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Graduate Teaching Fellowship

Graduate Teaching Fellows Program 

Meet our 2019-2020 Graduate Teaching Fellows.

The Graduate Teaching Fellowship (Formerly Graduate Lilly Fellows) is a program designed to develop and sustain a cross-disciplinary learning community of graduate students. The fellowship is supported by the TLTC and sponsored by the Graduate School. In this year-long program, a cohort of advanced graduate student instructors work with the TLTC to create and engage graduate students with programs and resources developed for them. Graduate Teaching Fellows will provide professional development support and outreach to graduate students and seek to benefit the larger campus community. This fellowship may also provide opportunities for graduate students to publish and present work on campus and at local conferences.

Program Description

During the 2020-2021 academic year, Graduate Teaching Fellows will serve as ambassadors for the Teaching and Learning Transformation Center. They will work with the TLTC to develop programs and resources specifically geared towards graduate students, and they will be directly involved with outreach to graduate departments across campus. Upon the successful completion of fellowship requirements, Graduate Fellows each receive a stipend of $1,000. As requested, fellows are also asked to contribute to and participate in TLTC-sponsored workshops peer observations, and events.

Graduate Student Support and Outreach Offerings

Graduate Peer Outreach Workshop (GradPOW): The GTFs offer a tailored workshop for graduate departments and graduate student organizations. 

Graduate Peer Observation Program (GradPOP): The GTFs offer individual classroom observations and provide formative feedback in the form of an observation letter.

Talk with a TA about Teaching: The GTFS offer an informal office hour to talk about questions, problems, and all aspects of teaching.  

GTF Program Outcomes

Participation in the Graduate Teaching Fellows program will improve the pedagogical sophistication of graduate students and contribute to their professional dossiers. As a community of practice, fellows will engage as a scholarly cohort to improve their understanding of effective teaching, curricular decision-making, institutional needs, and interdisciplinary teaching. Over the fellowship year, the cohort will have the opportunity to develop resources, workshops, events, etc. to help graduate student instructors and enhance teaching and learning at the University of Maryland. Through this work, participants will be better able to meet the demands of colleges and universities as future faculty. 

Eligibility and Application Process

To be eligible, graduate students must be pursuing a terminal degree, have completed their required coursework, and have taught at UMD for at least a year. Fellows must be available to meet on campus regularly throughout the fall and spring semesters. Applying to the program consists of an online form summarizing qualifications, a letter describing potential topics of interest, and a letter of support from an advisor or other appropriate UMD faculty member. Participants will be selected by TLTC staff and a panel of former program participants on the basis of their 1) program progress, 2) teaching experience, 3) commitment to improving their teaching, 4) interest in outreach and supporting graduate student teachers on campus, and 5) ability to successfully collaborate with a group project.  

Past Graduate Teaching Fellows Projects

The 2018-19 fellows implemented GradPOW workshops and GradPOP peer observations across campus, and shared these programs with the broader teaching and learning community at two academic conferences.

The 2017-18 fellows developed two programs to support their fellow graduate students: the Graduate Peer Outreach Workshop (GradPOW) to share strategies for effective and efficient teaching and designed a Peer Observation Program (GradPOP).

The 2016-17 fellows offered VAST Workshops for graduate student teachers and created an online toolkit to share teaching resources.

The 2015-16 fellows worked with DIT, ODI, ADS, and TerpAccess to develop ​a digital database with resources to help instructors make courses more accessible for students with disabilities.

The 2014-15 fellows explored experiences of technology in the classroom for students with traditionally underrepresented backgrounds.

The 2013-14 fellows investigated the perceived effectiveness of assessment tools from both the instructor and student perspective.

The 2012-13 fellows focused on factors influencing students' use of office hours.

The 2011-12 fellows examined students' expectations for university courses and their instructors.

The 2010-11 fellows designed and executed a campus-wide survey of all instructional faculty to assess the current state of knowledge about service learning and civic engagement on campus.

The 2009-10 fellows worked on literacies and developed a set of podcasts that defined and described various literacies.

The 2008-09 fellows engaged in scholarly exchanges on the place of sustainability in the disciplines and initiated a comprehensive research project on programs that address sustainability.