We’re getting ready for the Spring GTA!
Applicants will be notified by Jan. 20, 2021.
Open to ALL Graduate Students interested in preparing for careers in teaching. The GTA is a place for learning more about effective, evidence-based teaching practices and strategies.
The GTA will meet for one hour, every other Friday at 12:00 pm starting Feb. 5th
The Graduate Teaching Academy is a catalyst for successful undergraduate teaching, and also delves into the transferable skills of teaching, bringing your experience beyond the classroom.
What will you learn about?
- Writing a teaching philosophy
- Inclusive teaching strategies
- Principles of classroom design
- Active learning strategies
- Translating skills outside of academia, and more!
What will you be asked to do?
- Meet twice a month for a 60 minute workshop and discussion.
- Complete readings or assignments asynchronously with materials delivered through Brightspace.
- Write a teaching philosophy.
- Participate in classroom observations and provide feedback to your peers after observations.
- Complete surveys and provide feedback to inform the development of the Graduate Teaching Academy.
What will you gain ?
- Valuable skills to improve your teaching
- A cross disciplinary peer group
- A polished teaching philosophy
- A letter of completion from CITL
- A letter to your advisor (at your request)
Mid-semester feedback of teaching tools
Who can apply?
Any graduate student or post-doc interested in learning more about effective, evidence-based teaching practices and strategies and marketing yourself for future employment.
The GTA will be structured around seven synchronous sessions that meet every other week during the Spring semester.
Required Meeting Dates:
(There is an opportunity for 1 GRD credit if all requirements are met. Please speak to Karen Pelletreau for more information.)
Optional Book Club will meet the opposite Friday starting Feb. 12th
There is also the option to participate in our Book Cub which will meet for an hour on alternate weeks. We will be reading Radical Hope by Kevin M. Gannon – which addresses timely issues around inclusive teaching practices. Books will be provided by CITL.
Feedback from the 2019 Spring GTA Pilot:
“I found it very informative to discuss issues in assessing teaching from different perspectives, such as the instructor, students, department faculty, and college or university administrators. This approach to assessment as a “system” helped me recognize the complex reality of teaching evaluations — how different people use different metrics in different ways to assess teaching.”
“Receiving feedback on my teaching statement was very helpful. A lot of what I had written was received positively in peer-review which I found validating. I will likely have more confidence when talking about my experiences and future strategies in a job interview setting.”
“The backwards design strategies were interesting to work through. The list of different learning activities is a great resource and I wouldn’t have necessarily thought of them prior to this workshop.”
“I found the resources shared on drive extremely valuable and will definitely use strategies to set expectations for the classroom and the environment I feel is conducive to learning.”
“The active learning strategies list will be helpful and help me to make a more hybrid style of teaching with less lecture and more hands on learning.”