Year 3, Seminar 1

Job Application Skills Workshop



9:30 – 10:00 am Breakfast & Introductions

10:00 – 12:15 pm The Application

  • When and where to apply
  • Types of positions: tenure-track, visiting, adjunct
  • Reading job ads
  • Application materials: Vita, Cover Letter
  • Other application materials:
    • Research Statement/Dissertation Abstract
    • Statement of Teaching Philosophy
    • Syllabi, Evaluations
    • Transcripts
    • Writing sample
  • Letters of Recommendation
  • Application log


12:15 – 1:00pm Lunch

AU faculty experiences on the job market

Guest Speakers

  • Josh McCoy
  • Ying-Chen Peng


An administrator’s view of academic hiring

Guest Speaker

  • SOC Dean


1:00 – 2:30 pm The Interview Process

  • Conference Interviews
    • logistics
    • the Holy Trinity of questions
    • materials, party favors
  • Phone Interviews
  • On-Campus Interviews
    • logistics
    • packing/dress
    • interview day
    • meeting the chair and other administrators
    • meeting students
    • meals
    • “any questions for us”
    • delicate questions

2:30 – 3:30pm Job Talks

Negotiating the offer


Year 2, Seminar 2

Teaching as a Craft



9:20 – 9:35 am   Arrival and Sign-in

9:35 – 10:00 am   General Overview/Review of How Students Learn


10:00 – 12:45 pm   Organizing Your Course for the First Time

  • General Discussion/Overview
  • What do you want this course to be about? What knowledge/skills will come out of it? Choosing meaningful readings and assignments
  • Designing Effective Syllabi


11:00 – 11:10 am   Break

  • Student Learning Outcomes/Assessment of Learning
  • Examples of Syllabi
  • Class Participation Formats to Maximize Learning
    • Includes Lecture vs. Discussion, Class Size, Room Format
    • Active Learning and Inquiry-Based Learning
  • Introduction to Grading and Assessment of Student Learning


12:45 – 1:30 pm   Working Lunch

  • Q&A Period


1:30 – 3:15 pm   Online Teaching

  • Overview: Teaching Online
  • Crafting your course
  • Technology Tools that support learning both face to face and online


3:15 – 3:30 pm   Recap and Wrap Up

Year 1, Seminar 3

Valuing and Working with Diversity in the University Setting


Seminar description:

The third seminar in the first year of the program addresses characteristics of diverse classrooms and in the university setting as a whole to better understand diversity of the campus population in the 21st century. Participants interact with guest speakers to obtain information on diversity demographics at universities and on the pedagogy of diversity.


8:30 – 8:50 am     Sign-in, nametags, continental breakfast, introductions

8:50 – 9:15 am     Overview/framing topics in Session 3

  • What does a diverse classroom look like?
  • What is the pedagogy of diversity?
  • Setting up groups for presentations


9:15 – 10:45 am   Campus Life and US Data on Diversity

Guest Speakers:

  • Tiffany Speaks, Senior Director, Center for Diversity and Inclusion
  • Sara Bendoraitis, Director , Programming , Outreach and Research


10:45 – 11:00 am  Coffee Break


11:00 – 12:15 pm  The Pedagogy of Diversity

Guest Speaker

  • Caleen Jennings, Professor of Theatre, Department of Performing Arts


12:30– 1:00 pm  Closing

Micro-teaching demonstrations: Given 6 groups (4 students in each), we ask each group to take 18-20 minutes (max) to cover both their presentation and the question/answer or open-floor discussion activities.

Parameters: pick 1, 2 or a small set of ideas that have been discussed over the year by different speakers in relation to a particular theme that your group has identified as a component of teaching excellence.

Debrief and group (6-8 groups) work (time permitting)


Year 1, Seminar 2

Key Challenges: Integrity, Privacy, Harassment 


Seminar description:

This seminar provides students experiential knowledge regarding FERPA and student privacy, sexual harassment and academic integrity, as well as case study exercises and discussions to help them understand the challenges in dealing with these issues in teaching and learning contexts.



8:30 – 9:00 am   Registration, Sign in, Breakfast

  • Poster Session on the subject of Privacy, Sexual Harassment and Academic Integrity: What questions do you have on privacy, sexual harassment, and/or academic integrity?


9:00 – 9:20 am   Overview of Session 2

  • Frame topics from poster to teaching and learning contexts


9:20 – 10:20 am   Academic Integrity: Principles, Practices and Discussion

Jessica Waters, Associate Dean in the School of Public Affairs and faculty member in the Department of Justice, Law and Criminology, adjunct faculty member at the Washington College of Law, conducts research focusing primarily on reproductive rights law. Her recent work has explored questions related to the legal impact of women’s medical decisions during pregnancy and childbirth, employment-based conscience protections for reproductive health care providers, and the reproductive rights of employees working for religiously affiliated employers. Her work has been published in the Harvard Journal of Law and Gender, the American University Journal of Gender, Social Policy and the Law, and the Stanford Journal of Civil Rights and Civil Liberties.

