PEDAGOGICAL TRAINING
Over the course of my career at Brown University, I have participated in four teaching certification seminars run through the Sheridan Center for Teaching and Learning. These certificate programs are intended to encourage a reflective teaching practice in graduate students and post-doctoral fellows at Brown. While improving effectiveness in teaching, the seminars prepare participants for careers in academia.
Teaching Certificate I Program: The Sheridan Teaching Seminar is the prerequisite program for all other Sheridan Center certificates. Lectures by Brown faculty and small group workshops, led by Brown graduate students who have successfully completed the Sheridan programs, introduce the concept of reflective teaching. The series of five lecture/workshop pairs focus on issues such as formulating course goals, engaging different learning styles and audiences, adaptability and flexibility in teaching, and appropriate evaluation. As part of this program, I developed the Body in Greek Art and Archaeology syllabus. This program includes giving an observed lecture on which feedback is provided to improve effectiveness. After completing Sheridan Certificate I in 2010, I have participated in all three of the other certificate programs:
Teaching Certificate II Program: The Classroom Tools Seminar allows participants to continue developing their reflective teaching practice, the foundations for which were laid during Certificate I. The workshops build upon each other within the concept of the development of a single course, covering topics such as teaching with artifacts, outlining a classroom agenda and leading effective discussions. It was during Certificate II that I developed my Making Your Way syllabus, from articulating the teaching goals to constructing the final paper development and rubric progression through several drafts and peer reviews.
Teaching Certificate III Program: The Professional Development Seminar is focused on preparing graduate students and post-doctoral fellows for the academic job market. From critically evaluating and articulating a teaching philosophy, to learning how to effectively present our own research to general academic audiences, to crafting compelling cover letters, the Professional Development Seminar culminates in a Teaching Portfolio which includes sample syllabi, teaching materials, and other elements key to a strong teaching portfolio.
Teaching Certificate IV Program: The Teaching Consultant Program enables students to put their reflective teaching skills into practice by observing Certificate I participants giving lectures or leading class discussions as primary instructors or teaching assistants. Through this program I have observed classes from Bio-Pathology and Tissue Engineering to American Studies and Political Science. Through observation, I have been able to suggest improvements from structure and organization to the reinforcement of major concepts and clear definitions. These observations have not only impacted participants’ teaching effectiveness but have improved my own teaching, as well. As part of this program, I have also led Certificate I workshop groups, working with students from fields as diverse as Classics, Applied Mathematics and Neuroscience to become better teachers.
In addition to the year-long seminars, the Sheridan Center offers workshops and seminars geared towards improving teaching. I have participated in these workshops that cover topics ranging from Responding to Student Writing in the Humanities and Social Sciences to Reading, Reflecting, and Learning: A Metacognitive Approach to Learning. The latter workshop led directly to the formulation of my Summary Report exercise, an example of which can be found in Appendix III of this portfolio, which was developed to encourage students to become more aware and critical thinkers and writers.
Teaching Certificate I Program: The Sheridan Teaching Seminar is the prerequisite program for all other Sheridan Center certificates. Lectures by Brown faculty and small group workshops, led by Brown graduate students who have successfully completed the Sheridan programs, introduce the concept of reflective teaching. The series of five lecture/workshop pairs focus on issues such as formulating course goals, engaging different learning styles and audiences, adaptability and flexibility in teaching, and appropriate evaluation. As part of this program, I developed the Body in Greek Art and Archaeology syllabus. This program includes giving an observed lecture on which feedback is provided to improve effectiveness. After completing Sheridan Certificate I in 2010, I have participated in all three of the other certificate programs:
Teaching Certificate II Program: The Classroom Tools Seminar allows participants to continue developing their reflective teaching practice, the foundations for which were laid during Certificate I. The workshops build upon each other within the concept of the development of a single course, covering topics such as teaching with artifacts, outlining a classroom agenda and leading effective discussions. It was during Certificate II that I developed my Making Your Way syllabus, from articulating the teaching goals to constructing the final paper development and rubric progression through several drafts and peer reviews.
Teaching Certificate III Program: The Professional Development Seminar is focused on preparing graduate students and post-doctoral fellows for the academic job market. From critically evaluating and articulating a teaching philosophy, to learning how to effectively present our own research to general academic audiences, to crafting compelling cover letters, the Professional Development Seminar culminates in a Teaching Portfolio which includes sample syllabi, teaching materials, and other elements key to a strong teaching portfolio.
Teaching Certificate IV Program: The Teaching Consultant Program enables students to put their reflective teaching skills into practice by observing Certificate I participants giving lectures or leading class discussions as primary instructors or teaching assistants. Through this program I have observed classes from Bio-Pathology and Tissue Engineering to American Studies and Political Science. Through observation, I have been able to suggest improvements from structure and organization to the reinforcement of major concepts and clear definitions. These observations have not only impacted participants’ teaching effectiveness but have improved my own teaching, as well. As part of this program, I have also led Certificate I workshop groups, working with students from fields as diverse as Classics, Applied Mathematics and Neuroscience to become better teachers.
In addition to the year-long seminars, the Sheridan Center offers workshops and seminars geared towards improving teaching. I have participated in these workshops that cover topics ranging from Responding to Student Writing in the Humanities and Social Sciences to Reading, Reflecting, and Learning: A Metacognitive Approach to Learning. The latter workshop led directly to the formulation of my Summary Report exercise, an example of which can be found in Appendix III of this portfolio, which was developed to encourage students to become more aware and critical thinkers and writers.
