most useful to students in related fields.

Workshop counts toward the CTL Teaching Certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Near Eastern Languages and Civilizations department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Physics department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: In collaboration with the Center for Teaching and Learning (CTL), the Engineering Faculty Teaching Forum brings together faculty from across the school to discuss teaching, consider practices and address challenges. These discussions take place approximately once a month, with each session focusing on a different aspect of our teaching mission. All faculty, from experienced to novice teachers, are invited to participate.

While all faculty are invited to participate, the sessions will be capped at 12 faculty to encourage open discussion. Only registered participants can attend. All workshops will be held from 12:00 noon to 1:15 pm.

Summary: All graduate students and faculty are welcome but this event grows out of
concerns in Near Eastern Languages and Civilizations and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Physics department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about issues related to teaching and learning. Each lunch focuses on a different theme. The faculty members listed for each lunch are moderators: they will share their experiences and guide the discussion.

The Center for Teaching and Learning provides lunch for all those who register in advance. To encourage interactive discussion, registration is limited to twelve faculty.

Summary: How do you design an undergraduate course in gender, sexuality, and women’s studies? What texts should be covered? What balance is to be found between feminist classics and more recent developments in sexuality studies? Students might demand the latest in LGBTQ research, and yet the curriculum demands proper homage to necessary and significant canonical works in women’s studies. Once you develop a course, how can you best communicate these materials and aid students in learning how to objectively talk and write about potentially intimate, personal, or contentious topics?

In this workshop, Dr. Shannon Lundeen will share with us her experience in developing and effectively teaching popular and successful undergraduate courses in gender, sexuality and women’s studies. She will discuss how she develops her syllabuses and reading lists—always keeping them fresh and up-to-date. She will also discuss classroom management and how to maintain a “safe and intimate” space in which sensitive materials can be discussed while not losing the formal classroom atmosphere.

Dr. Shannon Lundeen is the associate director of the Gender, Sexuality, and Women’s Studies (GSWS) Program and the Alice Paul Center at UPenn. She actively teaches in the undergraduate GSWS program, offering courses that range from intro- to topics courses such as: “Gender and Socitety,” “Science of Sex and Sexuality,” and “Gender and Warfare: Contemporary Fronts.” Her fields of interest include queer theory, feminist theory, and social and political philosophy.

All graduate students and faculty are welcome but this event grows out of concerns in the Gender, Sexuality and Women’s Studies Program and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary:

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the History department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of
concerns in the lab sciences and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: All graduate students and faculty are welcome but this event grows out of
concerns in the Neuroscience Graduate Group and so may be most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

Summary: All graduate students are welcome. This event grows out of concerns in the Political Science department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: How can we make history interesting and relevant for undergraduates, particularly those who are more anthropologically and sociologically minded? Likewise, how do we bring insights from anthropology and sociology to bear on our historical teaching? This workshop explores these questions. We will discuss the intellectual overlap between anthropology and history of sci/tech/med, and how we can use the tools of both disciplines to help students relate to historical times and texts in new and compelling ways. By the end of this workshop, we will have developed strategies for helping students to think and read like historians, while developing their understanding about the interconnections between the disciplines.

All graduate students are welcome. This event grows out of concerns in the HSS department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: Dr. Ed Dixon is the Technology Director for the Penn Language Center.

All graduate students are welcome. This event grows out of concerns in the German department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: We all dream of teaching our pet topic to a room full of rapt undergrads. But what happens when it feels like you know almost as little about the course material as your students? Both as TAs and as faculty, many of us will be called upon to teach courses that are outside our own fields of expertise. In this workshop we’ll discuss tips and strategies for successfully teaching beyond your comfort zone and get advice from faculty who have been there themselves and have mentored grad students through what can be a nerve wracking, but ultimately rewarding, experience.

All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Statistics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will explore the idea of the classroom as a “safe space” through candid conversation about how to introduce and facilitate discussions of gender, race, class, violence, trauma, and other sensitive subject matter in the undergraduate classroom. It will also address how to handle sensitive issues in courses that do not take one or more of these issues as a primary focus.

All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: As teaching assistants we have a unique role in the scheme of undergraduate education. Not long ago we were in our students’ position, yet now we are the ones holding office hours, leading discussions or recitations, and assigning the ever-important grade. In this workshop we will explore what it means to be a TA at Penn, specifically looking at how to establish an effective classroom environment while also developing good working relationships with professors and students.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the Classical Studies department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: As graduate students, reading academic texts is a skill we have developed over many years; yet the undergraduates in our courses may be encountering academic textbooks, articles, or monographs for the first time. Students may struggle to determine what is important, how they should connect readings with lectures and coursework, and what they should take away from a reading assignment. This workshop will provide you with tools and strategies for helping students learn to read academic texts across disciplines, including developing note-taking strategies, helping students discover what is critical and interesting in a text, and how to work with students who aren’t completing the readings each week.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: In this workshop we will develop methods for working with difficult students: those who care too little, those who care too much, and those who present other challenges for you in (and out of) the classroom. We will discuss managing classroom dynamics, setting boundaries, and handling tensions that arise from grading. In addition to developing strategies for handling conflicts with students when they do arise, we will also discuss ways to prevent these problems in future courses.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: Classroom discussion is the cornerstone of many courses across the disciplines, and facilitating discussion is among the key responsibilities of graduate teaching assistants. In this workshop, we will explore strategies for harnessing the potential of discussion to further the objectives of the courses we teach or the recitations we lead. We will ask what the goals of in-class discussion are—or should be—and explore how planning ahead can help us achieve those goals. To this end, the workshop will address the following questions: What types of questions are most effective for generating conversation or debate? How can we format discussions to facilitate student learning? What is the role of the instructor in classroom discussion?

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching-related issues. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: How can you balance your own academic goals with your teaching responsibilities? What are the methods for accomplishing short- and long-range tasks while teaching a class or a recitation, holding office hours, and/or grading exams? In this workshop, participants will have an opportunity to explore their own time management styles and take away additional strategies for taking control of their time.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: The Teaching Science Seminar brings together a small group of faculty for regular conversations about teaching science at Penn. Each session will focus on a particular topic, with the specific topic determined by the interests of participating faculty. Core members of the seminar will take part in the series regularly, but other faculty are also welcome to participate in individual discussions. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for those who register in advance

Summary: This workshop aims to develop practical strategies for leading students through difficult or challenging topics and provide an opportunity for new teachers to discuss some of the most rewarding and fruitful work that they do. We will consider thoughtful and imaginative ways for broaching controversial topics and develop strategies to reorient a discussion that appears to be running out of control. This workshop will also consider building effective relationships between students and instructors so that students feel comfortable talking in situations where they might prefer not to and instructors feel that students will be able to engage difficult topics in an effective and meaningful way.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: How do we manage gendered power dynamics in the academy, both as instructors leading classes and as instructors trying to teach about gender? In this workshop, we will organize our discussion of gender and teaching around two sets of questions. First, we will address gender in the classroom. How do we manage gendered power dynamics between TAs and students? How do we manage these dynamics amongst students themselves? Second, we will address gender in the syllabus. How do we teach canons that do not account for gender? How do we develop syllabi that take gender seriously? How can we move gender away from being a ‘hot button’ topic and towards a common analytic in classroom discussions?

All graduate students are welcome. This event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: This workshop will offer a forum for professors, graduate students, and librarians to share pedagogical models that integrate Penn’s rich library collections into classroom work and discussion. It will also interrogate the value of incorporating instruction on research methods into literature courses at any level.

All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: What do you do when you open the floor to questions and your students just sit there staring back at you? Have you ever tried to start a discussion, only to be met with silence? The silent classroom is a challenge that many TAs face, whether they are trying to lead a discussion, review for an exam, or help students through a problem set. In this workshop, we will explore some of the reasons why a classroom might be silent and develop strategies to foster student participation.
Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: What does it mean to provide students with useful written feedback? What are your teaching goals (or your professor’s teaching goals) and how can you use them to inform the way that you comment on student work? This workshop will provide a forum for considering these questions and will focus on both the content of constructive feedback as well as the process of generating it. Participants will have an opportunity to explore their own grading styles and consider new strategies for using written feedback to enhance student learning.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: We often think that preparing our students for an exam starts the week before with a review. This workshop will help you think about what you can do from the first week of class to the day of the exam. It will also help you think about what assumptions we make about our students; do your students know how to study? Do they know how to write an essay? What is the best way to prepare students so as to minimize their anxiety in the days before the exam? This workshop will help improve the efficiency and effectiveness of how your students study, and in the process reduce the demands on your time when the next exam approaches.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the German department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Classical Studies department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: With a problem set due in three days, the TA can be tempted to coach his students only in the mechanics of the problems from that week’s assignment. Such an approach is necessary but not sufficient for the students to derive long-lasting value from the course. In this workshop we will discuss how to structure assignments and how to instruct students — in and out of recitation — so that their education can be a process of discovery, rather than only completion. To do so, this workshop will help participants consider ways of helping students to understand how to think about problems, not just how to follow a set of rules.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: During the semester, your students can be a valuable resource for improving your teaching. Because they see you on a regular basis, they already have clear opinions of your strengths and weaknesses and what you might do to help them learn. In this workshop, we’ll explore the use of mid-semester evaluations; formulate evaluation questions based on your class and concerns; and, finally, discuss how we might best interpret student feedback (which can be contradictory) and use it to enhance teaching.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: The Teaching Science Seminar brings together a small group of faculty for regular conversations about teaching science at Penn. Each session will focus on a particular topic, with the specific topic determined by the interests of participating faculty. Core members of the seminar will take part in the series regularly, but other faculty are also welcome to participate in individual discussions. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for those who register in advance.

