Pedagogy Workshops

The APSA Pedagogy Workshop, originally introduced in 2017, is held as a short course on the Wednesday prior to the Annual Meeting. Led by two faculty co-leaders, participants work on improving their pedagogical materials for teaching portfolios and tenure files. Information about past pedagogy workshops can be found below.

The 2020 Pedagogy Workshop will take place virtually over 3 sessions on July 29, August 5, and August 12. The workshop will be led by Andreea Maierean, Wilkes University and Anne Santiago, University of Portland. Topics of the workshop include 1) Theories of student learning and the joy of teaching 2) Course Design and Assessment 3) The Inclusive Classroom and 4) Creating a teaching portfolio. In addition to learning some tips from the workshop leaders on the art of teaching, participants will draft a syllabus, assignment, and assessment rubric for one course of their choice, as well as practice delivering a short lesson to their peers. Attendance is free and will be capped at 15 participants.

The application deadline is July 6, 2020. Apply here!

2018 Pedagogy Workshop

Chairs: Bethany Blackstone and Maryann Gallagher

This workshop is designed for advanced PhD students preparing teaching portfolios for the job market and junior faculty preparing first courses and tenure promotion files. Topics will include (1) student engagement and learning, (2) syllabus design, (3) developing assignments and assessments, (4) creating learning experiences, and (5) teaching statements and portfolios. Workshop attendance is free and is capped at 15 participants.

2017 Pedagogy Workshop

Chairs: Maureen C. Feeley and Megan Becker

This workshop is designed for advanced PhD students preparing teaching portfolios for the job market and junior faculty preparing first courses and tenure promotion files. Topics addressed in the workshop include: (1) an introduction to theories of human cognition/student learning; (2) syllabus design: establishing learning outcomes, aligning assignments, and designing formative and summative assessments; (3) design and implementation of evidence-based pedagogical approaches; and (4) SoTL research: research design and assessment of student learning outcomes.