Attended Workshops & Teaching Certificate
Certificate of Achievement: Apprenticeship in College Teaching, Center for Teaching Excellence at Boston College
Classroom Management
Connors Family Learning Center Teaching Seminar, Boston College, 9/12/13
This seminar was led by Dr. Sue Barrett, director of the Connors Family Learning Center. The seminar was a discussion about how your classroom policies can help you reach your teaching goals. As a group we first brainstormed a list of factors that can interfere with an effective classroom environment (e.g. tardiness, electronic media, under- and over-involved students, etc), and then discussed possible ways to prevent these factors from occurring or ameliorating the situations when they arise.
Grading Fairly
Connors Family Learning Center Teaching Seminar, Boston College, 9/25/13
This seminar was co-led by two Apprenticeship in College Teaching Fellows. After a brief review of the university-wide academic policies of Boston College, this seminar used case studies for group discussions on fair grading policies. The pros and cons of items such as rubrics, grading curves, and extra credit were addressed. Additionally, we discussed the appropriate application of accommodations for student athletes, students with learning and other disabilities, and ESL students.
Teaching Observations
Connors Family Learning Center Teaching Seminar, Boston College, 10/22/13
Led by Dr. Cecilie Reid-Joyner, Assistant Director for Tutoring and Supplemental Instruction, this seminar served to both inform about how to get the most out being observed in the classroom, and how to take away information from observing more seasoned lecturers. Primary focus was placed on how to elicit and incorporate constructive feedback from mentors, peers, and students in your class.
Supporting Students with Mental Health Issues
Whole Person Education Workshop, Boston College, 10/29/13
This workshop was led by Dr. Craig Burns, Director of Training at University Counseling Services. Following an overview of resources available for students as well as concerned parties (e.g. course instructors, residence life staff), this session covered ways to identify and help at-risk students.
Promoting Academic Integrity in Your Class
Connors Family Learning Center Teaching Seminar, Boston College, 10/31/13
This seminar was led by Clare Dunsford, Associate Dean in the College of Arts and Sciences. This session focused on Boston College’s academic integrity policy, what to do if you suspect a violation of this policy, and how these cases are handled from start to finish. Also discussed were the school policies on student excused absences, and services offered by the Dean’s office.
Teaching Portfolios
Connors Family Learning Center Teaching Seminar, Boston College, 11/7/13
This workshop was led by Dr. Sue Barrett, director of the Connors Family Learning Center. Creating and maintaining a teaching portfolio is both the most daunting and most important task a teacher must do. Topics discussed in this session included the type of information and materials a teaching portfolio should include, how these portfolios can be organized, and how to create on-line portfolios. The benefit of drafting both formative and substantive teaching statements was also discussed, and was followed by small groups working to sketch out an outline of our individual teaching philosophies.
Designing/Redesigning Your Syllabus
Connors Family Learning Center Teaching Seminar, Boston College, 11/20/13
This workshop was led by a current Apprenticeship in College Teaching Fellow. The session began with a discussion about what makes a successful syllabus including the types of information must, should, or could be included in a syllabus. Small groups were then formed where peer-feedback was given on syllabi we were currently redesigning for the forthcoming semester or theoretical syllabi for the classes we hope to teach in the future.
Professional Development Workshop: Teaching
Psychology Department, Boston College, 3/26/14
This workshop was led by a popular lecturer in the psychological department, Dr. Jeffrey Lamoureux. He provided tips and insights on teaching different levels of psychology students (e.g. liberal arts core, entry-level, advanced) and different size classes (e.g. discussion seminar, lecture hall). Additionally, he provided helpful materials to use when grading and discussed when to, and when not to, apply grading curves.
Developing Your Teaching Narrative
The Graduate School, PhD Career Services, and the Postdoctoral Association, Michigan State University, 11/1/17
This workshop was led by Dr. Melissa McDaniels, Assistant Dean, The Graduate School & Postdoctoral Office. The session began with an overview of opportunities to continue developing as teachers (e.g., online courses through the Center for the Integration of Research, Teaching, and Learning (CIRTL), teaching opportunities on- and off-campus). This was followed by a discussion of how to conceptualize and communicate your teaching style, beliefs, and accomplishments.
Optimizing Mentoring Relationships to Promote Diversity & Research Excellence
The Graduate School and the Postdoctoral Association, Michigan State University, 6/8/18
This day-long workshop was supported by the NIH's National Research Mentoring Network and the Big Ten Academic Alliance, and led by Dr. Melissa McDaniels, Assistant Dean, The Graduate School & Postdoctoral Office. In this workshop we discussed the challenges and strategies we utilize as research mentors and mentees, engaged in self-assessment to identify the domains of professional development in which we feel comfortable mentoring and need mentoring, and learned about evidence-based practices to employ in our roles as mentors and mentees.
Research Mentor Training for Graduate Students and Postdoc Mentors of Undergraduate Students
The Graduate School, Michigan State University, 3/20/20
This workshop, facilitated by Dr. Melissa McDaniels, Senior Advisor to the Dean for Research Mentoring, provided participants with the opportunity to learn about (and share) best practices for high-level mentoring of undergraduate students in a research environment. Participants also learned about the most effective ways to both provide students with an excellent learning experience, and get their own work done.
Optimizing Mentoring Relationships by Aligning Expectations
The Neuroscience Program, Michigan State University, 5/5/20
During this workshop, facilitated by Dr. Melissa McDaniels, Senior Advisor to the Dean for Research Mentoring, and Dr. Tony Nunez, Associate Dean in the Graduate School and Professor of Psychology & Neuroscience, participants discussed 1) proactive approaches to align expectations among faculty, postdocs, and graduate students, and 2) the role that mental health and wellness plays in our ability to optimize mentoring relationships.
e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age
University of Illinois at Urbana-Champaign, via Coursera, June-July 2020 - certificate of completion
This 4-week long course, led by Drs. Bill Cope and Mary Kalantzis, covered ubiquitous learning (week 1), active knowledge making + multimodal meaning (week 2), recursive feedback + collaborative intelligence (week 3), and metacognition + differentiated learning (week 4).
Leading for Equity, Diversity and Inclusion in Higher Education
University of Michigan, via Coursera, June-July 2020 - certificate of completion
This 5-week long course, led by Dr. John C. Burkhardt, covered leadership challenges of the 21st century (week 1), bias of consciousness (week 2), contested discourse (week 3), strategic diversity planning (week 4), and rethinking leaders, leadership, and leadership development (week 5).
Writing Across the Curriculum
Wheaton College, May 2022
During this interactive session facilitated by Dr. Lisa Lebduska, Director of College Writing, faculty from across diverse fields shared example writing assignments. This included a variety of scientific communication assignments, and an assignment that used writing to help students learn strategies for reading and writing journal articles. Tips, and tricks, and best practices for incorporating writing into our courses were shared and discussed by all in attendance.
Perusall 101 & Perusall 102
Online, August 2022
These two webinars, hosted by Success Specialists at Perusall, provided participants with the information needed to set-up and optimize their use of Perusall in their courses. Using Perusall, students are able to collaboratively annotate and engage with the course material with their classmates (e.g., leaving comments, asking questions, upvoting responses).
