• Preparing Future Faculty at Claremont Graduate University

  • By: PFF at CGU
  • Podcast

Preparing Future Faculty at Claremont Graduate University

By: PFF at CGU
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  • Summary

  • Providing content to help you become an agile ethical educator for a complex world. What is the Preparing Future Faculty Program? The Preparing Future Faculty (PFF) national initiative was launched in 1993 by the Association of American Colleges and Universities (AAC&U) and the Council of Graduate Schools. The initiative aimed to transform how graduate students prepared for academic careers in higher education. Today, these goals are even more urgent as higher education changes radically. PFF programs play a critical role in helping graduate students prepare for productive and balanced faculty lives of ethical and excellent scholarly practice, teaching, and service. Many CGU graduates seek academic careers. As future faculty, you positively shape your students’ future paths. The Preparing Future Faculty program (PFF) helps you become an inclusive leader of teaching and learning, connecting you with like-minded faculty who seek to build excellence and foster inclusivity in teaching. Based on the Scholarship of Teaching (SoTL), the PFF office helps you develop pedagogical knowledge and skills, whether you are new to teaching or are an experienced educator interested in continuing to grow. We offer workshops, webinars, courses, and individual consulting appointments on all aspects of teaching and learning, including developing teaching philosophy statements, diversity statements, syllabi, and portfolios. In addition, we offer the College Teaching Certificate, a rigorous program that nurtures your excellence as an educator. The program is offered to all CGU students, faculty, staff, and alumni. Appointments Do you need help with course design? Class facilitation? Your syllabus? Your rubric? Your teaching portfolio? Our online appointment system is free to all CGU students, alumni, and faculty. Even if you are not working toward the certificate, our appointment services are always open to you. You can meet with a PFF Fellow online using Zoom or get feedback on your documents without meeting. You can upload teaching related documents such as teaching philosophy statements, lesson plans, syllabi, and more for review. For specific help with writing please visit the Center for Writing & Rhetoric, or for help with preparing for your job search visit the Career Development Office. For other professional development opportunities check out CGU’s Academic Professional Development page. College Teaching Certificate The College Teaching Certificate recognizes your personal development through a rigorous program to develop an inclusive, student-focused pedagogy for teaching and leading in post-secondary and other professional settings. You also develop a portfolio that will serve you well in your job search and continuing professional development. The College Teaching Certificate is free for currently enrolled CGU students and $50 per course for alumni. Events We offer events each semester that focus on a variety of teaching topics. See our events page for our current offerings. All sessions are open to CGU students, alumni, faculty, and staff, as well as to the 7Cs community. Resources We have curated and developed resources for current and future faculty covering a wide array of topics from creating syllabi to classroom activities. We also have lending library with books about teaching and learning that CGU students and alumni can check out.
    © 2021 Preparing Future Faculty at Claremont Graduate University | All rights reserved
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Episodes
  • Trailer - Understanding Boredom with Sumana Sri - PFF Ep 3

    Trailer - Understanding Boredom with Sumana Sri - PFF Ep 3
    Apr 22 2022

    On the next episode of PFF, Sumana Sri helps us to understand boredom. Listen anywhere you get your podcasts. 
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    1 min
  • Understanding Boredom with Sumana Sri

    Understanding Boredom with Sumana Sri
    Apr 21 2022

    In this episode we interview Sumana Sri PhDc, a positive psychology researcher, about her studies on how to transform unpleasant experiences, such as boredom and anxiety, into rich, meaningful, and joyful experiences, especially among millennials and Gen Z.
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    56 mins
  • Spotlight Interview with Gwendollyn Ulrich-Schlumbohm

    Spotlight Interview with Gwendollyn Ulrich-Schlumbohm
    Apr 18 2022
    “I make myself accessible to students. I talk with them not to them. I laugh and share parts of my life. I make myself human- not the sage on the stage.”In this episode we interview Jessica Knippel, PFF Fellow, interviews Gwendollyn (Gwen) Ulrich-Schlumbohm who is currently a Ph.D. student in the Religious Studies Department at Claremont Graduate University with a focus on the intersection of history, religion, gender, sexuality, and the body. She earned both her Bachelor's of Arts and Masters of Arts from San Diego State University in History. Since 2006, she has served as an adjunct history professor at several local community colleges in San Diego and Riverside Counties. Her current course preparation is both sections of the World History Survey, the United States Surveys, Western Civilization Surveys, and Women and Gender in United States History. She has written the curriculum for the Women in United States History class and was selected as the first adjunct professor to be an SDICCCA Mentor with SDSU in 2019. She is the happily married mother of three collegiate daughters and was the primary caretaker of her mother who passed in late 2019 from Multiple Sclerosis. She is now excited to further her research interests and expand her teaching career. How did you end up teaching? I didn’t end up teaching, it was where I wanted to be.  I started at a community college. I was a poor kid who didn’t have a university offered to them as an option because back in the 90’s if your parents didn’t go to college, and you were not a “top student” or a student with money they just didn’t offer university as an option. It isn’t like it is now. They were not gender or equity minded. So, I started community college the summer I graduated from high school. I had a history teacher that made all the difference. She showed me that a lot of the subjects I thought I would hate I actually wound-up loving, and now I teach. I mean it took me a long time to get there.  But knowing I once sat in the seats my students sat in, has really created a passion for what I do. I am helping the next me.    What do you feel you bring to your classes that is unique to you?  I make myself accessible to students. I talk with them not to them. I laugh and share parts of my life. I make myself human- not the sage on the stage.  I create pathways for them to get the grade they want. If they are in a certificate program and only need a “C” there is a way to achieve that. If they are a first-year student that has only basic skills, I create a path for them to achieve with hard work and ideas, if the writing isn’t there yet. I teach the skills they need to succeed in college as well as subject matter.   How do you incorporate you disciplines and values into your teaching? I incorporate ethical and empathetic thinking in my classes. While it is easy to sit back and judge history by today’s morality, it is much harder to get into that historical mindset and be empathetic to the people of the past. It is important we see the people of the past as more than actors on a screen, we need to see them as people who faced ethical and moral dilemmas just like we do today. These people we talk about had many of the same problems and needs- maybe just not as much information. If we hold that, we can understand perspectives of the past.   How were your expectations different from the reality of teaching? When I was a new professor- well I feel really bad for the students I had the first year. I graded like they were grad students. I forgot to lower my expectations of my students. When you are teaching at a community college you can have no expectations when it comes to prior knowledge, grammar… you need to be able to know your own subject so well that you can explain everything in multiple ways. You need to be kind and patient.    What has surprised you the most in teaching / research findings?  I was surprised by the fact that I had students who wanted an education so much that they were willing to live in their car in order to continue their studies.  This is happening more and more often. Some even plan it as they move to universities. We have homeless students and students who, without dorms, are homeless. I was surprised how many of my students at the community college had mental health problems.  I was surprised that there were cultural issues that made it almost impossible for some students to go to school. (I could not imagine a parent that did not want their kid in college but actually some parents want their daughters at home helping with younger kids or want sons out earning a wage. They do not see the value in further education.)  I was surprised how each community college (and I would think university) has its own flavor. Some can be really toxic, some can be really formal/informal, and some can be extraordinarily collegiate. Some colleges encourage you to be friendly with your peers, some ...
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    21 mins

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