Teaching-as-Research (TAR) Fellows Program
**Applications for the 2019 Cohort of CIRTL TAR Fellows are now open**
The goals of the CIRTL UR Fellows program are:
- To provide graduate students and post doctoral researchers with training and development in the design and assessment of teaching and learning activities;
- To provide this group with the opportunity/ies to undertake research into pedagogical innovations for the improvement of teaching and learning.
Closing date for applications: Friday, November 23 2018.
2018 TAR Fellows
Camden Burd - History
Rashmi Ghosh - Chemical Engineering
Ashwin Kumar - Biophysics
Jonathon McPhetres - Social Psychology
Zachary Murphy - Pathology/Cell Biology
Yunpeng Pang - Neuroscience
Jeheung Ryu - Political Science
Aleza Wallace - Social Psychology
Alexis Zaves - Biostatistics & Computational Biology
We're looking forward to working with you all!
To quote the CIRTL website, Teaching-as-Research (TAR) involves "... the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students and teachers."
Essentially, what this means is that fellows can, using the same (or similar) research methods as they do for their graduate work, undertake research about any aspect of their teaching. The findings from this can be applied to the improvement/adaptation of their teaching for the benefit of their students.
Graduate students and post-docs can apply to participate in the TAR Fellows Program at the end of the fall semester. Students accepted into the program spend the spring semester learning about the CIRTL core values of teaching-as-research, learning communities and learning-through-diversity, as well as teaching scholarship, assessment, statistical analysis of data, and the IRB process for obtaining approval for their TAR projects.
Each TAR fellow is provided a 'teaching' mentor in addition to the faculty mentor with whom they work to develop their TAR projects throughout the spring semester and into the summer. During the fall semester, the TAR fellows implement their projects and analyze the data to assess the effectiveness of their techniques.
TAR fellows continue to meet regularly throughout the fall semester to provide opportunities for the TAR fellows to share their experiences and receive feedback and advice from the group. It is expected that each TAR fellow presents a poster or talk on their project at the end of the program.
Examples of TAR projects undertaken by our fellows include:
- Lesley Chapman (Genetics): Social Networks in Science: The effects of peer-to-peer social interactions on academic success
- Dev Crasta (Clinical and Social Sciences in Psychology): How well do required Statistics courses prepare students for higher level science?
- Erik Garcell (Physics): A comparison of self-paced mastery learning and traditional lecture models
- Whitney Gegg-Harrison (Science Writing): Explanations of writing concepts and their effect on student engagement and transfer to disciplinary content areas
- Megan Herr (Public Health Sciences): Differences in grades between graduates and undergraduates in a public health course
- Letitia Jones (Biology): What's the leak? Factors that may contribute to the low retention of students in science
- Meg Walters (Mathematics): Calculus Sequence Comparison