Teaching Preparation Series
The Center for Teaching and Learning and campus partners offer a professional development opportunity for graduate student instructors to learn about, observe, practice, receive feedback on, and reflect upon classroom teaching techniques. Some of these campus partners include: Texas Career Engagement, Disability and Access, and the Counseling and Mental Health Center (CMHC). Join us in our online and in-person sessions to learn about teaching!
While the Series has wrapped for Fall 2024, self-enrollment in the Canvas site for Spring 2025 is now open! Join the site to register for individual workshops, and to receive updates about the Spring 2025 schedule, workshop registration openings, and more teaching and professional development opportunities for graduate students and post-docs.
What are the benefits?
The Teaching Preparation Series gives graduate students and post-docs an opportunity to grow their teaching practice, whether you attend one workshop or all of them. However, participants who complete multiple sessions will receive a Certificate of Completion that acts as a credential demonstrating your investment in professional development to future employers. Participants who attend three unique workshops and upload a reflection will earn the Teaching Preparation Certificate. Participants who complete seven unique sessions and submit a qualifying Teaching Statement for an Advanced Teaching Preparation Certificate.
What will I learn?
You can expect to learn about a variety of skills and concepts regarding teaching and learning, improve your pedagogy, and connect with peers from across campus to improve upon your teaching. Below, you can find typical session descriptions in the series.
Understanding your role: How do I work effectively with students & faculty?
As a graduate student, you assume many roles: teacher, instructor, as well as student. In this workshop, you will learn about and apply theories of self-directed learning to students and one’s own achievement, as well as gain strategies about setting expectations and working effectively with students and faculty
How we learn: How can I use pedagogical theory to make learning last?
Join us for an introductory, asynchronous crash course in the cognitive theories underlying learning and memory. Discover how you can leverage these theories to encourage deep, meaningful, long-lasting learning for your students.
Lesson planning: How do I structure my time in the classroom?
In this hands-on, collaborative workshop, participants will learn about the backwards design theory of lesson planning and will have the opportunity to collaboratively review and discuss a sample STEM or sample Humanities lesson plan to reflect on the features of effective lesson plans. Instructors will practice generating a clear learning outcome, assessment, and class activity based on their current teaching appointment and with their current students in mind. Participants will leave the session with an outline that may serve as the foundation for a lesson plan they will use during the semester.
Grading & feedback: How do I quickly and fairly assess student work?
Join us for a discussion of equitable grading practices and some time-saving tips for managing your workload.
Facilitating discussions: How can I foster student participation to enhance learning?
Discussion can be an effective classroom tool to reach a variety of course goals. "Facilitating Effective Discussions" aims to equip instructors with tools to encourage and maintain classroom engagement for all students while meeting course goals. Join us for an exploration of different techniques and technologies for establishing and maintaining interest and interaction with course content.
Drafting teaching statements: How do I articulate my beliefs about teaching?
Learn the characteristics of an effective teaching statement —including what search committees look for —and begin drafting/refining your statement to vibrantly convey your teaching values and the instructional choices you make to help students achieve learning goals.
Workshop your teaching statement: What is working? What can I improve?
In this asynchronous peer-review workshop, participants will receive feedback on their teaching statement draft. In addition, they will share suggestions to strengthen others' statements with vivid examples of teaching strategies and learner-centered goals. Finally, participants will have an opportunity to reflect and strategize ways to improve their teaching statement.
Teaching Practice (microteaching)
Teaching Practice is a teaching improvement technique that involves an instructor delivering a mini-lesson (10-12 minutes) to a small group of peers in order to receive detailed feedback on their teaching effectiveness. It is a great opportunity for instructors to try new teaching strategies in a safe environment.
Students with disabilities: How do I provide equal access and foster inclusion through academic accommodations?
How do I provide equal access and foster inclusion through academic accommodations?
Instructors are responsible for providing equal access to information and reducing barriers to learning for all students. For students with disabilities, this might be accomplished through the provision of academic accommodations. Teaching Assistants (TAs) and Assistant Instructors (AIs) are often assigned to facilitate accommodations. In each course, TAs and AIs have an opportunity to create an inclusive environment and foster meaningful participation in the classroom since students often feel more comfortable communicating with them. During this session, you will learn about how to work with students with disabilities in your role as a TA or AI!
Transferrable Skills of Teaching: How do I communicate my skills to employers?
Through teaching, you have developed multiple skills that are applicable to careers beyond academia: from leadership and management to communication and public speaking. Learn how to identify the skills you employ in teaching to market your skill set for diverse career pathways. In this workshop, you will reflect upon and evaluate your skills and experiences. You will learn how to analyze job listings, tailor your resumes, and communicate the transferrable nature of your teaching skills to an employer.
How can I register?
You can self-enroll in our Canvas course to stay on top of announcements and sign up for individual workshops.
What have others said?
“I really enjoyed the series and learned a lot of information that I feel will be applicable in my future teaching career.”
“[H]aving the certification impresses a lot of search committees. It's been a great talking point when they ask about my teaching experience and training.”
“I've had several tenure track job interviews [...] and I think a lot of it is because I am able to talk really clearly about teaching and pedagogy in my statements, which I learned in the classes.”
2025 Spring Teaching Preparation Series schedule
The CTL and campus partners offer a professional development opportunity for graduate students to learn about, observe, practice, receive feedback on, and reflect upon teaching techniques.
Our Spring 2025 schedule is coming soon! Click here to download a PDF and here for a text only version of our Fall 2024 schedule to see a sample of what offerings we may have in store for you.