Summary: Unsuitable rooms, technical glitches, silent classrooms, grade grubbing, no-shows, exceptions, whining, late papers? Even the best of courses are bedeviled by unwelcome surprises, difficult encounters, and awkward situations. This session is dedicated to discussing ways of handling such situations, taking advantage of them, and turning them around. With almost half a century of teaching experience, Professor Adams will share the lessons he has learned, and then lay out some actual past scenarios for discussion. Come ready to talk about difficulties you have encountered or are encountering, and to brainstorm effective ways of dealing with them.

All graduate students are welcome. This event grows out of concerns in the HSS department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Done well, group work can be one of the most effective ways to engage students and promote learning in the classroom. However, many instructors are hesitant to try it because of bad experiences in the past. This workshop will focus on making group work an effective learning tool by asking: What makes in-class group work successful? What challenges does it pose, and what are some ways to address them? We will discuss successful group work strategies, troubleshoot common problems, and develop concrete exercises to use in your classes.

Counts toward the CTL Teaching Certificate. Also counts as a follow-up workshop for SAS participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Political Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Conversations on Teaching Nursing are opportunities for Nursing faculty to come together for interactive discussions about teaching. Facilitated by Center for Teaching and Learning staff, each session focuses on a different theme and will offer faculty the opportunity to share and reflect upon the ideas and experiences of colleagues. All faculty, from experienced to novice teachers, are invited to participate. Lunch is provided for those who register in advance.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching-related issues. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: Designed for junior Engineering faculty, the Junior Faculty Teaching Forum provides for structured discussion on teaching topics of particular relevance for junior faculty. Each conversation focuses on a different theme and gives participants the chance to hear from senior colleagues who help to moderate the session. To encourage discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary:

Summary: All graduate students are welcome. This event grows out of concerns in the Comparative Literature department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication school and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Statistics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will offer graduate students an opportunity to discuss efficient and effective strategies for assessing students’ written work—from line-by-line comments to a paragraph of overall feedback on the last page of an essay to in-person meetings and beyond. We will focus on the purpose(s) of grading and the difficulties associated with grading written work fairly. The workshop will also address the challenge of balancing quantitative with qualitative evaluation.

All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: Does CompLit have, need, or want its own pedagogy – and, if so, does the so-called “theory canon” offer a way of thinking about it? After cultural studies has become the norm of many literature departments, and the frantic Francophilic theory of the 1980s has receded, is there any point in the standard “Intro. to Literary Theory” course, either for graduate or undergraduate students? What accounts of interpretation, history and signification does the existing canon privilege, and how can teachers challenge that arrangement without shortchanging students or undermining the valuable work theoretical texts still inculcate? How to deal with the still highly-oppositional discursive practices common to theoretical readings in a University increasingly hostile to humanist inquiry and progressive political work? The workshop will deal with these larger questions, as well as posing some granular, practical problems: how to lead discussion of a difficult text; how to balance a syllabus; how to prepare undergraduates for research, and how to train graduate students for a dissertation.

Counts toward the CTL Teaching Certificate.

Summary: The Teaching Science Seminar brings together a small group of faculty for regular conversations about teaching science at Penn. Each session will focus on a particular topic, with the specific topic determined by the interests of participating faculty. Core members of the seminar will take part in the series regularly, but other faculty are also welcome to participate in individual discussions. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for those who register in advance.

Summary:

Summary: Conversations on Teaching Nursing are opportunities for Nursing faculty to come together for interactive discussions about teaching. Facilitated by Center for Teaching and Learning staff, each session focuses on a different theme and will offer faculty the opportunity to share and reflect upon the ideas and experiences of colleagues. All faculty, from experienced to novice teachers, are invited to participate. Lunch is provided for those who register in advance.

Summary:

Summary: All graduate students are welcome. This event grows out of concerns in the Classical Studies department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching-related issues. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: When posing philosophical and bio-ethical questions in the classroom, discussions can quickly verge into students’ personal thoughts and experiences, and get stuck there. This session will explore how to utilize videos, current events, and other multi-media as a way to foster discussion and deepen analysis, particularly surrounding topics in bio-ethics. We will discuss how we can use these techniques in history, STS, and other courses as a way to help students engage with topics related to ethical questions.

All graduate students are welcome. This event grows out of concerns in the History and Sociology of Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: When Benjamin Franklin set out to establish the Public Academy of Philadelphia in the 1740s, it was set to be the first of its kind; until that point, the only American colleges in existence functioned as centers of divinity education. In 2011, of course, Franklin’s secular model has become the norm. Nonetheless, the last decade has witnessed a reemergence of interest in religion, which has affected the development of humanities curricula at institutions like Penn. In this workshop, we will explore both curricular and pedagogical approaches to religion: how can the trend toward religion be incorporated into humanities courses and, perhaps, even serve as a marketing tool for our courses? And, moreover, what challenges does the teaching of religion pose for instructors? Liliane Weissberg, professor of German and comparative literature, and Ilya Vinitsky, associate professor of Slavic, will lead our session. Dr. Weissberg has taught courses on German-Jewish connections, Freud, and the supernatural and fantastical, while Dr. Vinitsky has taught courses on mysticism and the supernatural.

All graduate students are welcome. This event grows out of concerns in the German department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Comparative Literature department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Professors Stine and Foster, authors of a popular statistics textbook, will offer their thoughts on the creation of apt written materials for teaching purposes.

All graduate students are welcome. This event grows out of concerns in the Statistics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: In today’s competitive job market, graduate students increasingly seek teaching jobs outside of traditional departments – for example, in novel interdisciplinary programs and rapidly growing professional schools. While these settings provide unique teaching opportunities, they also present new kinds of classroom challenges. In this workshop, we will discuss what it means to teach anthropology outside of an anthropology department, and how to bring anthropological graduate training to bear on non-anthropological course material. Although we will focus on bringing anthropological expertise and training to new classroom spaces, this workshop will be useful to anyone who is interested in bringing their own disciplinary expertise and graduate training to a larger audience.

All graduate students are welcome. This event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Political Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Classics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Dr. Kerry Wallach, Assistant Professor of German at Gettysburg College, will lead a session on making the most of your time in graduate school to help you succeed in future teaching jobs. The session will pay particular attention to teaching at a liberal arts college. Kerry is a recent graduate of the University of Pennsylvania, where she won the Penn Prize for Excellence in Teaching by a graduate student. Her research treats 20th-century literature and media, particularly in the context of German-Jewish history.
All graduate students are welcome. This event grows out of concerns in the German department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Conversations on Teaching Nursing are opportunities for Nursing faculty to come together for interactive discussions about teaching. Facilitated by Center for Teaching and Learning staff, each session focuses on a different theme and will offer faculty the opportunity to share and reflect upon the ideas and experiences of colleagues. All faculty, from experienced to novice teachers, are invited to participate. Food is provided for those who register in advance.

Summary: What roles do (or should) gender and sexuality play in our teaching, especially in terms of classroom power dynamics? This workshop will explore the various ways that gender and sexuality impact our developing pedagogies. It will focus both on how to negotiate the blurry line between the personal and pedagogical as well as on strategies for constructing syllabi and developing lesson plans that account for the very real potentialities and challenges arising from divergent and/or cohesive attitudes towards gender and sexuality in the classroom.

All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: We all know the job market is tough – so how can we best present ourselves as teachers, both in paper and in person? This session is dedicated to exploring what we can do to prepare our teaching portfolios, a process that should ideally begin in the early years of graduate study. We will discuss how to present our teaching philosophy in paper and in person, and what to expect in an interview setting.

All graduate students are welcome. This event grows out of concerns in the History and Sociology of Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: What can written feedback accomplish for students working at the intersection of the social and biological sciences? How do you provide feedback to different student audiences – for example, an introductory undergraduate audience versus advanced undergrad or graduate students – with different disciplinary backgrounds and expectations? How might written feedback generate a conversation beyond the boundaries of a particular assignment? In this workshop, we will explore the intricacies of and possibilities for giving diverse student groups written feedback in an interdisciplinary department.

All graduate students are welcome. This event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: What is the role of quantitative data in the classroom and how can we use statistics most effectively? This workshop will discuss presenting quantitative data at both the undergraduate and graduate level. It will also focus on teaching statistics to a varied audience, those who have methodical training and those who are less statistically inclined.

All graduate students are welcome. This event grows out of concerns in the Political Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Neuroscience program and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: How can instructors use discussions of academic integrity to do positive work in the classroom? When students discuss academic integrity, they usually understand it as a series of rules and regulations: “don’t plagiarize this,” and “don’t forget to cite that properly.” But such attitudes can risk fostering a legalistic attitude towards work, rather than enabling a responsible and thoughtful attitude to students’ work. This workshop will focus on helping students to take pride in their research, entailing a wide-ranging discussion of priorities for discussions of integrity issues, after which we will develop practical strategies for helping students to take pride in their research and their written work.

Counts toward the CTL Teaching Certificate.

