CMNS - University Teaching and Learning Program  

The college of Computer, Mathematical and Natural Sciences, Teaching and Learning Center (TLC) along with support from TLTC, and the Dean of the Graduate School, developed the CMNS - University Teaching and Learning Program (UTLP) to assist in the professional development of graduate teaching assistants as higher education teachers. The program will focus on approaches and issues that are of particular relevance to educators in STEM fields. We provide formal training at three levels: Associate, Practitioner, and Scholar

Level 1: Associate. Associates may or may not have teaching experience. They will receive a statement of completion; the program may be listed as professional development on resumes/CVs.

Requirements:

1.      Complete one of the following two “Paths” (all paths must include at least one "Inclusion and Diversity" workshop):

  •  “Course Path”: 1-2 credit UMD course with at least a B (from an approved course listing) in teaching and learning, plus at least one TLTC or CIRTL "Inclusion and Diversity" workshop.
  •  “Workshop Path”: Five workshops or reading groups (60+ min each); at least three must be TLTC workshops/reading groups, and at least one workshop must be an "Inclusion and Diversity" workshop.

2.      Reflections on workshops are required.
3.      Teaching philosophy statement.
4.      Observation of an undergraduate instructor within a discipline similar to your own.

Click here to enroll (once enrolled, you’ll gain access to an ELMS page with full details of the program).

Level 2: Practitioner. Practitioners will receive a statement of completion, and a transcript notation; the program may be listed as professional development on resumes/CVs.

Requirements:

A teaching project and teaching mentoring must be completed for the Practitioner level; for participants who are not TAs or instructors, we will need to work with you to find a faculty partner to fulfill these requirements.

Activities completed toward fulfillment of the UTLP Associate level requirements may be used toward fulfillment of the UTLP Practitioner level.
  1. Completion of formal 1+ credit course with at least a B in teaching and learning (from an approved course list). We encourage you to take a 2+ credit course or multiple 1 credit courses for the Practitioner level.
  2. Completion of 5 UMD TLTC workshops or reading groups (60+ min each), with reflections, including at least one Inclusion and Diversity workshop.
  3.  A minimum of three observations of undergraduate instructors within a discipline similar to your own.
  4. Mentoring: Identify a faculty member to serve as a mentor for your teaching
  5. Teaching as Research (TAR) Project: The central aspect of the Practitioner level is the completion of a teaching as research project, which requires the student to “test” some technique in the classroom and reflect on the impact of that activity on student learning.
  6. Teaching portfolio.

Click here to enroll (once enrolled, you’ll gain access to an ELMS page with full details of the program).

Level 3: Scholar. Becoming a Scholar requires in-depth understanding of the literature, critical reflection, and sharing findings with a local, regional, or national group of peers. Scholars will receive a statement of completion, and a transcript notation; the program may be listed as professional development on resumes/CVs. 

Requirements:

For completion of the UTLP Scholar level, complete the requirements for the Practitioner level plus the following:

1.      Completion of a full-fledge TAR project “inquiry cycle” in which the student performs at least one full cycle of the Teaching as Research experience. The expectation for the Scholar level is the formal presentation and/or publication of the findings of the TAR project. Please work with us regarding IRB approval before initiating your project.

2.      Scholars must participate in a Teaching as Research (TAR) Learning Community throughout the time of their TAR activities.

3.      The TAR project at the Scholar level is intended to be of a quality worthy of formal presentation, and potentially publication. As such, the Scholar TAR project requires a formal proposal prior to initiation, as well as formal presentation at the end of the project.

Click here to enroll (once enrolled, you’ll gain access to an ELMS page with full details of the program).

Other Programs Offered By TLTC

The Graduate School-TLTC Graduate Teaching Fellows Program                                                                                              The Graduate School-TLTC Graduate Teaching Fellows Program (Formerly Graduate Lilly Fellows) is a venue to develop and sustain a cross-disciplinary learning community of graduate students as future faculty. It provides an opportunity for Graduate Teaching Assistants to document and share their insights into enhancing teaching and learning at the University of Maryland and to build upon this knowledge. The Graduate School-TLTC Graduate Teaching Fellows Program is modeled after the very successful Undergraduate Studies Faculty Fellowship program, which has been in place for nearly 20 years. To date, the Graduate Teaching Fellows Program has been a remarkable success.

Campus-Wide GTA Orientation (for all graduate teaching assistants) 
Just before the start of each new semester, CTE and the Graduate School jointly sponsor an orientation for new and returning graduate teaching assistants from across the disciplines. Fall Orientation is usually an all-day event, where GTAs are introduced to important members of the Administration, are given a comprehensive guide to campus resources, are provided a host of teaching and learning tips from experienced faculty, and are invited to participate in smaller workshops on a range of teaching topics such as facilitating productive discussions, dealing with problem students, and overcoming first-day jitters. Spring Orientation is usually a half-day event, exclusive facilitated by CTE staff.

Graduate Teaching Assistant Portfolio Retreat
If you plan to teach on the university level, you will need a statement of teaching philosophy and a teaching portfolio. Join members of the CTE staff and fellow graduate teaching assistants in a two and a half day retreat in which you will write your statement of teaching philosophy and create your portfolio. This is a unique opportunity for all graduate teaching assistants who anticipate entering the job market within the next two years.

CIRTL International Teaching Community
The International Teaching Community is an online learning community within the CIRTL (Center for Integration of Teaching, Learning and Research) network. The goal of this community is to support and improve the instructional skills of international TAs and future faculty who anticipate teaching in higher education either in the American system or in a system other than their home culture. Visit sites.google.com/a/wisc.edu/cirtl for more information.
=> Offered by Grad School