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.

Wednesday, January 23rd, 2019
From 10:00 to 2:00 PM
CET&L Langsam Library (Room 480C)
3 Credits

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 and maintain an inclusive classroom, (2) Identify and use effective classroom management techniques, and (3) Develop strategies to achieve a work-life balance.

Tuesday, January 29th, 2019
From 1:30 to 3:00 PM
CET&L Langsam Library (Room 480C)
1 Credit

This workshop will provide participants with time to reflect on their own courses and discuss strategies with colleagues. Participants will leave with an initial plan for making their courses more inclusive as well as concrete resources for moving this work forward. 

By the end of this workshop, participants will be able to: (1) Describe several evidence-based strategies for designing inclusive and equitable learning environments, (2) Reflect on the role of equity and inclusion in their own teaching, and (3) Articulate an initial plan for making their courses more inclusive and equitable.

Tuesday, February 12th, 2019
From 1:30 to 3:00 PM
CET&L Langsam Library (Room 480C)
1 Credit

In this interactive workshop, participants will explore the benefits of in-class group activities and how to design such activities to engage students in collaborative learning. Participants will discuss how to select activities and what is necessary to incorporate them into your teaching. Participants will leave with an outline for how they can incorporate a group activity into their classroom teaching. 

By the end of this workshop, participants will be able to: (1) Describe a variety of in-class group activities, (2) Discuss the logistics and expectations required for group activities, and (3) Begin to create a plan to incorporate short group activities into classroom teaching.

Wednesday, February 13th, 2019
From 12:30 - 3:30 PM
CET&L Langsam Library (Room 480C)
2 Credits

The intention of this workshop is to identify transferable skills characteristic of higher learning and to consider the ways in which nearly every academic activity is an opportunity for their development. As an aid to conversation, all participants will receive a free book. Books will be available for pick-up at the CET&L Office, Room 480 Langsam Library. 

By the end of this workshop, participants will be able to: (1) Identify the cognitive skills imparted by academic practices characteristic of university learning, (2) Examine specific and practical strategies for teaching students how to learn within the context of studying the topics of disciplinary concern, and (3) Discuss the methods and payoff of presenting university studies as preparation for lifelong learning. 

Monday, February 25th, 2019
From 1:30 to 3:00 PM
CET&L Langsam Library (Room 480C)
1 Credit

This workshop is designed to help participants acknowledge what they know as areas for improvement as well. Participants will discuss strategies for showcasing their teaching in more effective ways but also for identifying and collecting important evidence that may be overlooked. Participants will come away with both short- and long-term strategies that will help make more effective impacts through the teaching component of participants' dossiers. 

By the end of this workshop, participants will be able to: (1) Articulate strategies for showcasing teaching in more effective ways, (2) Identify and collect important evidence to support one's teaching narrative, and (3) Describe short- and long-term strategies to create impact through the teaching component of one's dossier.

Wednesday, February 27th, 2019
From 1:30 to 3:00 PM
CET&L Langsam Library (Room 480C)
1 Credit

In this interactive workshop, participants will explore how classroom management strategies can address such challenges and how they can set expectations to develop positive learning environments. Participants will examine real-world scenarios to help prepare for classroom management issues that may arise and develop strategies to prevent them in the future. 

By the end of this workshop, participants will be able to: (1) Describe common classroom management challenges, (2) Discuss possible causes and solutions for classroom management challenges, and (3) Develop strategies to prevent classroom management challenges by fostering a positive learning environment.

Wednesday, March 13th, 2019
From 1:30 to 3:00 PM
CET&L Langsam Library (Room 480C)
1 Credit

In this introductory workshop, participants will discuss how active learning can be used to engage students and increase student learning. Participants will explore a range of active learning activities, many of which can be easily incorporated into teaching with minimal planning. 

By the end of this workshop, participants will be able to: (1) Explain how to increase student engagement through active learning, (2) Describe a variety of active learning strategies, and (3) Select an active learning strategy to incorporate in teaching.

Thursday, March 14th, 2019
From 12:00 to 3:30 PM
CET&L Langsam Library (Room 480C)
2 Credits

This interactive workshop will introduce new faculty to meaningful practices and ways of thinking to support personal growth in teaching. Participants will explore strategies to elicit feedback and insight into their teaching practice, as well as question assumptions on teaching and learning. Participants will receive a copy of a supplemental book to aid discussion. 

By the end of this workshop, participants will be able to: (1) Engage in systematic reflection on teaching and learning, (2) Discuss teaching practices through a critically reflective lens, and (3) Identify strategies to support continuous growth in teaching.

Thursday, March 28th, 2019
From 1:30 to 3:30 PM
CET&L Langsam Library (Room 462)
1 Credits

Students come from vastly different cultural backgrounds, face key challenges around immigration regulations, encounter sociocultural and academic differences, and many strive to develop academic English language proficiency. This workshop seeks to support faculty on multiple levels who aim to holistically support international students enrolled in their courses.  

By the end of this workshop, participants will be able to: (1) Identify who are UC's international students and the benefits of their enrollment and retention, (2) Describe the challenges international students face academically and socioculturally, (3) Identify strategies to support continuous growth in teaching, and (4) Identify resources available to support UC's international students. 

Wednesday, May 1st, 2019
From 9:30 AM to 3:30 PM
CET&L Langsam Library (Room 480C)
3 Credits

This day-long workshop is intended primarily for graduate teaching assistants and instructors but all with interest in improving their teaching are welcome. Participants will be involved in hands-on activities and active discussions designed to improve teaching effectiveness and provide innovative and evidence-based pedagogical methodologies. 

By the end of this workshop, participants will be able to: identify alternative methods to lecture-based teaching, review and apply a variety of strategies and activities to improve active learning, set the tone and expectations in the classroom, gather student feedback to inform teaching, craft student learning objectives, compare and contrast expectations and realities of new faculty position, and identify key transferable skills acquired as a graduate teaching assistant that help enhance a professional profile.