University of Vermont

Center for Teaching and Learning

UVM Graduate Teaching Program

UVM’s Center for Teaching & Learning (CTL), Writing in the Disciplines Program (WID), and the Graduate College invite graduate students to participate in this program. Graduate students completing the program can earn formal recognition from the Graduate College.

This program, designed for graduate students who are interested in pursuing teaching in higher education, provides:

  • encouragement and feedback in developing teaching philosophies
  • practices and strategies to prepare you to teach to a wide variety of students
  • support for preparing a teaching portfolio
  • a supportive community encouraging professional development

The Teaching Portfolio is the capstone experience of the program. Its preparation encourages development of reflective teaching practices and will document participation in the program. Portfolio components include:

  • statement of a philosophy of teaching
  • pedagogical growth through professional development activities
  • observations of award winning faculty members on campus
  • documentation and reflection of your own teaching
What are the Program’s Requirements?

The program major components are:

  • participation in the workshop, Teaching in Higher Education
  • attendance at SEVEN additional professional development workshops provided by the CTL or other campus faculty development units *
  • observation of “master teachers” in the classroom
  • experience in teaching in some capacity for one semester
  • preparation of a teaching portfolio

* written reflection papers must be provided for each workshop and observation attended

Please see program details, below, for more information on each requirement.

What is the timeframe for completing the program?

We allow a maximum of two years to complete the program. Additional time to complete the program must be approved by the GTP coordinator, Holly Parker.

How do I apply to the program?

All graduate students are welcome to attend any workshop, however only those accepted into the program will be eligible to receive official recognition of program completion. Completion of the program may appear on the transcript from the University.

→ Apply: Download the program application form (Word document).
     Applications are due Friday, May 23, 2014

Applicants will be notified by June 6th, end of day, whether they've been accepted.

Program Details
  1. Teaching in Higher Education Workshop

    This two-hour session is open to all graduate students and faculty. In the session, participants will be introduced to the Graduate Teaching Program and will learn how to develop a broad view of pedagogy and learning. Participants will be invited to network with other graduate teaching assistants who are interested in pedagogy. This workshop will be held once in the Fall semester and once in the Spring semester.

    Workshop topics include:

    • Developing a teaching philosophy
    • Research on teaching, such as “High Impact Practices” and “Universal Design for Learning”
    • Creating a classroom environment that facilitates learning

  2. Seven Professional Development Workshops
    Program participants must attend seven teaching development workshops sponsored by the CTL, WID, CUPs, or CCP, or other approved professional development workshops from your department or program. Participants will write a reflection of each of the workshops, including what they learned and what they plan to implement in their own teaching.

    The seven required workshops must include:

    • (3) at least three workshops addressing “high impact practices”
      • providing writing-intensive experiences
      • assigning collaborative assignments and projects
      • supporting undergraduate research
      • exploring diversity and global learning
      • engaging in community-based learning
    • (1) at least one workshop on teaching with technology, such as:
      • iClickers
      • Google Tools
      • Bibliography software
      • Blackboard
      • Digital Story Telling
    • (3) remaining three workshops are “electives”
    View program events

    » Events Calendar for the Center for Teaching & Learning and the Writing in the Disciplines program

    » Events Calendar for the Center for Cultural Pluralism

    » Events Calendar for Community-University Partnerships & Service

    Contact Holly.Parker@uvm.edu if you have any questions.

  3. Higher Education Teaching Experience (at least one semester)
    Program participants need to teach in some capacity (i.e., lab, discussion group, entire course) for at least one semester. Documentation of teaching experience includes: a course syllabus, student evaluations, and a 3–5 page written reflection focusing on the teaching experience

  4. Observing Teaching Excellence
    This category of activities involves observing and reflecting on classroom teaching practices. Each GTA/F will observe TWO faculty members on campus teaching a class. These faculty members must be recipients of either the Kroepsch-Maurice Excellence in Teaching Award or the George V. Kidder Outstanding Faculty Award, or (other faculty at the discretion of the department chair or program coordinator). Following the observations, the graduate student will write will write a 3-5 page analytical summary of the experience including a descriptive observation, an interpretation of the observation and a summary of what they gained from this experience.

  5. Teaching Portfolio
    The teaching portfolio will serve as a container for the graduate student’s experience. It assists participants in documenting and articulating their pedagogical skills and knowledge, and helps them prepare to represent themselves on the job market as both a content specialist and a knowledgeable teacher. The components of the Teaching Portfolio are:

    • Curriculum vitae
    • Statement of Teaching Philosophy
    • Documentation of Teaching Experience
    • Student evaluations (if available)
    • List of courses taught/including syllabi for each
    • Reflections on pedagogy and student learning for each of the courses taught (3- 5 pages per course)
    • Documentation of Professional Development Analytical summary of the seven workshops attended, including the three workshops that map to High Impact Teaching Practices.
    • 3-5 page analytical summary of Kroepsch-Maurice Award for Excellence in Teaching or George V. Kidder Outstanding Faculty Award winner classes attended -OR- Peer mentoring experience
    • Concluding Reflection and Plan for the Future: a final summary of the experience of teaching in higher education and goals for future work as a higher education professional.

Questions or more information needed? Please contact Holly Parker at the Center for Teaching and Learning, holly.parker@uvm.edu.

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