How can I learn about the details of the program and its requirements?

All graduate students who are interested in pursuing the Teaching Citation should contact the Teaching Center to make an appointment for a consultation. The Teaching Center welcomes requests for Citation consultations at any time. However, it is highly recommended that the initial consultation occur in the 1st or 2nd year of the PhD program. These consultations are essential for clarifying the program requirements, as well as how these requirements fit the teaching opportunities available in the graduate student’s department.

Will I need to meet with Teaching Center staff while completing the Citation requirements?

Yes. Subsequent Teaching Center consultations will be necessary to track the student’s progress toward completion, to discuss future teaching experiences that may satisfy the Citation requirements, and to discuss drafts of the student’s teaching philosophy statement. Completion of requirements must be approved by The Teaching Center and, in come cases, by the Director of Graduate Studies in the students’ department.

When should I begin working toward the Teaching Citation? How long will it take me to complete the program?

You can begin working toward the Citation as soon as you begin your doctoral program, but most graduate students do so during the first year of teaching at the University. Completing the requirements typically takes between 2-4 years.

What type of pedagogical training is required for the Teaching Citation?

Graduate students completing the Citation must complete all introductory-level workshops or courses required by their departments and the graduate school. These requirements vary: introductory-level training may be provided by the department, in the form of a pedagogical course or seminar, or it may be provided by The Teaching Center, in the form of the department’s required number of Foundations in Teaching Workshops. In addition, all graduate students completing the Citation requirements must complete 4 additional Teaching Center workshops at the advanced level; these include workshops in the following series: 1) STEM Pedagogies; 2) Pedagogies in the Humanities, Arts, and Social Sciences; 3) Professional Development.

Do all teaching experiences meet the requirements for the Teaching Citation?

No. Due to the variation in mentored teaching experiences, please speak with The Teaching Center, to ensure that an experience meets the Citation requirements. Examples of qualifying teaching experiences include—but are not limited to—leading a weekly discussion or recitation subsection; leading regular review- or help-sessions, plus delivering 1 or 2 course lectures; teaching a course independently; and mentoring an undergraduate in an extended research project (additional criteria apply; please contact the Teaching Center for details).

Can teaching experiences completed in the past count toward the Citation?

It depends. Please schedule a Teaching Center consultation to discuss your past experience. Remember, for all teaching experiences, you must demonstrate that your teaching was observed and evaluated in writing by faculty or The Teaching Center.

Can 2 or more semesters teaching or serving as an Assistant in Course Instruction in the same course count toward the Citation?

Teaching in the same course twice may be counted as 2 of the teaching experiences required for the Citation. However, in this case you must obtain distinct, written faculty evaluations for each of these experiences. You must also demonstrate that over the course of the 3 required teaching experiences, you have developed proficiency in at least 2 different teaching methods (for example, lecturing, leading discussions, leading laboratory activities).

How can I ensure that my future or current teaching experience counts toward the Citation?

Seek out teaching opportunities that involve more than holding office hours or grading. Ask a faculty member in advance to observe and evaluate your teaching (in writing), and to ensure that the course evaluations include questions about your teaching. For additional guidance, please contact the Teaching Center.

Can mentoring an undergraduate or high-school student in a research project count as 1 of the 3 required teaching experiences?

Possibly, if additional criteria are met. For details, please please contact the Teaching Center.
Whom should I ask to observe my teaching and to provide written feedback?

The most logical person to ask is the course instructor or course supervisor. If that individual is unable to evaluate you, or if you are the course instructor, ask a faculty member in your department or program. During 1 of the 3 required teaching experiences, Teaching Center Academic Services staff may also observe your teaching and provide feedback. To request a Teaching Center review of your teaching (typically conducted via video-recording), please complete and submit our online form.

During how many class sessions should the faculty or Teaching Center staff member observe my teaching?

Typically, observation and review of 1 full class session (or about 1 hour) is a sufficient basis for an observer to give you detailed feedback on your teaching. However, if you are new to teaching or to a specific mode of teaching, it can be helpful to seek feedback from faculty once at the beginning of a semester, and once later in the semester. Doing so will mean that you gather feedback early enough to improve and refine your methods—and that the faculty member will have the opportunity to comment on the improvements and refinements you have made.

Due to the high number of requests for observation and feedback that we receive at The Teaching Center, we are unable to provide more than 1 feedback session per semester. Two of the 3 observers should be faculty in the department, whenever possible.

Does The Teaching Center have a form that faculty may use to review my teaching?

Yes. The Teaching Center has developed a Teaching Observation and Feedback form that can be adopted or modified for this purpose. Use of this form is optional.

What is a teaching philosophy statement?

A teaching philosophy statement is a 1-2 page essay that describes your core teaching approach, with specific examples drawn from courses you have taught, as well as those you are prepared to teach.

How can I get started on writing the Teaching Philosophy Statement?

Attend Teaching Center workshops and other pedagogical-training opportunities to learn about effective pedagogical methods. Keep a notebook or document in which you develop ideas for adapting these methods in your own teaching.

Begin with informal, reflective writing, which can take the form of journal entries or notes that you take after each class or interaction with students. Write about your experiences teaching AND learning; for example, write about your most effective and ineffective teachers and what you have learned from them. Review this reflective writing to develop and determine the ideas, goals, and methods that inform your teaching philosophy.

If you are having trouble identifying the broader ideas behind your teaching approach, start with concrete details: What are the methods that you prefer? Then consider questions such as the following: What are you trying to accomplish, or what will you try to accomplish, by using these methods? What are your goals? What are the assumptions about teaching that inform these goals? For more ideas, you can consult the Teaching Center’s guidance on Writing a Teaching Philosophy Statement, attend a Teaching Center workshop or seminar on the topic, and schedule a Teaching Center consultation.