10:20 – 10:30 am        Coffee Break


10:30 – 11:30 am   Sexual Harassment in Higher Education

Mary Clark, Professor of Law at American University Washington College of Law and Interim Dean of Academic Affairs and Senior Vice Provost of American University, teaches in the area of Higher Education Law, Women’s Legal History, Legal Ethics, Judicial Politics, and Property and publishes in the fields of Women’s Legal History and Judicial Politics. Professor Clark has served as Associate Dean for Faculty & Academic Affairs, Director of the law school’s SJD Program, and Acting Director of its Law and Government Program. Before joining the WCL faculty, Clark was a visiting lecturer and research scholar at Yale Law School, a Supreme Court fellow with the Federal Judicial Center, a teaching fellow and adjunct professor at Georgetown University Law Center, and an appellate attorney with the U.S. Equal Employment Opportunity Commission in Washington, D.C. A graduate of Bryn Mawr College (magna cum laude) and Harvard Law School, she clerked for the U.S. Court of Appeals for the Eleventh Circuit in Montgomery, Alabama, following graduation from law school.


11:30 – 12:30 pm   Student Privacy in US Higher Education: FERPA and Practical Dilemmas for Instructors

Rosie McSweeney, Director of Student Contact and Conflict Resolution holds two masters degrees from Arizona State University, one in Mass Communications and the other in Social Work. She has worked with students on many issues such as housing, academic advising, service learning, and student conduct.


12:30 – 1:00 pm   Closing

  • Announcements
  • Revisit topics and themes (integrity and diversity)


Year 2, Seminar 1

Course Design and Classroom Management


Seminar Description:

This seminar connects the passion for teaching with the mechanics
of classroom management, course design, grading systems and assessment. Students build on the conversation from year one about creating a course syllabus and identifying characteristics of effective instruction. They critically evaluate course syllabi and explore the role of grading as a pedagogical tool.



9:30 am   Welcome back, introductions, breakfast and review of Year 2 seminars

10:00 – 11:45 am   Where to Begin when Crafting a Course: Understanding How we Learn; the Role of Prior Knowledge


11:45 – 12:30 pm   Lunch

12:30 – 2:30 pm   Building on Learning Theory: Strategies for Student Engagement and Active Learning


2:30 – 3:30 pm   Summary Q & A

Plans for informal lunches each semester

Topics for Ann Ferren Conference Greenberg Cohort Session




The Art of Possibility

Active Learning handout

MidSemester Evaluation

Discussion rubric

How they learn how we teach


Year 1, Seminar 1

Envisioning University Teaching 


Seminar description:

This seminar builds on the students’ experience of the “best and worst classroom” and their views regarding their “best and worst” professors. It makes use of an experiential approach for students to reflect on “What is a University?”, enabling them to creatively express and examine their notion of a university environment. This discussion is followed by the reflections of acclaimed American University professors on “Think­ing of Teaching as an Art Form”.



8:30 – 9:00 am   Registration, Breakfast, and ‘Best’/‘Worst’ Postings

Please post your responses to these 2 questions:

  • ‘Best’: Choose one word describing your best professor or best class that you have taken.
  • ‘Worst’: Choose one word describing your worst professor or worst class that you have taken.

9:00 – 9:30 am   Introductions and ‘Best and Worst Classroom’ Exercise


9:30 -10:30 am   An Experiential Approach: What is a University?

Alida Anderson, Associate Professor, School of Education, Teaching and Health

Laura Juliano, Associate Professor, Department of Psychology


  1. Objective (5 min): To examine our assumptions and frame the topic “What is a University?” to introduce concepts and facilitate dialogue
    • Group into teams of 6 students and go to each “station” in the classroom (set up with markers and re-stick newsprint sheets)
    • Each team:  Introduce yourselves, appoint moderator and note taker.
  1. Drawing Activity (10 minutes) Using the box (X) as the classroom:
    • Design a university setting (University Map) with your group
    • Post your “University Map” on the wall at your station.
    • Prepare brief (2-5 min) description; decide who will be describing which parts of the University Map (approximately 30s-1min each).
  1. Follow -up Discussion in Teams (30-40 minutes)
    • Listen to each group’s description (5 min each)
    • Compare/contrast information from groups during discussion
    • Make notes for reflection posts to BB forum



10:30-10:45 am   Coffee Break


10:45 -12:30 pm   Thinking of Teaching as an ‘Art Form’

Anthony E.Varona, Professor of Law and Associate Dean for Faculty and Academic Affairs teaches Contracts, Administrative Law, Media Law, and Introduction to Public Law, in addition to serving as associate dean for faculty and academic affairs. Before becoming associate dean, he was the director of the SJD Program. Prior to joining the WCL faculty in 2005, he was an associate professor of law at Pace Law School in New York. Before that, he served as general counsel and legal director for the Human Rights Campaign, the nation’s largest gay civil rights organization. He built HRC’s legal department, directed its legislative and regulatory lawyering and appellate amicus work, launched national law fellow and pro bono attorney programs, and served as counsel to HRC’s board of directors and the organization’s corporate, educational, and media initiatives.


12:35- 1:00 pm   Closing

Please post your responses to the probes below to the BB forum entitled “What is a University?” Also, respond to at least one other student’s post in your responses.

1)     What assumptions about universities emerge from groups’ Maps?

2)     Are there significant differences in the “framing” of the groups’ Maps?

3)     Are there patterns/differences/overlaps in groups’ perspectives?

4)     Why is this information important to consider?


  • Announcements



Best and worst qualities describing professors or classes

Best and worst qualities describing professors or classes

University Maps

Group 1

Group 1


Group 2

Group 2


Group 3

Group 3


Group 4

Group 4


Group 5

Group 5



Please share your comments below.