TEACHING AT CU We would like to announce that this year the Fall Intensive is being held in Fleming, (rooms 154, 155, 156,157).
The workshops are scheduled on Wednesday, Thursday and Friday, August 21-23, 8:00 or 8:30 am to 4:15pm daily.
FALL WORKSHOPS Fall semester workshops will return starting the week of September 9th. We will have 6 workshops with the addition of a new TIGER research workshop series. More details to come in September.
Since 2006, the Teaching Institute for Graduate Education Research (TIGER) has worked to enhance the creative synergy that exists between graduate student teaching and research. TIGER's goal is to show graduate students who aspire to be future faculty members how to utilize their disciplinary knowledge and research experience to develop innovative teaching practices for undergraduate education.
TIGER supports graduate education research through the following activities:
Applications will be reviewed and selected on the clarity of:
As learning to teach effectively is a developmental process, we suggest that graduate teachers complete the requirements over a minimum of two or more years, although several students have finished all requirements in 12 months.
The Certificate in College Teaching may be awarded to all graduate students, postdoctoral fellows, and faculty who complete the requirements and evaluation successfully.
Requirements include classroom teaching, participation in GTP workshops and discipline-specific activities, videotape consultations, faculty observation, and completing a teaching portfolio.
Treating teaching as a research investigation into student learning, STEM graduate students design and implement small-scale, classroom-oriented, funded projects to investigate ways of improving undergraduate education. Graduate students use their own disciplinary knowledge and experience to identify possible areas to improve classroom activities, labs or lectures. In the process, the graduate student learns more of the creative synergy that exists between the realms of teaching and research, using funding to improve student teaching.
STEM graduate students involved in TIGER DAD receive funding to design or redevelop college pedagogy courses for their departments, in order to educate new graduate students on how to be effective, creative educators in their discipline. TIGER DAD participants will design a course proposal in collaboration with a faculty mentor who can guide them on discipline-specific pedagogical questions. The TIGER Team provides critical feedback over the course of the project to ensure the proposed course integrated teaching as research parallels STEM practices.
TIGER Teaches involves small-group or individual meetings of TIGER TAR and DAD project participants with the TIGER Team. During these 30 – 60 minute meetings, TIGER Teaches attendees function as a “learning community,” providing critical feedback on project proposals, practical advice on the execution of TAR or DAD projects, and discussion on how to successfully integrate the CIRTL pillars into projects. Most importantly, TIGER Teaches guides graduate students through the Institutional Review Board approval process to enable research with human subjects.
The TIGER Advisory Board guides the development of the TIGER/CIRTL Initiative on the CU-Boulder campus.
To qualify graduate teachers must complete the requirements detailed below.
Prior to certification, graduate teaching assistants (TAs) and graduate part-time instructors (GPTIs) from other countries have two additional requirements.