I have attended several Women in Science and Engineering (WISE) and Future Professoriate Program (FPP) workshops and seminars for my professional development. Please read the details about the WISE-FPP professional development activities I have attended and my reflections. Please click here to read how participation in the FPP events has contributed to my development as a teacher and my professionalization as a future faculty member.
Crafting Your Teaching Philosophy
Presenters: Dr. Glenn Wright and Dr. Frank Ridzi
Date: March 4, 2019
Workshop Description:
This seminar offered strategies for crafting the teaching philosophy In addition, Dr. Frank Ridzi, Professor of Sociology at Le Moyne College and an FPP alum, discussed how preparation for the teaching role factors into the academic hiring process at non-R1 institutions, and how you can talk about your teaching in a way likely to advance your candidacy.
My Reflection:
This workshop was beneficial for answering such basic questions as “What is my teaching philosophy?” and highlighting some of the key qualities of effective teaching statements. The tips and bits of advice Dr. Wright provided was very useful and to the point. The examples provided in the workshops, dos and don’ts were eye-opening. Writing a teaching philosophy is a dynamic process because one learns something new about the teaching and learning process in every teaching experience. I will try my best to keep my teaching philosophy updated to find the best way to reflect my actual teaching perspectives.
CV/Resume Workshop
Presenter: Dr. Simona Rosu
Date: November 13, 2018
Workshop Description:
This workshop was for Masters and Ph.D. students to improve their CV and resumes and to increase their understanding of what should/shouldn’t be included in a CV/resume, as well as provide hints and strategies to have a clear and powerful CV/resume.
My Reflection:
I found this workshop very helpful and I would like to attend more CV/resume workshops before I graduate because I thought I know how to write a CV but when Dr. Rosu shared the general format and the components of a powerful CV, I had realized I have a long way to go. The most useful parts of the presentation were the components and the formatting of a CV and a resume. I didn’t know that I had to include a bit of detail on the research projects and teaching experiences in my CV. I would definitely recommend this workshop to Ph.D. students before they start applying for jobs. A strong CV and resume make a big difference.
Exploring and applying to STEM postdocs
Presenter: Dr. Simona Rosu
Date: November 2, 2018
Workshop Description:
This workshop was for Ph.D. students who are considering pursuing a postdoc position. Learn about different options in academia, industry, government and teaching postdocs. We discussed the determining if a postdoc is right for you, what you should consider when choosing a postdoc, as well as how to apply.
My Reflection:
This workshop was extremely helpful in providing the necessary information for Ph.D. students who are considering pursuing a postdoc position. Dr. Rosu presented different options in academia, industry, government, and teaching postdocs as well as shared hints on what one should consider when choosing a postdoc and how to apply. I liked that Dr. Rosu shared the principles of science careers, which are: One size doesn’t fit all; You have many options in all employment sectors; Many students and postdoc fellows change paths along the way. The best advice she had provided was networking. She said, “If you know what type of positions you are interested in, look at the experience of people in those positions”.
I would absolutely recommend this workshop to a PhD student who is not sure about how to proceed with their careers. Dr. Rosu’s presentation was extremely clear and to the point. She also provided question/answer sessions after every important point she had presented which helped us to be connected with her presentation.
Communicating Science to Non-Scientists
Presenter: Dr. Jean-luc Doumont
Date: November 1, 2018
Workshop Description:
Nonscientists often see science as impenetrable and scientists as unsociable introverts hiding in labs. In turn, researchers wonder how they could possibly explain their work in a clear yet scientifically correct way to people outside their own field. This workshop explored the challenges of communicating science to nonscientists (and, to a point, to fellow scientists as well) and proposed strategies that help overcome these challenges, as well as helped develop written, oral, and visual communication skills to help us get our message across to any audience.
