Teaching Programs

The University of Rochester has developed two teaching programs: Foundations in Teaching and Advanced Teaching. Graduate students who complete the requirements for either (or both) will receive a notation on their transcript recognizing completion of the particular teaching program. All participants (including graduate students and post-docs) will receive a certificate of completion upon meeting the requirements for the different programs. The individual schools are responsible for conferring this recognition for their own students.

Foundations in Teaching

For the Foundations in Teaching program, students must meet the following criteria:

  1. Evidence of teaching practice that includes working directly with students, in any of the following settings: lecture, recitation, workshops, discussion groups, labs. 
  2. Evaluation of the student’s teaching efficacy by one of the following: a faculty member, CETL staff (AS&E), or a trained graduate student peer. The evaluation should include analysis of student feedback and a self-evaluation.
  3. Participation in five events related to teaching and learning, events being any of the following:
    1. CIRTL CoffeeHour session
    2. CIRTLCast lecture
    3. UCIS presentation
    4. Future Faculty workshop
    5. Other on-campus events with approval
    6. Other on-line workshops with approval

Students who want to receive recognition at the Foundations in Teaching level must submit a proposal that describes how they plan to meet (or have already met) the requirements listed above to the appropriate school’s Teaching and Recognition Program Committee (contacts listed below). This proposal will be reviewed by the school’s Teaching Program Committee and approved or sent back for revisions if the proposal does not meet with approval.

Advanced Teaching

For the Advanced Teaching program, students must meet the following criteria:

  1. Evidence of teaching practice that includes working directly with students, in any of the following settings: lecture, recitation, workshops, discussion groups, labs.
  2. Evaluation of the student's teaching efficacy by one of the following: a faculty member, CETL staff (AS&E), or a trained graduate student peer. The evaluation should include analysis of student feedback and a self-evaluation.
  3. Completion of a course related to teaching and learning. The course can be on campus or on-line, including any of the following:
    1. CETL courses (workshop leader training courses)
    2. Departmental courses, for example IND412 (Graduate Experience in Science Education)
    3. Writing, Speaking, and Argument Program instructor training course
    4. CIRTL courses
    5. Other on-line courses (e.g., through Coursera)
  4. Participation in 8 events related to teaching and learning, events being any of the following:
    1. CIRTL CoffeeHour session
    2. CIRTLCast session
    3. UCIS presentation
    4. Future Faculty workshop
    5. Other on-campus events with approval
    6. Other on-line workshops with approval
  5. Submission of an e-Portfolio demonstrating the student's teaching abilities. The e-Portfolio should consist of the following: teaching statement, reflection on the student's teaching experiences and knowledge learned, evaluations and student feedback, and teaching materials (e.g. syllabi, assignments, tests and examinations) created by the student as appropriate.

Students who want to receive recognition at the Advanced Teaching level must submit a proposal that describes how they plan to meet (or have already met) the requirements listed above to the appropriate school’s Teaching Program Committee (contacts listed below). This proposal will be reviewed by the school's Teaching Program Committee and approved (or sent back for revisions if the proposal does not meet with approval).

School Contacts

Arts, Sciences & Engineering

Vicki Roth, Jenny Hadingham

School of Medicine & Dentistry

Linda Lipani

Eastman School of Music

TBA
School of Nursing

Craig Sellers

Warner School

Brian Brent