Teaching as Craft: Professional Development
First Year Training (August 17–19, 2011):
Second Year Training: August Session (August 22–24, 2012):
Teaching Experiences:
TATTO teaching experiences are intended to give students initial teaching opportunities at Emory that are carefully monitored, lead to reflection on the graduate student's teaching style and teaching strengths, and foster a mentoring relationship between the graduate student and a faculty member.
- Prior to their first teaching experience, all Laney Graduate School Students convene of Emory faculty and administrators to discuss best practices of teaching. Notable workshops included engaging student learning, body and voice in presenting, and using technology in the classroom.
Second Year Training: August Session (August 22–24, 2012):
- This workshop for second-year students in the Graduate Division of Religion concentrated on understanding by design, learning styles, course sequencing, evaluation, and ethics in teaching. A small-group critical incident report and discussion occurred later in the fall semester.
Teaching Experiences:
TATTO teaching experiences are intended to give students initial teaching opportunities at Emory that are carefully monitored, lead to reflection on the graduate student's teaching style and teaching strengths, and foster a mentoring relationship between the graduate student and a faculty member.
- Teaching Assistant for "Interpretation of the New Testament I” (Fall 2011).
Additional Professional Development Sessions on Pedagogy
Digital Pedagogy: Creating Videos with Easy to Use Technology: April 14, 2014
- Facilitated by Leah Chuchran and Chase Lovellette, Emory Center for Digital Scholarship
- Overview of how to create and use educational videos in face-to-face, flipped, and hybrid courses to increase learning interaction.
Teaching with Technology: Tools for Integration: April 4, 2014
- Facilitated by L. Roxanne Russell, Senior Instruction Course Designer at the Candler School of Theology
- Basic introduction to the tools and best practices for teaching online, asynchronous classes.
Grading and Assessment: November 15, 2013
- Facilitated by Dianne Stewart, Emory University
- Using several of her past syllabi, Dr. Stewart emphasized the central role of the syllabus, grading rubrics, and clearly-explained course assignments in grading and assessment.
Technology and Pedagogy: January 10, 2013
- Facilitated by Steven Kraftchick, Candler School of Theology, and Michael Altman, (former) GDR student
- This session focused on the use of technology inside and outside of the classroom, and the instructional opportunities and challenges brought about through technological developments.
Teaching for Learning: An Evidence-Based Examination of Pedagogical Concepts: February, 24, 2012
- Facilitated by Todd Zakrajsek, Center for Faculty Excellence, UNC Chapel Hill
- Explored key concepts for engaging student learning at the major stages of teaching (course design, syllabus, in-class exercises, assessment, etc.)