My Reflection:
I found this workshop very helpful because as a science educator my job is to communicate science. This workshop explored the challenges of communicating science to nonscientists and provided hints and strategies that helped me improve my science communication skills. The most useful technique provided in this workshop was the strategies that address the main challenges of science communication. The strategy that I liked the most was strategies on providing the missing reference points to the audience. Use comparisons: give a reference point to the numbers and images, give more than one example (most of the time give three examples); Watch your words: define technical terms, if any, but avoid jargon, avoid synonyms (and if possible, homonyms), write simply; Building bridges: do who cares and do so what.
I would definitely recommend this workshop to other scientists and people who are interested in communicating science. Dr. Doumont holds an engineering degree and a Ph.D. in applied physics. He specializes in professional speaking, writing, and incorporates a unique engineering perspective.
Fundamentals of Instructional Design
Presenter: Dr. Tiffany Koszalka
Date: October 10, 2018
Workshop Description:
This seminar explored how the incorporation of instructional design principles into instruction can help enhance success in reaching expected learning outcomes. The session began with a brief overview of the principles of learning (what is learning and how does it work) and instruction (how can instruction be designed so that it facilitates learning). This was followed by a review of a variety of higher education cases, focusing on the nature of the learning in each case and what the instruction might look like. Finally, to encourage the sharing of ideas, attendees had the opportunity to present a case of their own for feedback from the audience. We summarized with a debrief session emphasizing how one might go about critiquing and enhancing their instruction to more fully engage their students and help them achieve expected learning outcomes.
My Reflection:
Dr. Koszalka presented a very helpful workshop on instructional design for especially teaching assistants who are/will design their own courses or have a chance to work with professors that let them help design the courses. Dr. Koszalka started her workshop by defining teaching and explaining the ways we learn. Each type of learning was defined with a progression of learning from lower-order to higher-order thinking, affect or skills development. The most useful technique I learned from this workshop was that it is the interconnections among creating successful and effective instruction and having a deep understanding of learning.
I would recommend this workshop to others who want to increase their understanding of the relationship between instruction learning, and assessment. However, I would benefit more if there were hands-on exercises during the workshop.
Active Learning: Making the Most of “Lecture” Time
Presenter: Dr. Jason Wiles
Date: January 26, 2018
Workshop Description:
At universities everywhere, the academic teaching day is divided into blocks typically labeled as laboratory sessions, recitations, and lecture time, with lectures being the most common mode of instruction. However, education research has clearly shown that didactic lecture is probably the worst way for students to learn. So why is it so ubiquitous? Perhaps it is because teachers tend to teach the way they were taught. If this is true, it’s up to us to break the chain of passing down ineffective lecture modalities and move to more student-centered methods. In this workshop, we explore a few ideas about how to use “lecture” time in more engaging ways.
My Reflection:
Dr. Wiles revealed the active learning practices through several examples. Practical applications of the clicker use were very useful. The presentation was highly engaging. Even though I have been using active learning strategies in my teaching, I find some of the examples very practical and useful.
Teaching Portfolio Workshop
Presenter: L.M. Tolley
Date: January 24, 2018
Workshop Description:
The Graduate School Programs office offered an interactive workshop designed for all graduate students with an interest in the beginning, constructing, and/or improving a Teaching Portfolio. These portfolios are used in the application process for several awards and programs at Syracuse University (including the Teaching Mentor position, the Outstanding TA Award, and the Certificate in University Teaching) and are sometimes required for job or grant applications. We discussed how to create, organize, and present aspects of the portfolio including the teaching philosophy, instructional evaluations, and teaching materials.
My Reflection:
The presenters revealed the key points of a teaching portfolio and presented their own digital portfolios as examples. It was interesting to see different organizations and designs of teaching portfolios and gave me an idea of how I want to organize my portfolio.
Universal Design for Learning: Foundations and Applications
Presenter: Dr. Diane Wiener
Date: November 13, 2017
Workshop Description:
This workshop provides individuals new to the idea of Universal Design (UD) with foundational concepts and frameworks as well as opportunities for the application while empowering individuals with UD familiarity with hands-on contexts and approaches for bringing UD directly into the classroom. Dr. Diane Wiener directs SU’s Disability Cultural Center.
