Teaching-as-Research Fellowship Application Deadline Is Monday, Dec. 12
For the fourth year, the University offers a CIRTL@UR Teaching-as-Research (TAR) Fellows program for graduate students and post-doctoral fellows in STEM fields. This program supports those who would like to explore a specific aspect of teaching through a research-based project. CIRTL@UR TAR Fellows will spend the Spring 2017 semester developing their own projects while also learning about teaching-as-research, learning communities,and learning-through-diversity. During the Fall 2017 semester, they will implement the project and analyze the results. The positions come with a $1,000 stipend for the year. More information about the program and a link to the application can be found here.
Introduction to Summer Teaching
Summer courses are highly condensed, and they typically enroll fewer students than academic-year courses. They consequently present special challenges to instructors, challenges that can be intensified when the instructor has had little or no prior experience designing and implementing his or her own course.
This workshop series will prepare graduate students for the unique challenges of teaching summer courses, and will provide hands-on experience designing course materials (including a syllabus) that they can use directly in their own teaching.
This workshop series consists of four half-day sessions to take place during the spring semester: Wednesdays March 15, 22, 29 and April 5, between9.00am and 12.30pm. The venue will be announced as soon as it has been fixed. Full attendance at all four sessions is required, since each one builds on the preceding one.
Topics to be addressed include:
- Setting course objectives
- Developing a syllabus (including teaching and learning activities, and assessment)
- Classroom dynamics
- Active learning strategies
- Communicating course goals and objectives to students
By the end of the series, students will have developed a syllabus outlining course objectives, materials, and learning strategies that they can circulate to students on the first day of class.
- Course objectives (aligned with teaching and learning activities, and assessment tasks)
- Practice in the use of lectures, discussion and group work
- Classroom strategies to handle difficult situations
- Self confidence in their own ability to teach
Interested graduate students should email Jenny Hadingham at firstname.lastname@example.org.