Teaching Assignment

Since so much of the TEACH Program is about classroom observation and student feedback, TEACH Fellows must maintain an official, regular teaching assignment at TTU in both the fall and spring semesters. Leading a discussion section, teaching a lab or lecture session, or serving as the instructor of record for a class are all acceptable teaching assignments. Teaching online sections is also acceptable. A guest lecture or assisting a professor in the classroom as a teaching or research assistant does not meet the program requirements. If an accepted Fellow's course does not make, due to low registration numbers, the Program Director will work with the Fellow to accommodate their continued participation in the TEACH fellowship.

Workshops

TEACH Fellows are required to attend a minimum of 18 hours of Instructional, Development, Teaching, Learning, and Professional Development Center (TEACH), or teaching-related workshops of their choosing for their fellowship. A minimum of 8 workshop hours must be completed by the end of the fall semester, with the remaining hours to be completed by the end of the spring semester. Additional hours completed in the fall will be applied to the spring requirement.

Consultations

TEACH Fellows meet with their respective Instructional Development consultants several times each semester. At the beginning of each semester, Fellows and Consultants will discuss potential projects and schedule appointments for teaching observations, (midterm student evaluations), and follow-up consultations. In addition to those required consultations, Fellows are welcome to set up additional meetings with TEACH consultants at any time during the year.

Teaching Observations

Over the year, TEACH Fellows participate in teaching observations in which a TEACH consultant will videotape their course, lab, or discussion section without interfering in the session's progress (at least once during the fall semester). The consultant will take notes throughout the class detailing occurrences and observations, and these notes will be provided at the follow-up consultation. Fellows are expected to review the video in advance, taking note of their teaching, student involvement, etc. Fellows then meet with consultants in a confidential session to discuss the events of the class and teaching issues applicable to their course. Additional observations may be requested by the Fellow or suggested by the consultant, but only one videotaped observation in the fall semester is mandatory.

In the spring semester, a TEACH consultant will conduct a non-videotaped observation of the Fellow's course, lab, or discussion section. The consultant will take notes throughout the class detailing observations on the Fellow's strengths and areas of improvement. Fellows and Consultants will then meet to review these observations.

Midsemester Student Evaluations

TEACH Fellows also receive midsemester student evaluations once each semester. This method is to get anonymous feedback from students midway through the semester. The Instructional Diagnosis takes about 15-20 minutes of class time in which a consultant visits with the class, without the instructor present, and elicits responses to questions that help identify what is helping students learn and issues that are challenging or less satisfying to them. The consultant then compiles the students' responses to discuss the results in a follow-up consultation. The consultant helps interpret the data collected and discusses any potential changes that might be implemented.

Peer Observations and Self-Reflection

Each semester TEACH Fellows work with a small group of other fellows to share resources and experiences. Each Fellow observes at least one group member's teaching in the fall and spring, and writes a short reflective paper (according to provided guidelines) about their observations which will be shared with group members and consultants. Fellows also participate in a follow-up Peer Group meeting with their group and consultants each semester.

Teaching Portfolio

TEACH Fellows work with a small group of other Fellows each semester to share resources and experiences. Each Fellow observes at least one group member's teaching in the fall and spring and writes a short reflective paper (according to provided guidelines) about their observations which will be shared with group members and consultants. Fellows also participate in a follow-up Peer Group meeting with their group and consultants each semester.

New Course Design/Course Redesign Project

During the spring semester, Fellows will complete a teaching and learning project involving the detailed design of a new course or significant redesign of an existing course. Other project ideas are possible, but only with the approval of the TEACH staff. This project should take approximately 20-30 hours to complete.

What "counts" as a teaching appointment for the purposes of TEACH?

• Fellows can be Graduate Part-Time Instructors (GPTIs), of course, in charge of their own classes, but they can also teach labs or discussion sections. Participating Fellows do not have to be officially classified as GPTIs or even "instructor of record," as long as they have continuous and extended contact with students in the classroom as their instructor.
  • Participating Fellows cannot be TAs or RAs who merely assist a professor with grading or other behind-the-scenes course logistics, or who offer an occasional guest lecture. If you are a TA, you must have dedicated teaching moments with students, such as discussion sections, scheduled lectures, times, etc.
  • Participating Fellows' teaching assignments must also be "official," i.e., "on the record" with the university. They cannot simply take over another instructor's class without compensation just to participate in the program.

I'm not certain whether or not I will have an official teaching appointment next year, and my department won't decide that until the summer. Can I still apply?

Yes, you can certainly still apply! This is common practice for several departments on campus. Just be forewarned that if you should get accepted into the TEACH Program, you will need to work with your department to set up an appropriate teaching appointment (see FAQ1) for both the fall and spring semesters of the forthcoming academic year. If that cannot be arranged, your spot will be given to an alternate.