My Reflection:
Universal Design is a powerful educational framework that helps the instructor create flexible learning environments to accommodate individual learning differences. The presenter gave a brief presentation on the fundamental concepts and the basics of the framework through classroom examples. The most useful part of the presentation was learning about the principles of Universal Design by practical applications. The first principle “providing multiple means of representation” focuses on the “what” of learning, the second principle “providing multiple means of action and expression” focuses on the “how” of learning, and the third principle “providing multiple means of engagement” focuses on the “why” of learning. I believe in applying these principles to my teaching will improve my teaching practices and help my students master learning.
Data Visualization 101: A Tableau Workshop
Presenter: Erin Daugherty
Date: November 10, 2017
Workshop Description:
Data Visualization 101 is a boot camp built for graduate students and postdocs in any and all disciplines. Whether you’re a poet or a chemist, this hands-on Tableau workshop is designed to empower you to turn the data that surrounds you into information you can use. Not really sure what data even is? No problem, this workshop kicks off at the very beginning. We build visualizations you’ll recognize and ones you’ve never seen, stitch those visualizations into an interactive dashboard, and dive into how you can develop and leverage your newfound skill set as a student and after you graduate.
My Reflection:
This workshop was very interactive and highly beneficial for me. I never had experience in data visualization and it helped me to gain a basic understanding of how to organize data, and how to visualize it to find the best way to present the findings. We had the opportunity to download and work on the Tableau program on our own devices. The presenter was extremely enthusiastic and experienced in the program and the presentation itself. I would really like to learn more about data visualization and use that on my own research.
Excellence in Communicating Your Science Series: Using Social Media to Enhance Your Research
Presenter: Caitlin McDonough, Bryan Dosono
Date: October 18, 2017
Workshop Description:
This workshop aimed at presenting how two graduate students use social media and online platforms to enhance their research, interact with other scientists, and connect with potential collaborators. This workshop covers how to promote yourself and gain name recognition (important for drawing the attention of future employers), as well as the kinds of resources that can help you communicate your science to a larger audience.
My Reflection:
The presenters pointed out the key aspect of using social media for professional purposes. They shared helpful content management system sources like Squarespace, Weebly, and WordPress. The most interesting part for me was the use of Twitter for research purposes. I will definitely start following conference hashtags and various STEM groups on Twitter to increase my connectivity to the research community.
Leading an Effective Classroom Discussion? Questions Are the Answer
Presenter: Dr. John Tillotson
Date: October 16, 2017
Workshop Description:
One of the critical features of an active learning environment revolves around students having opportunities to engage in productive classroom discussions about important concepts. Classroom discourse can take on many forms and requires thoughtful consideration and planning by the instructor to be truly effective. This workshop focuses on facilitating effective classroom discussions using a variety of questioning strategies to promote student engagement, at the same time serving as an assessment tool for instructors. Participants observe a model teaching lesson that highlights various questioning techniques in action, critique a short videotaped lesson segment regarding the instructor’s questioning skills, and learn tips for improving their own questioning skills in various instructional situations.
My Reflection:
I find this workshop quite helpful because it provided not also brief information about effective questioning and wait time but also supported by applicable examples. The professor introduced the questioning types by actually engaging the participants by using an online tool and classroom demonstration.
The most useful technique I learned from this workshop is HRASE, which is a questioning hierarchy (Penick, Crow, & Bonnstetter, 1996). “H” represents history – questions that relate to students’ experience and these are considered as non-threatening questions.
“R” represents relationship – questions that engage students to look for themes and patterns.
“A” represents application – questions that require the use of knowledge.
“S” represents speculation – questions that push students to be creative and use reasoning skills.
“E” represents evaluation – questions that require evidence-based explanations focuses on reasons, processes, and mechanisms.
I definitely would recommend this workshop to others because (1) the professor is really engaging the participants with the activities and the presentation, (2) he is highly active and creative, (3) he is making daily life connections and giving real-life examples, (4) he is extremely organized and participants can easily follow the flow of his presentation.