I recently completed a Graduate Teaching Initiative “advanced certificate” through the University of Oregon’s Teaching Engagement Program. It includes several components which I’ve worked through over the course of a few years. The components are below, with brief details on how I fulfilled each one.
5 Teaching Engagement Program workshops
8 additional hours of other workshops from any university unit
“Floods of Change: the Vanport Floods, Stereotype Threat, and 2YC-4YC Transfer”
(SAGE 2YC; SERC). Discussed the Vanport flood in the context
of teaching environmental justice with local significance. Also
discussed Earth science transfers from 2YC’s to 4YC’s, and
supporting student success through the transfer process.
“Establishing and Sustaining an Undergraduate Research Program”
(Council on Undergraduate Research; American Geophysical Union
Fall Meeting, 2016) Presenters discussed ways to sustain an
undergraduate presence in an active research group. The workshop
primarily focused on maintaining an active line of research at a
primarily undergraduate institution where funding and time
allotment for research may be more difficult than at a larger,
“Allies in the Classroom: Gender-Inclusive Teaching”
(Teaching Engagement Program) We discussed common misconceptions
and pitfalls around striving to create ‘safe’ spaces for people
of all genders. The workshop focused on basic skills like
classroom introductions, pronouns, disruptive students, and
handling our own mistakes regarding students gender identities.
“Engaging student resistance”
(Teaching Engagement Program) Discussed strategies/methods to
reach students who resist engaging with academic content,
especially with regards to controversial or politically charged
“Teaching for the first time as the sole instructor”
(Teaching Engagement Program) Discussed course design
principles, techniques for achieving course objectives, building
classroom community, facilitating discussion, student
accountability, classroom policies, etc.
“Getting to know your students”
(Teaching Engagement Program) Discussed the importance of, and
techniques for getting to know the students in both big and
small classes. Including ice breakers, surveys, office hour
“Scientific teaching reading group”
(Science Literacy Program)
The SLP Journal Club meets weekly for structured discussions of
academic literature on topics related to teaching science, with
different themes each term.
Course on College Teaching
Take one credited graduate course on teaching in higher education
Explored methods of employing active learning techniques in
science courses. We discussed content design choices from course
objectives to individual lesson plans with the goal of
developing course content which is engaging to students of a
variety of backgrounds and interests.
Four terms as a graduate employee with significant teaching responsibilities
Teaching and Learning Project
A capstone project offering original contributions to research, service, or teaching
I designed and executed a course module for GEOL 202 to introduce students to calculus concepts in Earth sciences. My project proposal can be found here, and the lesson plan that resulted from the project can be found here.