These are the Mandatory and Elective workshops being offered throughout the academic year. To see the specific workshops offered this semester, please check the PFF schedule or subscribe to the PFF calendar.
Scroll down to the individual workshops to access the workshop Guide Pages that help you with workshop preparation and post-workshop exploration.
Students working toward the PFF Certificate in College Teaching must take our four Mandatory workshops that form the foundations for the program. The first two workshops focus on the teacher as leader and scholar and help you begin a reflective practice process that will guide you in developing your teaching philosophy. The next two workshops focus on the teacher as designer and help you understand and practice principles of inclusive course and syllabus design. These four workshops will get you started on your teaching philosophy statement and course syllabus design, and prepare you to move effectively through your Practicum and Portfolio items in the next module. You should be able to complete the four Mandatory workshops in one semester.
NOTE: Each Mandatory (M) workshop comes in two parts. You must attend both sessions to complete each workshop. We also offer Intensive versions of these workshops on Saturdays where each workshop is completed in one long session from 9:00am to 3:00pm.
The Saturday Intensive workshops combine contents from the Friday part A and B workshops. Therefore, to view the guide pages for Saturday, please look at both parts for each Mandatory workshop.
Mandatory workshops on Saturdays include both parts of this workshop (M1a and M1b).
M1a - Overview: Reflective Practice & Inclusive Pedagogy provides an overview and introduces you to processes and tools to begin your reflective practice as an educator. Starting with your own lived experiences as learner and teacher, we will explore foundational concepts and models we can use to understand the importance of inclusive pedagogy. We will explore and define teaching excellence and the capacities of a good teacher, examining how and why we are accountable in our preparing students for their futures. Through this process, we frame teaching as an ethical responsibility we share to ensure inclusive and equitable learning opportunities for our students. View the guide pages for M1a.
M1b - Teaching Philosophy & Changing Contexts introduces you to systems thinking and the complexity of the larger contexts in which we teach and learn. We look at the global paradigm shift toward a knowledge and creative economy - a technologically mediated, information-rich world marked by rapid and constant change. Continuing the exploration from M1a, we move from an examination of your individual assumptions, values, and beliefs as an educator to locating these in relation to the larger contexts of the mission of higher education. Looking both historically as well as at the current diversity of stakeholders in higher education, we will explore how we can position and align our individual emerging teaching philosophies with this larger context in which we teach. View the guide pages for M1b.
Mandatory workshops on Saturdays include both parts of this workshop (M2a and M2b).
M2a - Understanding Learning & Motivation. Learning is a cognitive, affective, and physical process; we are equipped to learn if we are engaged and motivated. Understanding how and why students are motivated to learn is a critical step in ensuring that our assumptions, values, and beliefs are supported by this empirical knowledge base. This helps us develop a robust teaching philosophy that can help us design more effective teaching and learning tools and processes. View the guide pages for M2a.
M2b - Developing a Teaching Philosophy Statement. In this session, we revisit and review the concepts and models for thinking we have explored in the previous 3 sessions. We then bring it all together in consolidating and synthesizing your values and beliefs into the beginnings of your teaching philosophy statement. View the guide pages for M2b.
Mandatory workshops on Saturdays include both parts of this workshop (M3a and M3b).
M3a - Design Thinking: Backward Design for Inclusive Learning begins the our focus on the teacher as designer as a way into designing inclusive learning environments and processes. Reviewing and expanding our understanding of the complex, fast-changing global spaces in which we live, we ask what capacities we and our students need to flourish and succeed. In this context, we explore what Design Thinking or Design Science are and how their key concepts translate over to inclusive pedagogy and course design. View the guide pages for M3a.
M3b - Pedagogy for Technology Integration. How do digital tools shift how we think about teaching and learning - not just in online spaces but in on-ground spaces? We cannot avoid digital technology, but when used thoughtlessly and gratuitously used digital tools are ineffective.This workshop focuses on student needs, backgrounds, and expectations, and different ways to intentionally integrate digital tools in designing courses and leading learning. We introduce you to frameworks that help us mindfully integrate digital tools and processes in our teaching-learning design. View the guide pages for M3b.
Mandatory workshops on Saturdays include both parts of this workshop (M4a and M4b).