Summary: Have you ever been to a lecture that was so engaging and informative that you thought: “I wish that I could lecture that effectively. I wonder how he/she does it?” This session explores the answers to that question. By outlining the components of an effective lecture, we will discuss concrete strategies that we can employ to develop our personal lecturing style. We will consider how we can maximize the value of our lectures, the different approaches and techniques we can employ in our presentations, and how we can develop skills to further engage our audience.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: Conversations on Teaching Nursing are opportunities for Nursing faculty to come together for interactive discussions about teaching. Facilitated by Center for Teaching and Learning staff, each session focuses on a different theme and will offer faculty the opportunity to share and reflect upon the ideas and experiences of colleagues. All faculty, from experienced to novice teachers, are invited to participate. Lunch is provided for those who register in advance.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: Most instructors find their students, even the best ones, struggling with a range of problems : reading overload, test-taking anxiety, homesickness, overbooked social calendars. Often these challenges leave students struggling academically. In these situations, it can be difficult for TAs and instructors to know when, how, and to what extent to intervene. What problems are our responsibility? What are we equipped to handle on our own, and to whom can we refer students for additional help? Participants in the workshop will develop some specific strategies for addressing these questions in their own teaching while also considering when and how to encourage students take advantage of the resources available to struggling students at Penn.

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Statistics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Comparative Literature department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the German Department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Comparative Literature department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Teaching Science Seminar brings together a small group of faculty for regular conversations about teaching science at Penn. Each session will focus on a particular topic, with the specific topic determined by the interests of participating faculty. Core members of the seminar will take part in the series regularly, but other faculty are also welcome to participate in individual discussions. To encourage interactive discussion, registration is limited to twelve faculty.

Summary: How can we use in-class writing as an exercise in stimulating student engagement with the central questions and texts of the courses we teach? From short free writes that allow students time to reflect on an image, a concept, or a problem to sustained collaborative writing sessions that foster the spirit of compromise, in-class writing has the potential to deepen students’ investment in course material, provide a low-risk staging ground for ideas, learn new skills, and inspire original thought. In this workshop, we will explore the benefits of in-class writing activities, discuss how to design such activities, and consider ways to integrate writing effectively into our lesson plans.

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Classics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Often students read multiple articles or sections of books together. However, how do you go about teaching one book? How do you choose which book will be featured? Moreover, how do you design a course that uses one book per week? This workshop will answer all of these questions and more!

All graduate students are welcome. This event grows out of concerns in the Political Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: How can you deepen your students’ readings of source texts? How do you teach them to analyze music, advertisements, films, and other non-textual material? What would it be like to develop an entire course around primary source material? Kathy Peiss is renowned for her undergraduate teaching, particularly with primary sources. Her new book Zoot Suit grew out of a primary-source-based undergraduate seminar that she developed and taught at UMass-Amherst. Prof. Peiss has generously agreed to come in during her leave to discuss all these questions and more.

All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will focus on what we, as instructors, can do to help students understand gender beyond their initial ideas about the topic. By thinking about what hinders students’ understanding gender as an analytical tool, we will discuss how to help students rethink their own assumptions to develop their own abilities as thinkers and scholars. In addition, we will discuss how to help students bring the analytical tools they develop in our class to the world outside class.
Counts toward the CTL Teaching Certificate.

Summary: Many graduate students working in interdisciplinary programs struggle with how to engage scientific theory or topics in the classroom – whether we are scientists ourselves working to engage undergraduates who don’t have strong scientific backgrounds, or social scientists trying to engage undergraduates from affiliated scientific disciplines like physical anthropology or the life sciences. In this workshop, we will explore how instructors with different approaches to scientific theory and methods can engage students with a variety of (non)scientific backgrounds.
Counts towards CTL Teaching Certificate.
All graduate students are welcome. All graduate students are welcome. This event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: Race and slavery. Feminism and class. The Middle East. The Civil War. Many of us face the challenge of presenting emotionally-charged, politically-heated topics to our students. How do we maintain the classroom as a safe space for students to express their views and explore these controversial topics? How do we maintain our own position of authority and expertise—or do we? What happens if things get ugly? Profs. Hahn and Troutt-Powel will discuss their experiences teaching some of the most dicey topics and open a conversation with grad students about approaches to handling controversy in the classroom.

All graduate students are welcome. This event grows out of concerns in the History department and so may most useful to students in related fields.

Counts toward the CTL teaching certificate.

Summary: Live by it or loathe it, PowerPoint (or other presentation software) is one of the teaching tools that we have available to us as lecturers and teaching assistants. It can deliver organized and legible notes to any size lecture and provide a medium for visual representation of classroom concepts, but also can inhibit student engagement and interaction. This workshop will explore the whens, wheres, whys, and hows of using PowerPoint as an effective means in the classroom and examine the implications of incorporating this technology into our own teaching.

Counts toward the CTL Teaching Certificate.

Summary: Conversations on Teaching Nursing are opportunities for Nursing faculty to come together for interactive discussions about teaching. Facilitated by Center for Teaching and Learning staff, each session focuses on a different theme and will offer faculty the opportunity to share and reflect upon the ideas and experiences of colleagues. All faculty, from experienced to novice teachers, are invited to participate. Food is provided for those who register in advance.

Summary: Writing is central to our discipline, and we require students to submit papers using methodologies and analytic techniques that, to us, may seem second-nature. This workshop is dedicated to discussing how we can help our students continue to develop their writing skills by building on the techniques they have learned in their Critical Writing seminars. We will discuss how we can apply this knowledge within our discipline, and how we can facilitate students’ ability to write – and therefore think and conduct research – like historians of sci/tech/med.

All graduate students are welcome. This event grows out of concerns in the History and Sociology of Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: The Teaching Science Seminar brings together a small group of faculty for regular conversations about teaching science at Penn. Each session will focus on a particular topic, with the specific topic determined by the interests of participating faculty. Core members of the seminar will take part in the series regularly, but other faculty are also welcome to participate in individual discussions. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for those who register in advance.

Summary: We all know that objects are great to think with, but how might we incorporate them into the classroom? What does it mean to teach with and through objects in different subdisciplines of anthropology, as well as related disciplines like art history? Did you know that you can use the displays and objects at the Penn Museum for teaching purposes? In this workshop, we will discuss strategies for incorporating museum displays, material culture, and other objects into the classroom. While this workshop will focus on the specific resources available through the Penn Museum, we will also discuss more general strategies for teaching with and through objects outside of this context.

Summary: All graduate students are welcome. This event grows out of concerns in the School for Communication and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: As representatives of our disciplines, we all face a similar challenge in teaching undergraduates: how do we convey our excitement for our field such that it engages an audience of non-specialists? While some of our students dive in headfirst from the start, our focus will be on those who remain hesitant. To that end, we will discuss strategies for engaging students, using enthusiasm to aid in learning, and making our courses “feel” relevant.

Counts toward the Teaching Certificate.

Summary: Because of the nature of our teaching responsibilities as graduate students, we invest a lot of time and energy in teaching students how to write. But how do we help students develop their skills as readers? In this workshop, we will hear from faculty members who have created strategies for cultivating sensitive reading practices in their classes. We will consider approaches to teaching close reading and discuss what a pedagogical focus on reading, in its various modes, can achieve for our students.

All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Classics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the German department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Increasingly colleges and universities are offering courses on “the global,” yet as scholars, much of our expertise may reside in one country or region. This workshop will explore how we can develop skills that will allow us to teach courses that incorporate a global perspective. We will discuss questions like: What is necessary preparation to teach such a class? What kinds of questions/frameworks are most productive for structuring the course and its materials? How can we achieve depth, given the breadth of teaching “the global”? With David and Projit’s guidance, we will generate a list of strategies and approaches that will enable us to teach – and think – globally.

All graduate students are welcome. This event grows out of concerns in the History and Sociology of Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Political Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Creating your own course but don’t know where to start? This interactive workshop will focus on the process of course development, from identifying departmental needs and your own goals, through plotting the course’s weekly progression and constructing the syllabus. Participants will leave the workshop with a framework for designing classes that are engaging, thoughtful, and well-organized.

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the School for Communication and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Bioengineering department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Statistics are everywhere and can be an excellent teaching tool. However, most of us, including our students, are unfamiliar with the jargon. The goal of this workshop is to discuss ways to use stats in the class room most effectively. How much statistics do students need to know, and how deeply should they understand? How should we teach statistics, and in teaching, what should we emphasize? How can students be taught about the many abuses of statistics without cooling them to its usefulness?

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Comparative Literature Department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Statistics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will consider how and when we may build upon what we teach our students in the critical writing seminars in the assignments we give them for our literature courses. Along with examining intersections and divergences, we will take a close look at writing assignments from a range of undergraduate classes in English and Comparative Literature and at assignments from critical writing seminars as a means of discussing what it entails to teach discipline-specific writing practices.

All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Classics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Videos, blogs, maps, podcasts: whatever your discipline, multimedia assignments offer terrific possibilities for creative student work. But, if you don’t have a tech background, designing and implementing them can seem daunting. Or you may be worried that, while fun for students, these projects won’t add real value to your teaching. In this workshop we’ll talk about what moving beyond the standard paper or lab report can do for you. We’ll also get into the nitty gritty of designing an assignment that works for your class, managing the technology, and grading the final product.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Earth and Environmental Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Statistics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Writing is one key way in which we evaluate our students, yet many of us struggle with how to help students improve their writing skills. In this workshop, we will explore what undergraduates learn in the Critical Writing Program, and how we as TA’s can use that knowledge to help them improve their writing. We will explore how to design writing assignments, develop grading criteria, and evaluate drafts as well as completed assignments.

