Workshops By Request | Faculty Professional Development
Departments are invited to schedule a CTLT "Workshop By Request" session to engage departmental faculty in topics of broad interest. Other topics are possible – just inquire and we likely can offer it from our existing repertoire or develop a custom one.
- Each session can be considered for a 50-minute time slot, although longer sessions are possible based on conversations with the facilitators.
- Scheduling is first come, first served based on CTLT staff availability.
- Requests should be submitted at least one quarter prior if at all possible.
For questions about a specific session or interest in a related topic, contact the CTLT facilitator directly. To request a workshop, click on this link to go to the Request Form page, or click on any title.
Developing a Teaching Development Plan
Facilitator: Patrick O’Sullivan, CTLT Director
Excellent teachers are not born, they are made. Acceptably effective novices become highly effective experts not by mere persistence but by following a well-designed roadmap that guides their journey. A Teaching Development Plan requires accurately assessing current capabilities, determining needed future skills, and identifying resources and opportunities to pursue as you progress on your path. This workshop/series will give you a head start on developing your personal roadmap toward teaching excellence.
Try A Teaching Mission Statement Instead of A Teaching Philosophy
Facilitator: Patrick O’Sullivan, CTLT Director
Teaching statements are important in critical instances in an academic’s life: Job applications, teaching award applications, RTP packets. Typical teaching statements, however, are often filled with vague "I believe ..." cliches and and stale bromides about ones “passion for teaching." This session provides alternative : A teaching mission statement that swaps "I believe that ..." statements for "I know that ..." statements, replaces description of teaching activities with details on students' learning activities, and focuses less on where the individual has been and more on where they are going as an educator. In addition, the process of crafting a mission statement can be a rewarding reflective professional experience.
Overcoming the "Imposter Syndrome"
Facilitator: Patrick O’Sullivan, CTLT Director
Early career faculty are often surprised that they are not the only ones frequently feeling a nagging self-doubt about themselves along with worry that they will one day soon be exposed as a fraud. It's common enough, particularly among high achievers such as academics, to generate research and acquire a term: "Imposter Syndrome." This session will examine this concept and how it manifests itself in ways that undermine personal well-being and hinder professional progress. It will also provide methods for recognizing the cognitive distortions at the core of the experience and ideas that can diminish its toll on your personal and professional success.
Creating A Network of Professional Mentors
Facilitator: Patrick O’Sullivan, CTLT Director
Across multiple years faculty newly hired at Cal Poly have consistently indicated that they would benefit greatly from mentoring as they start their careers. This session examines mentoring networks, where junior faculty seek out individuals best prepared and motivated to support specific areas of mentoring need. This can complement or be an alternative to relying solely on the traditional mentoring model where a senior faculty mentors a junior faculty. Participants will have a draft mentoring network map and identify next steps to fill any gap in the network, along with guidance for being an effective mentee to make the most of the opportunities.
Analyzing Student Course Evaluations for Improvement
Facilitator: Patrick O’Sullivan, CTLT Director
Student evaluations are supposed to serve dual purposes: A measure of teaching effectiveness and feedback for improvement. Too often, their value for gaining insights to improve student learning and improving future evaluations is overlooked. This session provides guidance on how to make sense of student feedback so that they can generate valuable insights and ideas for targeted improvements -- and perhaps result in more positive evaluations in the future.