M4a - Student Learning Outcomes & Assessment Plans. Powerful inclusivity begins with good, forward looking design, i.e. designing with the end in mind. In this workshop, we look back at what we've learned about learning and motivation, what we know about doing Good Work in complex contexts, and the dimension of digital tools and spaces in teaching and learning. This launches us into designing appropriate student learning outcomes (SLOs), mapping those to inclusive assessment plans that help both the teacher and learner gauge mastery levels throughout the learning journey. Through this process you create the basis for an effective course design that scaffolds students toward success. View the guide pages for M4a.
M4b - The Syllabus as a Learning Journey Map. Too often, syllabi are looked at on the first day of class, never to appear again, except for hasty references to test dates and deadlines for assignments. This workshop will help you reframe syllabi as maps for teaching, and especially, maps for learning so that your syllabus becomes a living working tool in the classroom. We will also explore criteria for inclusivity in developing course policies and practices as well as for presenting syllabi to students. View the guide pages for M4b.
The Teaching Clinic helps you design and observe and design teaching as an intentional, analytical process. For PFF Certificate students, the Teaching Clinic is your first step in starting on your Practicum module.
The Teaching Clinic reframes teaching as a facilitation process. During the Clinic, we explore different aspects of facilitation such as teaching presence, student engagement strategies, and teaching design for effective presentation. By making facilitation strategies explicit, we help you begin developing a vocabulary for designing and critically reflecting on your teaching practice. In addition, the Clinic helps you apply your understanding of facilitation principles to design a Lesson Plan that demonstrates active learning and checking for understanding.
For PFF Certificate Students: After attending the Teaching Clinic and completing your Teaching Clinic Reflection and an approved Lesson Plan, you are eligible to schedule your Peer Teaching Demonstration and then move on to the External Practice items of the Practicum. View the guide pages for the Teaching Clinic.
To earn the PFF Certificate in College Teaching, you must take 9 Elective workshops. Elective workshops focus on classroom processes one must consider to foster engagement, knowledge, and skills. In addition to the regular Elective workshops that are repeated, new workshops are added each semester. You should be able to complete their 9 Elective workshops over two semesters.
What happens when, after all our efforts to avoid it, we determine that one of our students has committed plagiarism? How can we approach a situation like this as constructively as possible, turning what could become a negative interaction into a more positive learning opportunity? In this workshop, first, we will focus on addressing plagiarism from a pedagogical perspective. We will talk about how to discuss plagiarism with students, how to reinforce and practice rules of appropriate and effective use of sources, and how to motivate students to avoid committing plagiarism in the future. Second, we will focus on addressing plagiarism from an administrative perspective. We will consider how and when to file official incident reports. We will articulate the roles and responsibilities of each stakeholder (instructors, administrators, students) in this process, and identify ways of working with and through departmental and institutional policies to serve our own and our students' best interests. View guide pages.
Plagiarism is not as straightforward as we might think. This workshop looks at different forms of plagiarism including "accidental" plagiarism. We will explore strategies for preventing plagiarism as well as finding teachable moments when we discover plagiarism. View the guide pages.
What's an academic portfolio? Do I really need one? What's included in it? How do I build one? This workshop helps you explore the importance of academic portfolios and best practices for using them strategically to develop your career as a researcher/scholar and educator. As part of this exploration, we will each create a draft sketch of our own academic portfolio. View the guide pages.
Higher education is changing in response to larger global trends of increasing diversity and emerging opportunities and needs, with digital tools that allow new ways of teaching and learning. The "best way" to teach is in flux; teachers face dramatically different teaching and learning issues than their predecessors, and students are expecting teachers to bring certain values and methods into the classroom. In this context of greater diversity, multiple perspectives, and digital innovation, what does it take to teach inclusively and responsively? This workshop introduces you to skills and capacities that will help you teach openly and flexibly, take teaching risks in innovating teaching processes, and work creatively in responding to emerging student needs and interests. View the guide pages.
We know formative assessment and feedback are critical to helping students engage and master knowledge and skills. What about feedback for teachers? This workshop uses principles from reflective practice to help you think beyond end-of-course evaluations to design ways to gather feedback about your teaching. We will explore self-assessment strategies as well as mid-semester student feedback. View the guide pages.
There is a wealth of evidence to suggest that "active learning" techniques improve overall student learning outcomes and encourage greater long-term retention of both content and skills among learners. But what counts as active learning, and how can it be meaningfully and equitably incorporated into a variety of classroom situations and disciplines? View the guide pages.
