I have completed the following teaching certificates and workshops:
Sheridan Center, Teaching Certificate I, 2007
The Sheridan Center’s Teaching Certificate I program is designed to help graduate students develop a reflective teaching practice. A reflective teaching practice has four fundamental components: an understanding that effective teaching requires careful planning; knowledge of one's audience and the ability to accommodate different learning styles; a recognition of the importance of establishing learning goals (and means to determine if such goals have been achieved); and a willingness to be innovative. The program has four basic requirements: (1) participation in the Sheridan Teaching Seminar Lectures and Workshops, (2) participation in a departmental Micro-Teaching Session, (3) completion of an Individual Teaching Consultation and (4) submission of a formal summary evaluation.
Sheridan Center, Teaching Certificate II, 2009
"This teaching certificate program is based upon the premise that employing a variety of teaching tools allows instructors to engage a wide range of students. The six sessions of this seminar introduce and explore a variety of tools that instructors may wish to utilize in their classrooms in order to reach the broadest possible learning population. Topics include teaching with artifacts and objects; designing, facilitating and assessing a single class session; effective discussions; assignments and assessments; wikis and blogs; and multimedia presentations."
Sheridan Center, Teaching Certificate III, 2008
"Organized around the concept of the Teaching Portfolio and its component parts, and designed to help participants prepare for the academic job market, the Professional Development Seminar teaches participants to document the scholarship of their teaching as thoroughly as they document the scholarship of their research. During the sessions, participants work on key elements of the Teaching Portfolio (e.g., writing teaching philosophy statements, constructing syllabi) and other critical aspects of their professional development (e.g. preparing CVs, writing cover letters, preparing for job interviews). The seminar culminates in the creation and presentation of individually designed Teaching Portfolios, which participants may develop throughout their careers as part of their overall academic portfolios."
Brown Graduate Student Seminar Series: Responding to Student Writing, Jan–Feb 2008
This six seminar series was conducted by Doug Brown, the director of Writing Support Programs at Brown University, and was based on the following topics: “The Theory and Practice of Written Response,” “Process and Product,” “Encouraging Critical Thinking,” “Organization and Development of Ideas,” “Presence, Style, and Revision,” and “Conference Techniques.”
Brazil in the Classroom Workshop, March 2008
This workshop was presented by a father-daughter team: Jeffrey Rubin, Associate Professor of history at Boston University, and Emma Sokoloff-Rubin, a Yale University undergraduate. The workshop demonstrates different ways that educational units about Brazil can be easily incorporated into social studies courses to address civics, women’s studies, globalization, and other germane topics. The content of this multimedia curriculum gives educators the opportunities to either teach a full three-unit program or teach units individually. When the curriculum is used in its entirety, common themes tie the units together allowing students to compare different methods of making change as they are introduced to some of Brazil’s most outstanding social activism.
Gender Dynamics in the Classroom Workshop, March 2008
This workshop was presented by Gail Cohee, the director of Brown’s Sarah Doyle Women’s Center, and focused on strategies for addressing diversity in the classroom.
Arts Literacy Program Workshop with Patricia Sobral, June 2008
This workshop was presented by Patricia Sobral and Clemence Jouet-Pastre, authors of Ponto de Encontro: Portuguese as a World Language, along with Sophia Beal and Luca Prazeres. The workshop focused on the benefits of incorporating arts literacy strategies in language acquisition classrooms and provided resources for Portuguese-language teachers.
Portuguese and Spanish Weekend Workshop, co-director with Patricia Sobral, June 2010
I co-directed this workshop with Patricia Sobral (Brown University), Nidia Schuhmacher (Brown University), and Clémence Jouët-Pastré (Harvard University). The workshop focused on the benefits of incorporating arts literacy strategies in language acquisition classrooms and provided resources for Portuguese- and Spanish-language teachers.