Workshops

To obtain the PFF certificate, you must earn five PFF-approved workshop credits. PFF-approved workshops are offered by the Graduate School, the Academy of Fellows for Teaching & Learning (AFTL), the Center for the Enhancement of Teaching and Learning (CET&L), the Graduate Association for Teaching Enhancement (GATE), and other UC groups. This page and the Blackboard organization show which workshops qualify for credit for the present term. The workshops chosen by the PFF program typically focus on pedagogy.

We have new workshop credit reporting procedures: we will no longer track workshop attendance through registration confirmation emails. From now on, students will download attendance transcripts from all programs they attend that have registration through Faculty Development Onestop and email them to the program coordinator (these transcripts are available for download at the Faculty Development Onestop site). For all programs that do not have a Faculty Development Onestop registration (the AFTL Showcase, for instance), students will receive credit by attending the program and then submitting a brief summary of the material to the PFF program coordinator.

Thursday, June 07, 2018
From 12:00 PM to 1:00 PM
Langsam Library 571
1 credit

By the end of this workshop, participants will be able to:

• Share experiences using metacognitive strategies in an informal setting
  
• Gather strategies for incorporating metacognition from colleagues
  
• Expand their teaching and learning network.

Thursday, July 12, 2018
From 12:00 PM to 1:00 PM
Langsam Library 571
1 credit

Bring your lunch and join us for a conversation, Critical Thinking: What is It and How Do We Teach It?  We will discuss questions like: what does NSSE data tell us about our students’ critical thinking; what does critical thinking look like in different disciplinary contexts; how do we teach and assess critical thinking.

Thursday, August 09, 2018
From 12:00 PM to 1:00 PM
Langsam Library 571
1 credit

Bring your lunch and join us for a conversation about supporting students in time management of large projects.

Wednesday, August 22, 2018
From 8:30 AM to 1:00 PM
Location Langsam Library Digital Commons (4th floor of Langsam Library in the back)
2 credits

So you’ve been given your Teaching Assistantship and maybe a syllabus for the course or an email from the faculty member teaching the course. Now what?! Up your teaching game and get off to a good start. Join the Graduate Association for Teaching Enhancement (GATE) for a half-day workshop that will provide you with tips and tricks that can be easily implemented from the first day of class onward. This workshop is designed to help graduate Teaching Assistants (TAs) enhance the learning environment for their students, develop classroom management strategies, and consider what it means to be a TA outside of the classroom.

By the end of this workshop, participants will be able to: (1) Construct a plan to prepare for being a Teaching Assistant, (2) Identify and use inclusive teaching strategies, active learning strategies, and classroom management techniques, (3) Discuss a Teaching Assistant's role outside the classroom, and (4)  Develop strategies to achieve a work-life balance while being a Teaching Assistant.

This workshops is offered twice:

Thursday, September 06, 2018
From 9:00 AM to 10:30 AM
Medical Sciences Building, Room 5051
1 credit

Thursday, September 06, 2018
From 1:30 PM to 3:00 PM
Langsam Library Digital Commons (Back of 4th Floor)
1 credit

21st Century students come to college with widely varying academic skills, approaches to learning, and motivation levels. Faculty often lament that students are focused on achieving high grades, but are not willing to invest much time or effort in learning. This session will focus on the importance of helping students acquire simple, but effective learning strategies based on cognitive science principles. We will engage in interactive reflection activities that will allow attendees to experience strategies that significantly improve learning while transforming student attitudes about the meaning of learning.