All graduate students are welcome. This event grows out of concerns in the Anthropology department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All historians should be able to think with, analyze and historicize the objects around us. Ruth Cowan and Matthew Hersch, two Penn historians of technology, will lead us in a discussion of how to integrate artifacts into undergraduate course design, both in the classroom and for assignments. We will discuss the value and merits of this pedagogical approach, as well as how to address difficulties, should they arise.

All graduate students are welcome. This event grows out of concerns in the History and Sociology of Science department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: Particularly as young scholars beginning our teaching careers, it’s often a struggle to set the right tone and win student respect in the classroom. How do we develop our public identities as teachers, and how might that be influenced by our other identities (religious, political, gender, national-origin, etc.)? Is it easier or harder for some of us to have “cred” on particular subjects because of who we are? In this workshop, Profs. Wenger and Brown share their experiences and discuss challenges, successes, and strategies. NOTE: Because of the unusual hour, this workshop will include light snacks and beer or wine rather than lunch
All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Teaching Science Seminar brings together a small group of faculty for regular conversations about teaching science at Penn. Each session will focus on a particular topic, with the specific topic determined by the interests of participating faculty. Core members of the seminar will take part in the series regularly, but other faculty are also welcome to participate in individual discussions. To encourage interactive discussion, registration is limited to twelve faculty.

Summary: This workshop will consider a variety of ways to integrate technology and digital humanities tools into our teaching. We will discuss several innovative uses of new technologies in the literature classroom (including the use of the audiobook in place of the traditional book) as well as hear about the different kinds of media available to us and our students through current copyright and fair use laws.

All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the History Department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Comparative Literature Department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the German Department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

9:00-9:45

Welcoming Plenary (Cohen 17)
Bruce Lenthall, Director, Center for Teaching & Learning
Dennis DeTurck, Dean of the College
Ralph Rosen, Associate Dean for Graduate Studies

9:45-10:15

Your Role as a TA (Cohen 17)
Julie McGurk, Associate Director, Center for Teaching & Learning
Catherine Turner, Senior Associate Director, Center for Teaching & Learning

10:15-10:45

Preparing for Your First Day (Cohen 17)
Ian Petrie, Senior Associate Director, Center for Teaching & Learning

10:45-11:00

Coffee Break (Lobby outside Cohen 17)

11:00-11:45

Support Resources for Your Students (Cohen 17)
Janet Tighe, Director of Academic Advising and Dean of Freshmen
Myrna Cohen, Executive Director, Weingarten Learning Resources Center
Nathaniel Amos, Counseling and Psychological Services (CAPS)
Donna Brown, Director, Tutoring Center

11:45-12:30

Penn Policies and Resources (Cohen 17)

• Sexual Harassment – Felicity Paxton, Director, Penn Women’s Center
• Student Privacy – Maura Johnston, University Privacy Officer
• Students with Disabilities – Susan Shapiro, Director, Student Disabilities Services
• Academic Integrity – TBA, Director, Office of Student Conduct

2:00-4:45

Graduate Student-Led Workshops (Williams Hall, rooms TBA)

• Leading Discussions in the Humanities
• Grading in the Humanities and Qualitative Social Sciences
• Grading in the Sciences and Quantitative Social Sciences
• Recitations in the Sciences and Quantitative Social Sciences
• Leading Effective Lab Sessions
• Leading Discussions in the Quantitative Sciences and Social Sciences

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

9-12 & 1:00-4:00

Teaching Demonstrations and Critiques (Williams Hall, rooms TBA)

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

9:00-11:30

Roundtable Discussions on Challenges Facing TAs: Student Learning and Your Roles and Responsibilities (Williams Hall, rooms TBA)

11:15-11:30

Coffee Break (Lobby outside Cohen 17)

11:30-12:30

TAing as Professional Development (Cohen 17)

Afternoon

Departmental Workshops
Contact your home department for information

2:00-4:00

Beginners Workshop on Blackboard (Van Pelt Library, Goldstein Classroom)
Optional session. Click here to register.

Summary: We will discuss your role as a TA in philosophy and the responsibilities and possibilities that come with it. Participants will discuss the different kinds of duties TAs have, from running sections to grading and office hours, and concrete strategies for dealing with them. They will also talk about what to expect from Penn students as well as teaching styles and balancing TAing with course work and dissertation writing. Finally participants will consider TAing as professional development.

All graduate students are welcome. This event grows out of concerns in the Philosophy department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: This session will discuss Penn policies and resources that new lecturers to Penn may not yet be familiar with. The session will cover a variety of policies, including academic integrity and religious holidays, as well as resources, such as Courses-in-Touch, Course Problem Notices, and the Weingarten Learning Resources Center. However, this session will also leave ample time for participants questions and will focus on the issues of most concern to the new lecturers there.

Summary: Traditionally, healthcare professionals were educated in physically and conceptually separated settings. There is an increasing understanding that in order to improve the quality of the provided healthcare services, more interdisciplinary collaboration and effective team work is needed. Discussion on teaching challenges and strategies in the changing educational environments is critical in order to facilitate and advance this transition.
The workshop will present the new inter-professional approach to healthcare professionals’ education developed by the Lancet/IOM initiative. In particular, the workshop will address the structure of future healthcare professionals’ education, global aspects related to teaching and learning, curriculum transformation and innovations that are needed to achieve better partnerships between educators, community and healthcare systems. Suggestions for current teaching assistants and professors will be also provided.
All graduate students are welcome. This event grows out of concerns in the School of Nursing and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Leading a recitation session involves an act of mediation between a series of texts, students’ interpretations of them, and one’s own understanding of the material. Each participant brings with them their own body of knowledge and set of experiences which orient their understandings. In the best of cases, a productive dialogue ensues, enriching the group’s understanding of the topic at hand.
As a recitation instructor, one’s commentary will doubtlessly be helpful in clarifying meanings and giving context to positions, but it should be remembered that one’s objective is to lead students in discussion, rather than dominate the conversation. At times, a useful device for accomplishing this might be a well- placed and carefully considered question, leading students to uncover answers for themselves rather than always offering one’s own. This session seeks to develop a dialog around this very notion, offering various strategies for provoking discussion with a question.
All graduate students are welcome. This event grows out of concerns in the Architecture department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: How can you deepen your students’ readings of source texts? How do you teach them to analyze music, advertisements, films, and other non-textual material? What would it be like to develop an entire course around primary source material? Kathy Peiss is renowned for her undergraduate teaching, especially her creative use of primary sources. Prof. Peiss will share her expertise and discuss ways to enrich the classroom with creative and engaging ways of approaching primary sources.

All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Physics department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Graduate School of Education and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: With the hectic pace of college classes, undergraduate students often become focused on what they need to do to get a good grade, rather than becoming excited about the material being taught to them. How can our teaching encourage student learning to develop beyond the common refrain of “Will a question like this be on the exam?” “What formulas do I need to know?” or “Should I just memorize this?” to an appreciation for the specific concepts taught in the classroom? In this workshop we will explore ways to channel our own enthusiasm for science into the classroom in order to translate this attitude to our students.

All graduate students are welcome. This event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Who are you in front of a classroom? Who would you like to be? The type of teacher you are often relates to the type of student you were—but not all your students are like you. How can you best present yourself to your students so that they can participate in your course? In this interactive workshop, we will consider the many types of excellent teachers (and TAs) out there, and begin to think about aspects of our own teaching personae. We will discuss elements of performance and interaction, and reflect on our own experiences as teachers and learners.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: Enrollments in both CIS undergraduate and graduate classes have dramatically increased over the last few years. Even though our enrollments are up, we are still under the obligation to provide a quality education to each student. As instructors, how do our techniques change to meet the needs of a large class, and as TAs, how does our role change in order to add a personal touch to the sea of students we must help? Associate Professor Steve Zdancewic shares his experiences working with both large and small classes here at Penn as well as offer advice to current and future instructors and TAs on how to scale their teaching to meet the size of their classes.
All graduate students are welcome. This event grows out of concerns in the Computer and Information Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: By following the correct series of steps, any student can arrive at the answer to a given problem. However, performing these steps for one problem does not always guarantee that the student will be able to answer even a very similar problem on another homework set or an exam. By drawing on common themes between questions and focusing on general problem solving techniques, TAs can emphasize thought processes that will allow students to solve problems in many contexts and derive long-lasting value from the course. This workshop will focus on how to structure recitations to bring out these themes and make class more rewarding for students.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: We all hope that our classrooms will be active, lively places with talkative students answering our questions eagerly. Unfortunately this is not always the case. The silent classroom is a challenge that many TAs face, whether they are trying to lead a discussion, stimulate conversation among students, review for an exam, or help students through a problem sets. This workshop will focus on strategies to foster student participation but will also think about the advantages of silence in the classroom. We will explore some of the reasons why a classroom might become silent, how this silence can be channeled into productive learning, and how you can create an atmosphere where students feel comfortable talking at times and listening and thinking at other times.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: Conversations on Teaching Nursing are opportunities for Nursing faculty to come together for interactive discussions about teaching. Facilitated by Center for Teaching and Learning staff, each session focuses on a different theme and will offer faculty the opportunity to share and reflect upon the ideas and experiences of colleagues. All faculty, from experienced to novice teachers, are invited to participate.