This workshop explores the growing importance of teacher-scholar and scholar-practitioner websites. We frame this with the idea of controlling your web presence and professional identity in an information saturated space as well as the opportunities for broadening your networks and professional visibility. The workshop leads you in starting to curate what you can share on a professional website to reveal what you already have, and what you need to build so that you can approach your professional development intentionally and strategically. We get you started through a hands-on session to explore the basics of setting up and structuring a website on a friendly platform. View the guide pages.
Have you ever looked at your classroom as a complex adaptive system? We believe that when you do, you become a more agile educator. This workshop will cover how teachers can fearlessly and carefully tackle the complex classroom through collaboration. We will discuss what makes for ‘good' collaboration and how collaboration can be best used for the complex areas of course instruction, academic scholarship, and navigating institutional culture. View the guide pages.
This workshop introduces you to different types of rubrics and how to use them to scaffold students' learning, rather than simply using them as a grading tool. We will look at analytic, holistic, and single-point rubrics and discuss the appropriate contexts to use each type of rubric. The workshop will engage you in hands-on design and crafting of a sample assignment and its rubric. View the guide pages.
This workshop lays the foundations for teaching inclusively in classroom contexts where overt and hidden identities, perspectives, expectations, and assumptions meet. Using the metaphor of relationships, we examine the values and assumptions we and our students bring to classroom interaction and derive principles for developing classroom cultures of connection, respect, and empathy. View the guide pages.
In this workshop, you will explore how to design writing assignments that maximize learning for a course you currently teach or that you plan to teach in the future. First, we will reflect on your own experiences as students with assigned writing. Next, we will consider multiple aspects of assigned writing (role, audience, purpose, task) and critique a range of assignments to derive design principles (backward mapping, task as intriguing problem) that set students up for success. Finally, we will examine ways to encourage close reading and scaffold other intermediate steps (outlining, drafting, peer review) into the writing process. View the guide pages.
This workshop helps you develop a process for writing a Diversity Statement as part of your teaching portfolio as well as for the job application process. We frame the development of Diversity Statements as a conversation you begin by connecting with and understanding different institutions' perspectives and articulations of diversity and inclusion. Through this exploration, you query your own perspectives and experiences with diversity and inclusion to build your ideas and begin to craft your Diversity Statement. Following the workshop, we invite you to work individually with PFF through our consulting services to complete and revise your statement. View the guide pages.
*Please note that we do NOT require a Diversity Statement as part of the PFF Certificate requirements as we embed diversity and inclusion principles in all of our required items. However, we strongly encourage all Certificate participants to develop a Diversity Statement as an additional item and part of your teaching portfolio.
Feedback tells us where we are in relation to our goals, thus giving us the opportunity to re-calibrate and improve our efforts toward success. But often, feedback frustrates and dismays students. This workshop explores different strategies and activities (written and oral) that can help provide timely, strategic, and meaningful feedback that will help students improve their learning. View the guide pages.
Writing assignments—whether formal or informal, produced in class or out—are ubiquitous, a currency shared by every discipline in higher education. We create assignments to help students clarify, synthesize, and demonstrate learning. We also spend a lot of time responding to assignments, thinking critically about what students present, and offering feedback that (we hope) improves their writing in the short term and their abilities as writers in the long term.
But what does—or, should—our feedback look like? In this hands-on workshop, we will examine principles and practices of effective feedback. We will distinguish between global and local concerns, develop strategies for prioritizing these concerns, and implement techniques that maximize our time and focus students' attention throughout the reading/writing/responding process.
This workshop deconstructs the notion of "difficult" learners - are they rude and rebellious, loud and lackadaisical, disrespectful and disruptive? They can also be moody and marginalized or silent and sullen. Also difficult are introverted and introspective students, as are the creative ones. Over-confident and underconfident students are equally difficult. We then explore principles in working with this diversity in behavior to give you the best chance of diffusing troubling patterns of interaction and to proactively invite engagement. View the guide pages.
When group projects work well, they offer engaging and rich learning processes that not only help students master content but also nurture critical skills for success such as inter-personal skills, leadership, reflection, and self-management. This workshop explores principles for integrating group projects in our courses and strategies for optimizing results while avoiding the potential pitfalls for participation and learning engagement. View the slides and guide pages.
