Graduate Instructors’ Seminars on Teaching (GIST)

The Center for Excellence in Teaching and Learning (CETL) has supported Graduate Instructors and Teaching Assistants by providing Graduate Instructor Training each August.  This semester CETL offers monthly seminars on teaching to support graduate students who currently teach or desire to teach at UM and other colleges or universities.

All graduate students are invited to attend. Lunch is provided.

Please see the schedule below for topics, dates, times, and locations.  Participants should register to attend so that they may be assured lunch.

 

GIST Schedule Spring 2018


Friday, January 26

Time:  12:00-1:30pm  |  Location:  Overby Center, Rm 249

Constructing Teaching Statements                                                                                    To Register >>   

Ken Sufka (Psychology) and Lauren Reynolds (Modern Languages)

When applying for academic positions, teaching awards, or grants as university instructor, candidates are often required to submit a teaching statement that succinctly represents their philosophy of teaching.  Teaching statements not only provide reviewers insight into what kind of instructor a candidate is, but they also provide instructors means to reflect on beliefs and practices given changes in student populations and educational environments. This seminar will provide guidance and tools to develop and/or refine your teaching statements.

 


Friday, February 23

Time:  12:00-1:30pm  |  Location:  Overby Center, Rm 249

Developing a New Course and Syllabus                                                                            To Register >>   

Many instructors approach course design in a forward manner, choosing what to cover on each day, developing tests and activities, and then writing learning objectives based on coverage and assessments. The difficulty with forward design is aligning learning objectives with content and assessments after they’ve been chosen. In contrast, the backward design starts with establishing the learning goals of the course and designing the learning objectives to align with those goals. Learning goals state up front the knowledge and skills instructors want their students to have to demonstrate mastery of by the end of the course, and learning objectives are the knowledge and skills students should master after each lesson. Once the learning goals and learning objectives have been established, instructors can more accurately choose assessments that test student mastery, content that teaches the knowledge and skills, and activities to help students practice knowledge and skills. This hands-on workshop is designed to help you transform your learning objectives into concrete, step-by-step assessments and lesson plans that help students gradually build the techniques they need to excel in your discipline.


Friday, March 23

Time:  12:00-1:30pm  |  Location:  Overby Center, Rm 249

Promoting Active Learning and Teamwork to Support Student Learning         To Register >> 

Alice Steimle (CMSE) and Susan Gaunt Stearns (History)

To promote student learning, instructors must plan beyond class lectures and power point slides. They must devise ways for students to engage in course content. Active learning techniques encourage students to participate and collaborate in class on tasks requiring them to critically think about content. This interactive GIST event provides guidance and suggestions for including active learning in college classes.


Friday, April 27

Time:  12:00-1:30pm  |  Location:  Overby Center, Rm 249

Using Assessment to Track Student Progress as well as Your Own                                    To Register>>

Kate Kellum (IREP and Psychology), Lauren Reynolds (Modern Languages), and Terrian Garvis (Office of Leadership & Advocacy)

Assessing students is not just about averaging grades.  It is essentially about sampling and the inferences you and others can make as a result.  The decisions you make regarding assessment methods, frequency, content, and “thinking level” can provide useful information to you and students about learning in your class, of course. They can also provide a way for you, students, and colleagues to strategically plan for improvements in teaching and learning at the class, program, department, school, and university levels.  In this interactive workshop, the facilitators will address the effective means to assess, or sample, your students’ learning as well as the types of inferences you and others can make based on the results.