Summary: All graduate students are welcome. This event grows out of concerns in the History of Art department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: How can you balance your own academic goals with your teaching responsibilities? What are the methods for accomplishing short- and long-range tasks while teaching a class or a recitation, holding office hours, and/or grading exams? In this workshop, participants will have an opportunity to explore their own time management styles and take away additional strategies for taking control of their time.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the East Asian Languages and Civilizations department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will discuss putting together a teaching profile to apply for academic jobs. We will talk about the different teaching related elements of a portfolio: a teaching statement, statistics over course evaluations and teaching experience. We will go over strategies for gaining the right kind of teaching experience, for communicating ones teaching interests and strength, and for answering teaching related questions in a job interview.

All graduate students are welcome. This event grows out of concerns in the Philosophy department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: Many students, even the best ones, struggle with a range of problems: reading overload, test-taking anxiety, homesickness, overbooked social calendars. Often these challenges leave students struggling academically. In these situations, it can be difficult for TAs and instructors to detect that a problem exists, and to know when, how, and to what extent to intervene. How can we identify a struggling student? What problems are our responsibility to address? What are we equipped to handle on our own, and to whom can we refer students for additional help? Participants in the workshop will develop some specific strategies for addressing these questions in their own teaching while also considering when and how to encourage students to take advantage of the resources available to struggling students at Penn.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: This workshop will focus on helping humanities and qualitative social science graduate students successfully propose and prepare to teach a summer course. It will begin by considering the practical elements of the process and discussing what departments and LPS look for when deciding what courses to accept. Then this workshop will offer a nuts and bolts look at key questions that graduate students preparing to teach on a condensed summer schedule should think about as they create a course description and a syllabus: How can I maintain intellectual rigor while condensing the material? How do I attract students to my course? What kind of reading and writing projects should I assign? What will students be expecting? Finally, the workshop will consider how to take advantage of the process of proposing and designing a summer course to prepare for the job market and to develop as a teacher.

Summary: In this workshop, we’ll be talking about making syllabi. To that end, we’ll discuss not only what makes for an effective syllabus but also how to generate multiple syllabi from one area of focus. How, for example, does a syllabus for an introductory lecture differ from that of an upper-level seminar? We will consider how a syllabus can alter both the form and content of the course, how (and how much) to incorporate primary and secondary reading, and the types of assignments appropriate to different course levels. Finally, by looking at the syllabi of several different courses, each united by a central topic, we will generate practical tips and strategies for formulating your own syllabi.
All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: In theory, university courses are designed and numbered for certain stages of the learning process. In practice, even in introductory lectures and advanced seminars, students come to class at different points in their educational careers and life experiences. In your course section you may find a freshmen undecided on his or her major, a junior from another school fulfilling an elective, and a senior preparing for a career in the field – even a fellow graduate student sitting in. How do we as instructors make the material we are teaching accessible and
relevant to each of our students? In this workshop we will discuss strategies to build on the strengths of a diverse class while addressing the challenges that may arise.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Hispanic Studies department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: As teaching assistants, we are often asked to teach topics outside of our area of specialization. It can seem counterintuitive to be asked to teach relatively foreign material; however, in this workshop, we will explore how to use this experience to become a better teacher. We will discuss how to harness your own background as an expert learner in the field to provide students with useful questions, guidance, and, maybe even, a sense of discovery. We will also touch on ways to address your own lack of expertise and the advantages to you (and your research) of teaching something new.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the History of Art department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the East Asian Languages and Civilizations department and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: For many instructors, “To B or Not to B” is not just an existential question. Grading can be one of the most stressful and least rewarding aspects of teaching. Establishing clear standards and consistently applying those standards, however, can turn a source of frustration and confrontation into an opportunity to enrich the learning experience. This workshop will help instructors develop guidelines for grading standards, communicate those standards effectively to students, and build confidence in discussing grades with students. Attendees will collaborate to articulate standards that help establish a classroom atmosphere of fairness and transparency that will help structure student improvement.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the Management department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Though students typically evaluate their courses at the end of the semester through a standardized university-wide system, soliciting student feedback mid-semester via one’s own questionnaire can be a valuable resource for improving one’s teaching. Doing so gives one the opportunity to tailor the questions asked to one’s own particular situation and, by offering evaluations before the semester’s end, one also has a chance to implement changes immediately. In this workshop, we’ll explore strategies for designing and employing mid-semester evaluations; discuss how to develop evaluation questions for your specific needs and situation; and how one might best interpret student feedback and use it to enhance one’s teaching.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: All manner of things can go wrong in the classroom: students won’t respond to your questions, the discussion veers off on a tangent, you find yourself running out of time to cover critical material, nobody seems to have done the reading, the technology won’t work…In this workshop we will cover a variety of strategies to help deal with these and similar issues, ranging from anticipating and planning for contingencies and pitfalls, incorporating the unexpected into your lesson plan, and different ways to adapt on the fly.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the School of Design and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Slides can be a great support for lectures and class discussion. Images can help us make examples more vivid, diagrams can help us organize complex material, and after class we can easily share all of this with our students and have it readily available for the next class. But all of us have sat through cringe-making, yawn-inducing, and confusion-creating PowerPoint presentations as well. This workshop will discuss the different functions that slides can fulfill (illustration, props for lecture and discussion, summary and organization of content, review material for students), focusing on ways to use PowerPoint effectively to help students learn. It will also point to different software options (PowerPoint, its alternatives and software supplementing PowerPoint). Please bring your laptop for a hands-on experience.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: All graduate students are welcome. This event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: As instructors, how do we know whether or not our students are really “getting it”? Test scores and term papers may seem like the obvious answers, but the ability to gauge student comprehension early on and to do so on an ongoing basis can actually make test scores and term papers better and make for a much more productive classroom experience. This workshop explores a range of strategies for determining what students understand, what they don’t understand, and how to adjust your teaching accordingly. By learning to “read” students and implement strategies that will encourage them to both demonstrate and communicate their level of understanding, workshop participants will come away with a set of skills that can be used to make them more effective instructors, all the while helping to enhance the performance of their students.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: In this workshop, we’ll discuss how to get students engaged in texts that may seem, because of their style, subject matter, or date of composition, alien and even threatening to students. How much context should you provide students when you teach works that “feel foreign”? How do you get students excited about and invested in material that can seem intimidating? And how, ultimately, do you strike the balance between making the material relevant and relatable while still preserving the fundamental strangeness of a “distant” text?
All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: International students comprise a significant and growing segment of the student body at Penn and elsewhere in the U.S. These students grew up and received their previous education in different societies and cultures. What are some of their adjustment and adaptation challenges? What do they need to know about American academic culture and your expectations? What do you need to know about their culture and educational expectations? How can you incorporate their culture in your classroom? And how can you best evaluate their progress and help them succeed? The goal of this workshop is to initiate a discussion of these questions and provide insights into the world of international students, generating suggestions for your everyday teaching practice.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: As teachers, we all want our lectures to be entertaining, educational, and inspiring. However, as veteran students, we have seen lectures that have either succeeded or utterly failed in these regards. In this workshop, we will discuss the purpose of the lecture in the classroom, and how we can craft high-quality lectures for our students. Participants will take away a set of strategies for preparing, delivering, and following-up their lectures in order to maximize their students’ engagement and satisfaction.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: CIS 520, Machine Learning, is the largest graduate-level course offered by the CIS department and one of the largest courses offered by SEAS as a whole. Associate professor Ben Taskar took over this course when he joined the department five years ago and re-hauled it from scratch. In this workshop, Ben will talk about how he got started developing the course as well as how he evolved the course over a five year span. Concretely, Ben will discuss how courses instructors can get started in developing a new course as well as how to effective respond to feedback to polish and refine their courses over long periods of time.
All graduate students are welcome. This event grows out of concerns in the Computer and Information Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Meeting one-on-one with students is not only incredibly important but also incredibly rewarding: these discussions can reinforce, supplement, and deepen students’ understanding of course material; meeting one-on-one can also offer insight into who your students are and how they are doing in and out of the classroom. That said, meeting one-on-one with students can also be intimidating and frustrating At times you may have to deal with demanding students, negotiate boundaries and struggle with students who don’t show up for their assigned meetings. At times you may also have no one in your office when you know students need to be there. In this workshop, we’ll discuss a variety of practical strategies to get the most out of one-on-one work, stressing, in particular, how you can use these meetings to teach and connect with students differently than you do in a classroom setting.

Counts towards CTL Teaching Certificate. Also counts as a follow-up workshop for participants in TA Training.

Summary: We regret canceling this workshop. Professor Gasman is unable to get back to Philadelphia owing to Hurricane Sandy’s disruption of air travel.

All graduate students are welcome. This event grows out of concerns in the Graduate School of Education and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: At this workshop, strategies for creating effective TA-professor relationships to facilitate teaching will be discussed. Diverse points of view of a standing faculty member, a new professor and experienced TAs will be presented by panelists. Workshop participants will have a chance to reflect on their relationships with their professors and think about maximizing the learning of a teacher’s role during a TA assignment.
All graduate students are welcome. This event grows out of concerns in the School of Nursing and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Physics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Many historians love to think with, analyze, and historicize the objects around us. But how might we incorporate them into the classroom? What does it mean to teach with and through “things”? Robert St. George—folklorist, historian, and collector of all sorts of things—will lead us in a discussion on integrating artifacts into undergraduate course design. We will discuss the possibilities offered by this pedagogical approach, both for the classroom and for assignments, as well as how to address difficulties if and when they arise.
All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary:

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the School of Design and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop is intended for faculty who are interested in submitting a proposal to teach a Coursera course. In this workshop we will discuss ideas to consider in proposing – and designing – a course, including your goals for the course, the ways you might achieve those goals in the open online platform, and reasons why the material you want to teach is suited to the open online audience.