Grading can be a nightmare for both professors and students. Students dread getting back grades, often disregarding comments we have spent what seems an inordinate time writing. This workshop explores strategies to develop a student-focused grading plan that helps students to improve mastery levels from one assignment to the next. View the guide pages.
We design teaching with the hope that our students will prepare, that they will actively read the assigned material, and come to class ready to learn. But do they? And why not? This workshop helps us understand common barriers to preparation and covers strategies to scaffold preparation so that students are better able to be active, engaged learners in class. View the guide pages.
Mandatory workshops 3a-4b discuss student learning outcomes and assessment planning at the course-level. How to Design Assignments takes what we learn in M3a-M4b and applies it to how we design individual assignments. In this workshop, we evaluate how well assignments achieve what they're supposed to achieve, and we use design-thinking to create an assignment. We will also explore how to scaffold term-long assignments to provide multiple opportunities for feedback, and how to avoid making students' grades too dependent on one or two submissions. Part of this workshop will be devoted to designing your own assignments, so be sure to bring your ideas from M3a-M4b (or from other assignments you may have been thinking about or that you've used previously). View the guide pages.
*This workshop will reference content covered in mandatory workshops 3a-4b. Therefore, we strongly recommend you attend the mandatory series prior to attending this workshop.
This workshop helps you select an inclusive grading approach that is aligned with learning outcomes, optimizes student learning, while not putting an unnecessary burden on the instructor. We explore self- and peer-grading, contract grading, grading on a curve, standards-referenced grading, and considerations for weighting grades. We also examine ways to minimize student complaints about grades through examining ways to address concerns. View the guide pages.
Culture shock seems a thing of the past with more international students coming from globalized societies. And yet, many experience isolation in adjusting to American academic norms. This workshop looks at the adjustment challenges of international students and how these challenges are shared by many American students. We also explore how to better use the opportunities that diverse global cultures, values, and learning norms bring to our classrooms. View the guide pages.
Classroom discussions can suffer from long painful silences, students who dominate and don't give others a chance to join in, or students who derail the discussion by taking things off on a tangent. This workshop helps you derive principles and strategies to and practice how you can scaffold and lead effective discussion preparation and meaningful discussion processes in class. View the guide pages.
Lectures are a college instruction staple that have been criticized as boring and useless. Yet, mindfully designed lectures can engage students in active learning processes, even in large classes. This workshop introduces strategies for developing lectures that engage students in actively constructing knowledge and in assessing student learning as part of the lecture process. View the guide pages.
From a teacher's perspective, course content is relevant simply because we select and cover the key ideas of a subject area. But what does it look like and feel like from a student's perspective? What makes our course content relevant and meaningful to our students outside of the idea that it's important in our discipline? In this workshop, we will examine factors such as readiness levels, interests, and needs that prevent course content from being relevant to our students. We will then explore strategies that address these factors, to proactively design our assignments and teaching processes to make course content relevant, sustain engagement, improve students' mastery of material, while building critical skills and capacities for life-long learning. The usefulness of making content relevant increases engagement within the course, as well as course retention. View the guide pages.
Inclusive teaching means differentiating learning processes to help all students succeed. Many teachers, as a result, use the notion of "learning styles" to facilitate this. This workshop explodes this myth to help you understand that there are no implicit "learning styles". Instead, we have learning habits and preferences formed by our schooling and lived experiences. We explore how this can limit students' information access, knowledge construction, and communication skills for the information and knowledge era. The workshop then turns the conversation from the limiting notion of "learning styles" to the empowering and expansive use of learning modalities and multi-literacies (visual, auditory, kinesthetic, written text, number, logical, interpersonal, and intrapersonal etc.) as part of our teaching design. View the guide pages.
Today's information landscape offers many resources and opportunities that can make teaching and scholarship more inclusive and engaging. Open Access, Open Education, and Open Data are three burgeoning areas that can have a major impact on how we teach, learn, create, and share knowledge. This workshop will introduce you to key principles that support open approaches to teaching and scholarship, and how you might begin to incorporate these approaches into your own research and teaching practices. Specific questions we will explore include: How can the use of Affordable Course Materials more broadly, and Open Educational Resources more specifically, reduce the prohibitive cost of course materials, while also making learning more meaningful, active, and engaging? How can we connect with and promote diverse perspectives from around the world by sharing our research and by doing so contributing to our mutual progress in knowledge building, while also ensuring that all scholars get credit for their research? View the guide pages.