I'm an international student, but I did not attend the ITA workshop. Am I still eligible to apply? What else can I submit for proof of language proficiency? And why does this matter?

• Yes, you are absolutely still encouraged to apply! Passing the ITA workshop is just one example of proof of language proficiency. Other options include copies of TOEFL scores (even if "expired"). If you have none of these other documents available, please be sure to take part in the group interview process (if your application is otherwise complete).
• This is a requirement primarily because the TEACH Program's focus and its staff's expertise address teaching rather than communication or language skills. We acknowledge that communication or English-speaking skills are components of teaching that many international students want to improve, but we are not equipped to offer assistance in those areas.

Are distance students eligible to apply and participate?

Unfortunately, due to program logistics, the TEACH Program is currently limited to on-campus students.

I have a full-time job with regular 8:00 - 5:00 business hours. Can I apply?

Because most TEACH Program components such as workshops and classroom observations take place during regular work hours (Monday – Friday, 8 a.m. – 5 p.m.), it would be difficult for someone with a full-time off-campus job to participate.

What does a "terminal degree in your discipline" mean?

Essentially, a "terminal degree in your discipline" means the highest degree offered in your discipline at Texas Tech University. For instance, some departments offer both master's degrees and doctoral degrees, so a Ph.D. would be the terminal degree in that discipline (such as Biological Sciences). However, some departments only offer master's degrees, so that would be a terminal degree for that discipline at Texas Tech (such as Philosophy). One exception is departments (such as Theatre) that offer both an M.F.A. path and a Ph.D. path, both of which are considered terminal degrees in several fields.

Most of the TEACH materials say the program is primarily for doctoral students, but I'm a Master's student and I'm interested in learning about teaching. Can I still apply?

• Yes, you are welcome to apply! However, you should bear in mind that the program is extremely competitive, and as such, the selection committee usually gives preference to doctoral students/terminal degree students because they are further along in their graduate career.
• As a master's student interested in learning about teaching, you should also consider applying for our Groundwork Program. This program does not require a teaching appointment, takes place twice a year, does not give preference to doctoral students, and offers many more opportunities for participation.

How much time does it really take to be a TEACH Fellow?

• Being a TEACH Fellow is indeed a sizeable time and work commitment. When you add up the various required components of the program that take place outside of your regular teaching and research obligations – meeting with consultants, observing peers' classes, attending workshops and group meetings, creating detailed teaching portfolios and course designs – the time adds up. We usually estimate that Fellows will spend approximately 30 – 40 hours per semester on TEACH Program work.
• For more detailed information about TEACH Program requirements, please visit the view the TEACH Program requirements and/or review the TEACH Fellow Handbook.

What point in graduate school work is most "ideal" for participating in TEACH? Does it matter how much teaching experience I have?

• There is no "perfect" time to participate in the TEACH Program. We have several TEACH Fellows who participated early in their graduate careers, and others who have participated in their final year. Some may have lots of teaching experience, and others may not. There are, however, some things you might want to consider:
  • Do you think you will have enough time (and energy) to participate in the various TEACH components in the coming year? Will there be enough space in your Monday-Friday weekly schedule to attend workshops and meetings? (Or will your weekly schedule offer at least some flexibility to do so when needed?)
  • Will you have the commitment and work ethic to devote to the program's significant requirements?

Why is admission to the TEACH Program so limited?

The TEACH Program typically receives upwards of 70 applications for approximately 12 available spots each year and while we would love to be able to work with more TEACH Fellows, we just don't have the funding or staffing at this moment in time. We also find that the program is at its best when working with a more intimate cohort.

What goes into the acceptance decision?

• The acceptance decision comes trhough a holistic overview of the applicant. The consultant team considers the following:
  • In the personal statement, how does the applicant discuss teaching and their efforst to improve? How do they reflect on moments when their teaching has been evaluated? How well have they researched the TEACH program?
  • Who are the recommending faculty? What are they saying about the applicant?
  • During the group interviews, how is the applicant responding to the questions? How are they demonstrating interpersonal (verbal and non-verbal) communication?

I applied to the TEACH Program last year but didn't get accepted. Can I reapply? And as a second-time applicant, do I have a better chance of getting accepted?

• Yes, you are welcome to reapply! Each year, we have many repeat applicants.
• Unfortunately, being a repeat applicant does not necessarily garner special consideration or guarantee a spot in the program. There is no sliding scale for first-time vs. repeat applicants, and each applicant pool is considered on its own merits.

May I apply to TEACH and the Groundwork Program at the same time?

Yes, you may apply to both programs simultaneously in the spring. Decisions are made separately from one another, so being accepted into the May cohort of Groundwork does not mean you will automatically be excluded from TEACH, nor does it mean you will automatically be accepted into TEACH.