Summary: In this workshop, we’ll talk about practical tips and tools for teaching with film. We will pay particular attention to how to get students to “read” film, focusing on the vocabulary and information students need to have in order to perform meaningful analysis of film. How do we get students to understand that watching a film requires the same level of analysis as parsing a poem? And then how do we get students to do that analysis? We’ll also discuss “best practices” for using film in class, as well as the resources available for teaching with film.
All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Hispanic Studies department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop provides an opportunity to bring challenges you face teaching to a roundtable. Have you been in a difficult or uncomfortable situation and want to know if other people have had similar experiences? Are you trying to help a student on some issue and want to know what works? Have you had trouble getting a teaching related task done and want to get some input? There will be a google document set up to collect and think about challenges beforehand. For this purpose, if you want to participate, please email Wiebke Deimling at .(JavaScript must be enabled to view this email address).
All graduate students are welcome. This event grows out of concerns in the Philosophy department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty members, especially new business-school faculty, are often asked to teach courses outside of or tangential to their area of expertise. We will discuss how to handle these requests and strategies related to preparing for and teaching such courses in an informal, discussion-oriented atmosphere.
All graduate students are welcome. This event grows out of concerns in the Management department and so may be most useful to students in related fields.

Summary: How can faculty establish personal connections with students in large lecture classes? In this session, the group will reflect upon and define strategies for effective communication between instructors/TAs and students via multiple platforms –in-person, email, and comments on student work. Please RSVP by November 12!

Conversations on Teaching Nursing are opportunities for Nursing faculty to come together for interactive discussions about teaching. Facilitated by Center for Teaching and Learning staff, each session focuses on a different theme and will offer faculty the opportunity to share and reflect upon the ideas and experiences of colleagues. All faculty, from experienced to novice teachers, are invited to participate. Food is provided for those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Graduate School of Education and so may be most useful to students in related fields.

Counts toward the CTL Teaching Certificate.

Summary: It’s not a common occurrence that your students like you enough to
create a documentary about you:

http://www.youtube.com/watch?v=sQ2sRCw6v4g

Professor Max Mintz will lead an intimate, entertaining discussion
about how the computer science student has evolved over the 38 years
since he joined the CIS department. Max maintains a strong rapport
with his students, and he’ll discuss how he connects with his students
while holding them to a strict set of academic standards. Workshop
participants will take away how they can connect with their own
students in meaningful ways.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: Generating question prompts for papers and exams is a common aspect of teaching courses. However, it takes time to learn how to word our questions in order to elicit the most thoughtful, focused, and intellectually rigorous responses from students. Peter Holquist will share his expertise and experience in crafting written questions, identifying some of the main elements of a well-worded question and discussing common pitfalls that lead to problems (for graders and students alike). In addition to leading a discussion, he will provide examples of questions—good and bad—that he has used in the past, and explain their evolution over successive versions of the same course.
All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will offer a hands-on primer in incorporating “digital humanities” into your classroom. We will discuss the array of technology available for teaching in the humanities, and participants will learn practical tips and strategies for making their classrooms more “high tech.”
All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Management department and so may be most useful to students in related fields.

Summary: All graduate students are welcome. This event grows out of concerns in the Hispanic Studies department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Physics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary:

Summary: This workshop is intended for faculty who are interested in submitting a proposal to teach a Coursera course. In this workshop we will discuss ideas to consider in proposing – and designing – a course, including your goals for the course, the ways you might achieve those goals in the open online platform, and reasons why the material you want to teach is suited to the open online audience.

Summary: All graduate students are welcome. This event grows out of concerns in the East Asian Languages & Civilizations department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Hispanic Studies department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Conversations on Teaching Nursing are opportunities for Nursing faculty to come together for interactive discussions about teaching. Facilitated by Center for Teaching and Learning staff, each session focuses on a different theme and will offer faculty the opportunity to share and reflect upon the ideas and experiences of colleagues. All faculty, from experienced to novice teachers, are invited to participate. Food is provided for those who register in advance.

Summary: For faculty interested in learning more about teaching a Coursera course, this discussion provides an opportunity to talk with colleagues who have taught in this format. Participants will have the chance to ask raise questions and concerns with the facilitating faculty, who will also discuss the opportunities, challenges and surprises they found in crafting and teaching their Coursera courses.

Summary: All graduate students are welcome. This event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This colloquium brings together faculty who have taught or are teaching open online courses These informal discussions provide participants with opportunities to share and reflect on their experiences, and to learn from the experiences of colleagues and consider new ideas for teaching in this format.

Summary: Assistant Professor Adam Cobb will be leading an informal discussion on the transition into teaching, covering topics such as the role of teaching in on the business school job market, managing the logistics of teaching during your first few years as an assistant professor, and finding a balance between teaching and research.
All graduate students are welcome. This event grows out of concerns in the Management department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the School of Nursing and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Historically, women have been greatly underrepresented in Computer Science and other STEM disciplines. Why is it important that we work towards changing this statistic, and how we can do so in the classroom? Professor Susan Davidson, CIS department chair, shares her thoughts on how to encourage female participation in the Computer Science classroom.
All graduate students are welcome. This event grows out of concerns in the Computer and Information Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in EALC department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Department of East Asian Languages and Cultures and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop aims to develop practical strategies for leading students through difficult subjects and provide an opportunity for new teachers to discuss some of the most rewarding and fruitful work that they do. We will consider thoughtful and imaginative ways for broaching sensitive topics and develop strategies to reorient a discussion that appears to be running out of control. This workshop will also consider building effective relationships between students and instructors so that students feel comfortable talking in situations where they might prefer not to and instructors feel that students will be able to engage difficult issues and materials in an effective and meaningful way.

Counts toward the CTL Teaching Certificate.

Summary: The traditional method of teaching science to undergraduate students can be generally described as a transmission model, in which an instructor takes center stage in the lecture hall, passing on knowledge for the students to absorb. But recent studies have shown that student-centered, active learning environments lead to better retention of information, better development of critical thinking skills, and higher levels of engagement with the course and the material. In this workshop, we will explore the benefits and challenges of the transmission and interactive models, ask what an interactive classroom looks and feels like, and develop the skills and confidence to apply this approach to our own teaching.

Counts toward the CTL Teaching Certificate.

Summary: In this workshop, we’ll talk about how gender – both your own identity and that of your students – can impact your teaching in ways both positive and negative. We’ll consider how gender dynamics work in the classroom – not only between you and your students and but also between students – as well as how gender dynamics affect your role as a teacher when you are outside the classroom (e.g. in office hours, as a mentor, around setting boundaries, around setting expectations about availability, etc.). We’ll also work on practical tips and strategies for addressing issues that arise around gender dynamics in and out of the classroom.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will consider the exercise of crafting questions for writing assignments. Generating prompts for papers and exams is a common aspect of teaching courses, and all instructors strive to elicit the most thoughtful, focused, and intellectually rigorous responses from their students. This workshop will foster a conversation about ways to formulate such questions. It will focus on identifying and articulating the instructor’s pedagogical goals, communicating those goals to students, and achieving them through well-formed questions.

All graduate students are welcome. This event focuses on written questions, and may be most useful to students in the humanities and social sciences. Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the History of Art department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: When teaching science to students who are not (yet) scientists, what do we want them to learn? Do we want students to leave the class having memorized the important formulas, or do we want them to understand how scientific hypotheses are conceptualized and experiments are performed? This workshop will focus on techniques to encourage students to look beyond equations and begin to think like scientists. We will discuss classroom activities and assessment strategies to support and encourage scientific thinking.

Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the School of Nursing and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Physics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: In this workshop, we will discuss how to use small groups in your classroom. We will discuss when and why small groups are most effective, how to form groups, group size and duration, different structures for group work, how to foster group interaction, group work learning techniques, and how to evaluate small groups. We will also have to time cover any specific questions or concerns that participants have.

Counts toward the CTL Teaching Certificate.

Summary: What does it mean for our classroom to be a “democratic space’? In this workshop, we will consider the various ways in which we can make the classroom more open and inclusive for all members of our class. We will discuss the role of group work and collaborative projects in creating a more democratic classroom, as well as the ways in which teaching about group identity can also help us move towards a more democratic classroom space.

All graduate students are welcome. This event grows out of concerns in English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: What use is an exam in a computer science or engineering course? It’s not like we expect our students to be writing programs or designing algorithms in the real world in one-to-two hour crunch-mode chunks. Furthermore, one of the most frequent complaints by students in our courses concerns exams, e.g., their length, difficulty, or relevance. When should we use exams, and how do we design and grade exams that are fair and meet the learning goals we’ve set forth?

Professor Benjamin Pierce will present his philosophy on exams in a computer science course and answer the following questions: What value do exams bring to a computer science classroom? How do you craft a meaningful exam? How do you grade an exam?

All graduate students are welcome. This event grows out of concerns in the Computer and Information Science department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Whether you are on the job market now, adjuncting, or considering future options, designing your own course can alternately inspire joy and panic. This interactive workshop will focus on key elements of course design. We will focus on syllabus construction from readings, central questions, assignments, grading rubrics, to student takeaways, and also address revamping existing courses or working with an inherited syllabus. This workshop will focus on backwards planning, or designing a course with student learning goals in mind. Participants will leave this workshop with a sense of their own teaching goals and a better understanding of syllabus and course creation.