As Bret Enyon and Laura M. Gambino note, "ePortfolio practice builds over time and across boundaries, linking courses and disciplines, co-curricular and life experiences." For over twenty-years, portfolios have been discussed for their potential to help students and teachers see learning and growth in and out of the classroom. With proper design and implementations portfolios can serve as a powerful pedagogical and assessment tool. This elective will look at different uses of portfolios to enhance student learning. Participants will create a plan to use portfolios in a manner fitting with their syllabus design and/or student learning goals. View the guide pages.
Online learning, with its advantages of being location free and flexible in structure has helped to increase access to education. It can be a powerful ally for inclusive pedagogy. However, online teaching requires a shift in how we think about, and design, learning processes - we cannot simply replicate what we do in physical classrooms into an online space. This workshop introduces you to principles for designing and facilitating effective online teaching. View the guide pages.
In college classrooms, we see a lot of sitting, as learning is based on being sedentary and paying attention. Physical activity is limited to our extremities – fingers typing and fingers flying into social media, entering and (eagerly) leaving the room. Brain activity counts as physical, or more accurately, biological activity. What would happen to the learning process if learning was more embodied in movement? What would happen to the students' attention and focus if we integrated physical activity into classroom work? This workshop goes beyond active learning to focus on the importance of physical activity for well-being, focus, attention that will ultimately stimulate and/or enhance the learning process. View the guide pages.
SILENCE - it's seen as awkward, even threatening. Students and teachers feel uncomfortable when silence descends and seems to dampen classroom interaction. This workshop surfaces our assumptions and beliefs about silence. We will explore how we can use silence intentionally to engage learners, support thinking, and enhance discussion and deep learning. View the guide pages.
This workshop introduces you to the concept of a Socratic Seminar, a mode of discussion and inquiry based on using critical thinking questions to probe a topic. Learn how to apply questioning as a way of learning to engage students in a more robust exploration of multiple perspectives on a topic. View the guide pages.
The first day of class can be intimidating and bewildering for both teacher and student. But, with good planning and the right strategies, what we do on the first day of class can set the tone and establish a strong game plan for the rest of the semester. This workshop explores principles for building community, clarifying learning processes, and developing a First Day plan that you can use. View the guide pages.
Increasingly, teachers are being asked to use an LMS, a Learning Management System, such as Canvas, Blackboard, or Moodle, not just for online courses, but for face-to-face teaching. Too often, teachers use the LMS as a repository for course material. However, an LMS is so much more and this workshop explores the opportunities for better teaching and student engagement. Strategically used, it can help us design more inclusive courses that offer richer resources, timely feedback, and foster greater student interaction and agency in learning. In this workshop, we will use CGU's LMS Canvas to explore how and why using an LMS improves teaching, as well as some LMS tools and strategies you can use in setting up an LMS and teaching your course. View the Guide Pages
Please note that this is not a technology workshop that trains you in the technical details of using Canvas. Rather, we will explore Canvas to understand some key tools with a focus on the teaching process.
In this workshop, we explore the ability-disabilities continuum both visible and invisible that is present in our classrooms. The workshop introduces principles of Universal Design for Learning (UDL) that ensure mindful attention to creating equitable access and opportunities for success for all students. View the guide pages.
This hands-on workshop based on Linda Nilson's book, The Graphic Syllabus and Outcomes Map, helps you think about how you can visualize and sequence your learning outcomes and your syllabus. This can help students better understand the learning process in your course and the pathways to achieving the expected outcomes. In the process, you gain clarity on how your outcomes, assessments, and teaching are coherently connected. View the guide pages.
Web 2.0 tools such as social networking sites, blogs, image and video-sharing sites, and wikis are changing the flow and use of information in teaching and learning. This workshop explores the opportunities Web 2.0 tools provide for students to engage in and develop higher-order thinking skills and information literacy in searching, finding, evaluating, selecting, and connecting information, even as they develop disciplinary content knowledge. We will also explore best practices in integrating and managing the use of Web 2.0 tools for teaching and learning. View the guide pages.
This workshop focuses on the writing and revising process in writing your Teaching Philosophy Statement. We will start with why a teaching philosophy is important (along with its different purposes and audiences) and move to how use your workshop reflections and notes, as well as self- and peer-review strategies to develop a concise but comprehensive Teaching Philosophy Statement. Bring your reflections and notes, as well as any rough drafts you have done so far. View the guide pages.