Lorena Albert Ferrando / Spanish, Italian & Portuguese

In Fall 2024, I will commence teaching SPAN 8210 - Second-Language Teaching Methods, initiating a comprehensive preparation journey for the incoming graduate students in our department.  Unlike previous years, graduate students will assume their teaching roles in Fall 2025, allowing for a dedicated year of pedagogical training and preparation. Recognizing the significance of mentorship and community support during this transitional period, throughout Spring 2025 I plan to organize teaching-oriented workshops aimed to serve as an opportunity for horizontal mentoring.

The goal for these gatherings is to create a supportive and inclusive environment where new graduate students can connect with more experienced peers, course coordinators, language lecturers, the Language Program Director, and other faculty members to receive guidance as they prepare for their teaching duties.

Each monthly meeting will feature structured activities, guided discussions, and interactive exercises focused on specific pedagogical techniques, lesson-planning strategies, classroom management skills, and inclusive teaching practices. Additionally, there will be opportunities for hands-on teaching practice sessions, role-playing scenarios, and collaborative projects to enhance participant engagement and learning outcomes.

Workshop Schedule (dates and times TBD)

 January: "Setting Expectations and Building Community in the Classroom" - This session will focus on establishing a positive learning environment, fostering student engagement, and promoting inclusivity in the classroom. Participants will explore strategies for creating class norms, managing student expectations, and building rapport with students from diverse backgrounds.

February: "Bridging Theory and Practice: Applying Second Language Acquisition Research in the Classroom”- This workshop dives into how SLA research shapes language teaching, emphasizing communication over grammar memorization. Participants will explore practical strategies for fostering language use in the classroom, integrating SLA principles into lesson planning for engaging learning experiences that enhance fluency and intercultural communication skills.

March: "Observation, Feedback, and Reflection: Enhancing Teaching Effectiveness" - This session will focus on the importance of ongoing professional development through observation, feedback, and self-reflection. Participants will explore how to observe and provide feedback on teaching demonstrations but also how to prepare themselves and the classroom for observation and how to integrate the observant’s feedback into their practice. This workshop will also address how to read and interpret student evaluations.

April: "Assessment Strategies and Managing Grade Complaints: Promoting Fairness and Transparency" - In this workshop, participants will explore various methods of communicative assessment, including formative and summative assessment techniques, and how to interpret and apply rubrics for grading.  Discussions will also address strategies for managing grade complaints and promoting transparency and fairness in the assessment process.

 GOAL

My goal is to cultivate a vibrant and supportive teaching community within the Spanish, Italian, and Portuguese department where individuals can exchange ideas, share experiences, and collaborate to enhance their teaching skills. By bringing together graduate students at various stages of their academic journey along with other community members, we aim to build bridges that foster mentorship, knowledge exchange, and camaraderie. Through these workshops, new graduate students, and participants in general, will not only gain valuable insights into effective teaching practices but also develop lasting connections within our diverse academic community.

In addition, it is important to note that attendance at these workshops is voluntary. While highly encouraged, participants are not obligated to attend every session. However, in collaboration with the Center for Teaching Excellence, I am exploring the possibility of offering a certificate of completion for students who attend regularly. This certificate would recognize their commitment to professional development in language teaching and serve as a valuable addition to their academic portfolio. Should this partnership not work, I will request the Chair of the Spanish, Italian, and Portuguese Department that we issue a letter acknowledging their participation ourselves.

To enhance participation and create a conducive learning environment, I am requesting funding to provide refreshments such as food and coffee during the workshops. Given the uncertain attendance numbers for these workshops, it is challenging to provide an accurate estimate of the required expenditure. As this initiative is a new endeavor, we are navigating uncharted territory. The Spanish, Italian, and Portuguese Department has a total of 40 faculty members, 20 graduate students and 3 confirmed new graduate students (as of April 15).

I have shared the initiative with several colleagues in my department, and I am confident in the potential success of these workshops. Given the above-mentioned numbers, I anticipate that the workshop will be attended by an average of 10-15 people. With an estimated cost of $25 per attendee, totaling $375 per session, I am requesting funding in the amount of $1500 for the four scheduled workshops.