Counts toward the CTL Teaching Certificate.

Summary: In making the transition from graduate student to our first job, we will need to design courses: for the job interview, for the new job. But what do we know about designing courses? Enter Professor Lothar Haselberger, designer of one of the History of Art Department’s most popular introductory level courses. Join Prof. Haselberger as he shares some of the tricks of the trade, including designing courses to take advantage of their location, including field trips; mixing exams with papers; putting together syllabi; discussing how maybe even he didn’t get it right the first time around.

All graduate students are welcome. This event grows out of concerns in the History of Art department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in East Asian Languages and Cultures department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Philosophy department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Professors Cheikh Babou and Steve Hahn will lead a discussion on designing and delivering lectures. They will reflect on the process of constructing lectures for the first time, and offer their expertise on developing lectures throughout your professional career.
All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: In this workshop, we’ll talk about what you should be doing while you’re teaching and TA’ing to prepare for eventually creating a teaching portfolio. This workshop is designed to be useful to students at all stages of the PhD, from those who have not yet taught to those who are ABD. Lunch will be provided.

All graduate students are welcome. This event grows out of concerns in English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Physics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will address teaching at different institutions, and the opportunities and challenges of non-tenure track teaching.

All graduate students are welcome. This event grows out of concerns in the Education School and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Department of East Asian Languages and Cultures and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: As chair of Penn’s undergraduate program in Architecture and former chair of the graduate program, Richard wesley has studies and been heavily involved in the development and implementation of architecture curricula. This session will be centered on various issues in the structuring of an architect’s education, ranging from larger questions about the meaning of curriculum in general and the rationale in course sequencing, to the discussion of particular curricular models to the requirements for program accreditation and the various ways they might be satisfied.

While this session is intended primarily for students at the PhD and MS levels, all who have interest in architectural pedagogy are welcome.
All graduate students are welcome. This event grows out of concerns in the School of Design and so may be most useful to students in related fields.

Summary: The Physics department at MIT has been using the flipped classroom for over a decade now and has demonstrated a positive impact on student learning. Professor John Belcher has been the driving force behind this project, and he will be sharing with us his experiences in transitioning to an active classroom. If you would like to find out more about the project at MIT, you can visit their website.

Summary: All graduate students are welcome. This event grows out of concerns in the Education school and so may be most useful to students in related fields. Counts toward the CTL Certificate.

Summary: In many fields, the delivery of a lecture is accompanied by a visual presentation (in PowerPoint, Keynote, Prezi, etc.) the design of which can either detract from or enhance the clear communication of information, and thus significantly impact student learning. Things like colors, font sizes, hierarchies of text and image, slide transitions, and even the amount of content within a single slide can either confuse and distract a student or, when used effectively, help keep them interested and engaged. And while all these things are important, foremost in the lecturer’s mind should always be the question of the function of each visual and how it might contribute to a student’s understanding of the material presented. This workshop will focus on such aspects of the visual design of presentations, discussing both the design of slides themselves and the design of their correlation with a spoken lecture. This will include a conversation on the various roles of visual information accompanying a lecture, a discussion and critique of given examples of presentation slides, and a review of various strategies and techniques for enhancing and clarifying the graphic communication of presentations. Feel free to bring a laptop to explore and experiment with ideas as they are discussed. While some demonstrations will be made via PowerPoint, this workshop will focus on general principles applicable to any program one might use to produce a visual presentation.

Counts toward the CTL Teaching Certificate.

Summary: In-class student presentations have become a common method of evaluation in many different types of classrooms. In this workshop, we will gauge the value of student presentations, both as a means of evaluating the presenters’ learning and as a pedagogical tool for other students. We will also discuss a variety of types of student presentations that may offer alternative styles or activities for your classroom. Finally, we will cover different strategies that instructors can use to incorporate these projects effectively and efficiently into their courses, including how to plan for the presentations and how to limit the time and focus of each presentation.

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Students’ fruitful engagement with texts is often key to their success in class. In this workshop we will find strategies for helping students develop better reading skills. Questions we will pursue include the following. What difficulties do students encounter in following and in working through a text? What is critical reading as opposed to what we might call ordinary reading? What questions should students bring to a text in reading critically? What are virtues of a critical reader? We will address these questions both at a general and at a discipline specific level and we will develop a template for worksheets that can help students with critical reading.

Counts toward the CTL Teaching Certificate.

Summary: The benefit of being at a top-tier research institution is that there
is an abundance of guidance towards building your career as a
researcher and then pursuing research-focused academic positions at
places like Penn. The downside is that there is comparatively less
guidance on how to obtain more teaching-focused academic positions
such as lecturers or faculty at smaller, liberal arts colleges. How
does the teaching academic job hunt differ from the research academic
job hunt? What are employers looking for in these positions? How do
you set yourself up to pursue these sorts of jobs when you graduate?

CIS lecturer Chris Murphy and recent CIS PhD graduate Adam Aviv share
their experiences pursuing teaching-focused positions in academia.
They will cover the breadth of academic positions available to people
that would like to emphasize education in addition to or above
research, how the teaching-focused job hunt is different from the
traditional research-focused job hunt, and what they feel are the key
qualifications for securing such a position.

Summary: Asking questions is a practice used by most instructors in most classrooms; however, asking good questions is a skill that takes both careful planning and lots of practice. This workshop is designed to help cultivate that skill. What makes a good question? The answer depends, in part, on the circumstances. In this workshop, we will discuss some of the many considerations that go into determining how to make the best use of classroom questioning, including timing, class size, types of students, and class goals. We will also talk about some of the many functions a question can serve. We will also spend time thinking about strategies for fielding student responses, including what to do when students do not give the desired response. Ultimately, this workshop is an opportunity to think and work collaboratively with your peers in an effort to identify which questioning strategies will work best for you in your classroom and convert classroom questions from mere ‘filler’ into effective teaching tools.

Counts toward the CTL Teaching Certificate.

Summary: Professorship at different institutions
Faculty representing three different types of institution discuss the challenges and opportunities of teaching physics in these settings
All graduate students are welcome. This event grows out of concerns in the Physics department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the philosophy department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Technology in the classroom goes beyond presentation software like PowerPoint.
From websites and wikis, to videos-on-demand, educational technology promises to help enhance and democratize the classroom. However, what educational problems can we solve with technology, and how can we best utilize technology to solve them? In this workshop, we will discuss the pragmatics of educational technology —- What sorts of educational technology are available? What problems can they solve? How can we use them effectively? —- as well as share our own experiences with using educational technology in the classroom.

Counts toward the CTL Teaching Certificate.

Summary: In this workshop we will work to identify unconscious biases that we may be expressing in the classroom and consider the effects of biases on our students’ performance and development.

All graduate students are welcome. This event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: As every TA rapidly learns, history recitations have a standard format: we guide students through the process of critically reading primary sources and understanding the arguments of secondary sources. But this does not always leave room for the students to experience for themselves the wonder and confusion of encountering a source for the first time, the thrill of the hunt to understand its production and context, and the satisfaction of building an argument based on hard-won knowledge. Professor Kathleen Brown will reflect on the challenges and pleasures of teaching students to undergo this process and to learn to think like historians. She will share her experience constructing an experimental course intended to train students in these fundamental skills. Jessie Regunberg, Prof. Brown’s TA for this course, will offer a first-hand perspective on implementing these techniques in recitations.
All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: Last year, an informal group of Wharton faculty compiled a list of guidelines and suggestions designed to enhance the quality of instruction and classroom experience for MBA students and faculty. One result of those discussions was the creation of the Wharton Instruction Checklist. We will use this checklist to guide a discussion of the details we often overlook in our teaching. Lunch will be provided.

All graduate students are welcome. This event grows out of concerns in the Management department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: I have used an auto-ethnographic approach to explore my experiences teaching two courses at a small, predominately white, liberal arts college. These classes present unique cases to examine my role as a teacher of color, teaching about “difference” in this context. The core introductory course for the department does not bear diversity, race, class or examinations of social inequality in the course title although these are key themes. Introduction to Education is a jointly designed course that has nearly identical class readings and assignments in the two or three sections offered each semester. The second, a course on urban education, is one that I have taught at the college once independently and later collaboratively with a white male colleague who is also junior faculty. Teaching the same course material as my white colleagues and having different interactions with students related to intersections of race, gender and class is fertile ground to examine how teacher identity informs classroom processes. Similarly, co-teaching a course that explicitly takes up unequal educational opportunities, the role of race/racism, nationality, language and class in American schooling yielded compelling personal narratives. The cultural accounting of the relationship between my students and I helps me make meaning as it aids in the identification of future pedagogical adjustments. At the same time the questions raised are central to my main research interests: 1) developing better theoretical frameworks to understand identity construction in the context of classrooms; 2) creating safe spaces in educational contexts to expand identities and explore social inequity.

All graduate students are welcome. This event grows out of concerns in the Education school and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Romance Languages department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Annenberg School for Communication and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop discusses different aspects of designing a philosophy class. Topics discussed will include: picking engaging and rewarding readings (and the right amount of them), gauging and addressing student needs and interests, making and spacing assignments (for fair, useful and efficient evaluation), and incorporating student driven elements (such as discussions, presentations, debates and student chosen assignment topics).
All graduate students are welcome. This event grows out of concerns in the Philosophy department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Engaging students in learning is one proven strategy to improve understanding and retention of the course content. This workshop aims to provide participants with the interactive tools to promote engagement within the lecture format. First, we will briefly address some of the theoretical reasons for the importance of interactive teaching and learning. Then, we will focus on concrete strategies (including technology and small group work) that will promote interaction in your classroom. We will discuss disciplinary differences in application of these strategies as well as the strengths and weaknesses of various methods of getting students to interact during lecture.

Counts toward the CTL Teaching Certificate.

Summary: When we teach we invariably create narratives, think in sequences of events and choose some examples or objects instead of others. How do we remain thoughtful about these choices? Join Professor Ann Kuttner and Professor Michael Leja as they discuss their own relation to the canon and how they change and reorder the objects they teach with. Topics up for discussion include the canon of methods and approaches; historical canons; weird, outlying objects; the unavoidability of canons; and sequencing and defining a period. The discussion will be centered on how to put objects first and then how to, very thoughtfully, work from there.
All graduate students are welcome. This event grows out of concerns in the History of Art department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the School of Nursing and so may be most useful to students in related fields.

Summary: All graduate students are welcome. This event grows out of concerns in the Romance Languages department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop will focus on crafting written evaluations, such as letters of recommendation and other formal assessments of student capacities. Using concrete samples, Professors Frederick Dickinson and Sarah Barringer Gordon will share their advice and expertise on a range of topics surrounding formal letters, ranging from foundational matters like expected length and tone of address, to more delicate issues, such as discussing students’ shortcomings or when it is appropriate to decline requests to write a letter.

All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields. Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Design school and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Join Alexine Fleck, Penn PhD alum and current professor at Philadelphia Community College, for a conversation on what she terms a “radical skills-based approach to teaching.” This workshop is designed to help us think about how your pedagogy is informed by the type of institution you’re at; the different concerns that arise at a non-research university; dealing with a more diverse student population (particularly in terms of academic preparedness); and the practical tips and tools that we can use to make our classroom experiences more rewarding for all members of the class. Lunch is served.

All graduate students are welcome. This event grows out of concerns in the English department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Romance Languages department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: PLEASE NOTE: This workshop will be rescheduled but will not happen April 16! Consult this website for a new date sometime next week.

Drawing on his experience designing and administering a Field Application Project over several years, Professor McDuffie will lead a discussion on the key decisions involved in designing and effectively implementing group projects in a management course.

All graduate students are welcome. This event grows out of concerns in the Management department and so may be most useful to students in related fields.

Counts toward the CTL certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the School of Design and so may be most useful to students in related fields.

Summary: All graduate students are welcome. This event grows out of concerns in the History of Art department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: Faculty-to-Faculty Lunches are opportunities for small groups of faculty to get together for informal conversation about teaching. Each lunch focuses on a different theme and is moderated two faculty members, who will guide the discussion and share their experiences. To encourage interactive discussion, registration is limited to twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: Dr. Alex Guerrero will talk about his experience teaching in correctional facilities and some of the general pedagogical lessons gleaned from that experience.

All graduate students are welcome. This event grows out of concerns in the philosophy department and so may be most useful to students in related fields. Counts toward the CTL Teaching Certificate.

Summary: Massively Open, Online Courses (MOOCs) have risen to prominence in the
last few years with the efforts of companies like Coursera, Edx, and
Udacity. People have hailed MOOCs as the beginning of a
higher-education revolution, one that promises to change how a college
course is delivered for both students and professors alike. However,
are MOOCs the next big thing in education or simply an online fad that
will fade away in the coming years?

Professor Michael Kearns, CIS professor and founding director of the
Penn program in Networked and Social Systems Engineering (NETS), gave
the flagship course of the program, Networked Life, over Coursera this
past Fall. In this seminar, he will sit down and give his first-hand
viewpoint on Coursera and the MOOCs. In particular, he will talk
about how he thinks future courses will be shaped by MOOCs, and how
we, as educators, can do a better job as a result.

Summary: An image can be historically significant, culturally meaningful, formally innovative or politically motivated. Sometimes it is all of those things and more. This workshop will focus on strategies for getting the most out of the images that you use in class. We will discuss the tension between the directions a rich image can take a class and the drawbacks of overwhelming students. We will also consider the advantages and disadvantages of complex versus simple images. Participants are encouraged to bring images that they have taught with or anticipate teaching with to the workshop.

Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Department of East Asian Languages and Cultures and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: The Engineering Faculty Teaching Forum brings together faculty from across SEAS for informal conversations about teaching. Each discussion focuses on a different theme and is moderated by two faculty members. All faculty, from experienced to novice teachers, are invited to participate. To encourage open discussion, registration is limited twelve faculty.
The Center for Teaching and Learning provides lunch for all those who register in advance.

Summary: All graduate students are welcome. This event grows out of concerns in the Nursing School and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in Physics and Engineering and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: In this workshop, we will discuss how demonstrations can be used effectively in the classroom and will gain hands-on experience performing and explaining several demos.

All graduate students are welcome. This event grows out of concerns in the Chemistry department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the School of Design and so may be most useful to students in related fields.

Counts toward the CTL certificate.

Summary: All graduate students are welcome. This event grows out of concerns in the Management Department at the Wharton School and so may be most useful to students in related fields.
Counts toward the CTL certificate.

Summary: This workshop is intended for faculty who are interested in submitting a proposal to teach a Coursera course. In this workshop we will discuss ideas to consider in proposing – and designing – a course, including your goals for the course, the ways you might achieve those goals in the open online platform, and reasons why the material you want to teach is suited to the open online audience.

Summary: Join Van Pelt Library’s digital humanities expert, historian Mitch Fraas, for a discussion about opportunities to use digital resources in the classroom. The workshop will include digital resources to enhance your teaching, as well as exciting ways to introduce your students to digital tools and assignments. Mitch will have some examples to demonstrate, but feel free to contact the convener at .(JavaScript must be enabled to view this email address) for specific requests.
All graduate students are welcome. This event grows out of concerns in the History department and so may be most useful to students in related fields.
Counts toward the CTL Teaching Certificate.

Summary: This workshop is intended for faculty who are interested in submitting a proposal to teach a Coursera course. In this workshop we will discuss ideas to consider in proposing – and designing – a course, including your goals for the course, the ways you might achieve those goals in the open online platform, and reasons why the material you want to teach is suited to the open online audience.

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

9:00-9:45 Welcoming Plenary (Cohen 17) Bruce Lenthall, Director, Center for Teaching & Learning Dennis DeTurck, Dean of the College
Eve Troutt Powell, Associate Dean for Graduate Studies

9:45-10:15 Your Role as a TA (Cohen 17) Julie McGurck, Associate Director, Center for Teaching & Learning

10:15-10:45 Preparing for Your First Day (Cohen 17)
Ian Petrie, Senior Associate Director, Center for Teaching & Learning

10:45-11:00 Coffee Break (Lobby outside Cohen 17)

11:00-11:45 Support Resources for Your Students (Cohen 17) Janet Tighe, Director of Academic Advising and Dean of Freshmen Myrna Cohen, Executive Director, Weingarten Learning Resources Center Nathaniel Amos, Counseling and Psychological Services (CAPS) Donna Brown, Director, Tutoring Center

11:45-12:30 Penn Policies and Resources (Cohen 17) Sexual Violence and Harassment – Felicity Paxton, Director, Penn Women’s Center Student Privacy – Maura Johnston, University Privacy Officer Students with Disabilities – Susan Shapiro, Director, Student Disabilities Services Academic Integrity – Michele Goldfarb, Director, Office of Student Conduct

2:00-4:45 Graduate Student-Led Workshops (Fisher-Bennett Hall rooms TBA) Leading Discussions in the Humanities and Qualitative Social Sciences Grading in the Humanities and Qualitative Social Sciences Grading in the Sciences and Quantitative Social Sciences Recitations in the Sciences and Quantitative Social Sciences Leading Effective Lab Sessions Leading Discussions in the Quantitative Sciences and Social Sciences

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

9-12 & 1:00-4:00 Teaching Demonstrations and Critiques (Williams Hall, rooms TBA)

Please note that all participants need to have prepared a 10-minute teaching demonstration in advance. Contact ctl-help@sas.upenn.edu for more information.

Summary: This three-day program is required of all new TAs in Arts and Sciences, Nursing and Design. It is optional for new Annenberg TAs. All participants must register in advance.
New SAS TAs must also attend at least one in-semester follow-up workshop.

9:00-9:45 Teaching the Diversity of Penn Students (David Rittenhouse Labs A1) Bruce Lenthall, Director, Center for Teaching & Learning

10:00-11:00 Discussions on Issues You May Face as a TA (Fisher-Bennett Hall rooms TBA)

11:00-11:15 Coffee Break (TBA)

11:15-12:30 Discussions on Issues You May Face as a TA (Fisher-Bennett Hall rooms TBA)

Afternoon Departmental Workshops Contact your home department for information

2:00-4:00 Beginners Workshops on Blackboard or Canvas (Van Pelt Library, Goldstein Classroom) Optional session. To register click here.

Summary: This orientation session is intended to introduce new lecturers at Penn to resources available to help them and policies that they will need to know. The session will be interactive and participants are encouraged to come with questions.

For more information, please contact CTL.