Develop your teaching skills and portfolio by collaborating with TAs from across the University of Iowa on a range of pedagogical issues and gain practical experience in the field of educational development through collaboration with Center for Teaching staff. Fellows will deepen their knowledge of the scholarship of teaching and learning, leading to the creation of a campus-wide interactive workshop or pedagogical project on a topic of their choice.

Regular meetings will provide opportunities to reflect on personal professional development and teaching practice, and as a result, each fellow will create a set of goals and an action plan for future employment as a faculty member or in other roles. Each fellow will also develop a teaching portfolio designed to meet their own needs.

Fellows receive $750 for successful completion of each semester of the program, totaling $1,500.

Applicant Requirements

• Terminal degree student in a UI program.
• At least two semesters of teaching experience or equivalent experience teaching in non-university settings. (You do not have to be a current TA to apply.)
• Interest in reflecting on personal teaching practice.
• Strong communication skills.
• Ability to commit seven to 10 hours per month toward program objectives through May 2024.

Responsibilities

• Attend bi-weekly meetings with the other fellows. At these meetings, the group will:
  • Provide mentorship to each other on workshops, projects, and current teaching.
  • Read about and discuss major topics in pedagogical research collaboratively selected by fellows and the director of the Graduate Teaching Fellows Program. 
• Attend at least one Center for Teaching workshop in fall semester.
• Implement an interactive, campus-wide workshop or other pedagogical resource  for the Center for Teaching in the second semester of the fellowship, including: 
  • Individual and collaborative planning and development with peers, program director, and Center for Teaching staff. 
  • Written reflection on the experience.
  • Collaborate in the creation of a communication plan for the workshop or pedagogical resource. 
• Engage in goal-setting and career development related to teaching.
  • Attend a mentoring meeting with program director to draft goals for future teaching and professional development.
  • Learn from OTLT staff and campus partners about academic employment opportunities in and out of the professoriate, including educational development. 
  • Draft a reflective teaching portfolio (including a statement of teaching philosophy) or educational development portfolio. 
  • Reflect on how personal goals for the fellowship were met. 

Benefits

• Enhance teaching and leadership skills. 
• Prepare for the job market. 
• Build connections with graduate students from different disciplines. 
• Connect with faculty members and administrators in different departments and organizations on campus. 
• Gain insight into the role and impact of teaching centers in higher education. 

Meet the Current 2022–2023 Graduate Teaching Fellows 

Hannah Espy, Sociology and Criminology

Hannah Espy is a PhD candidate in the Department of Sociology and Criminology in her final year. She has a master’s degree in sociology and a certificate in college teaching from the University of Iowa and a bachelor’s degree in sociology from Colorado College. In her research, Hannah analyzes classing processes embedded in the day-to-day practices of preschools using qualitative and big-data methods. As an instructor, Hannah focuses on demystifying the hidden assumptions, unspoken rules, and prerequisite knowledge of academia in pursuit of increasing equitable access in education. She has independently taught courses in the Department of Sociology and Criminology since 2018, including Introduction to Sociology; Inequality, Gender and Society; and Sociology of Networks and will teach Statistics in spring 2023. 

Osama Khalid, Computer Science

Osama Khalid is a fourth-year PhD student in the Department of Computer Science and a first-year master's degree student in the linguistics program at the University of Iowa. Their research deals with the intersection of technology and society, specifically investigating how language develops in online spaces and how it is used by online communities to construct their identities. They also have a keen interest in making computer science education more accessible. They have been a teaching assistant for undergraduate classes at the University of Iowa for three years.  

Andrew Parayil Boge, Communications Studies

Andrew Parayil Boge is a PhD candidate in the Department of Communication Studies studying rhetoric, culture, and engagement. He received his bachelor’s degree from Hastings College and his master’s degree from the University of Iowa in rhetoric and public advocacy. Andrew has served as a teaching assistant and instructor of record for the Department of Communication Studies for five years. His research and teaching interests involve critical race studies, anti-Asian racism, and the racial politics of brownness.  

Samantha Warren, Math 

Samantha Warren is a fourth-year PhD student in the Department of Mathematics. She earned a bachelor’s degree in mathematics and minor in secondary education from the University of Portland, OR, and a master's degree in mathematics from the University of Alaska Fairbanks, AK. Her previous teaching experiences include serving as a teaching assistant, adjunct instructor, and math bridge assistant at the University of Alaska Fairbanks. She also was an adjunct instructor at Kirkwood Community College and ​is currently a teaching assistant at the University of Iowa. Her research ​interests ​include math biology and dynamical systems.

2021–2022 Graduate Teaching Fellows 

Dan Corry, Epidemiology 

Dan Corry is a PhD candidate in the Department of Epidemiology. He has a Master of Public Health in epidemiology from Emory University in Atlanta, Georgia, and a bachelor’s degree in biology of global health from Georgetown University in Washington, DC. His primary research interests center on the physical and psychological consequences of traumatic brain injury, and he currently researches these consequences in both global and veteran populations. He has served as a teaching assistant for courses in public health science and data management/analysis in epidemiology and has also given guest lectures in courses focusing on epidemiologic methods. 

Dominic Dongilli, American Studies and Gender, Women’s & Sexuality Studies 

Dominic Dongilli is a PhD candidate in the Departments of American Studies and Gender, Women’s & Sexuality Studies. His work centers on questions of embodiment, community knowledge formation, and American zoos. As a facilitator and teacher, he is interested in the formation of learning communities through situated knowledge and storytelling—in contrast to more orthodox paradigms of “academic inquiry.” His commitment to the humanities is deeply informed by his undergraduate education in biology and prior work as a great apes zookeeper. He also serves as a member of the Iowa City Public Art Advisory Committee and gallery team member at Public Space One, a community-driven contemporary art space. 

Lauren Irwin, Higher Education and Student Affairs program 

Lauren Irwin is a PhD student in the Higher Education and Student Affairs program and a graduate researcher in the Center for Research on Undergraduate Education. She has a bachelor’s degree from the University of California, Los Angeles, in anthropology and education studies and a master’s in student affairs administration from Michigan State University. Prior to pursuing her PhD, Lauren created and ran a campus-wide leadership education program and taught InterGroup Dialogues at California Polytechnic State University in San Luis Obispo, California. Lauren’s research uses critical theories of race and whiteness to examine how inequities are perpetuated on college campuses, with a specific focus on whiteness in co-curricular leadership education programs. Lauren currently TAs and instructs courses related to student affairs and college student development in the UI College of Education.  

Hao Zhou, Film & Video Production program  

Hao Zhou (he/they) is a filmmaker and photographer and is currently an MFA candidate in the UI’s Film & Video Production program. Hao’s most notable experiences include producing multiple feature-length films, writing for Douban.com, and taking part in residencies, such as Cannes Film Festival’s La Résidence. Hao enjoys teaching students how to realize their own artistic goals through specific technical skills and more general creative processes. At Iowa, Hao has assistant taught introductory filmmaking courses and is developing a new undergraduate course titled Producing Identity. 

2020–2021 Graduate Teaching Fellows 

Caroline Cheung, English 

Caroline Cheung is an English PhD candidate and graduate instructor at the University of Iowa. She works at the intersections of women of color feminisms, postcolonial studies, and prison abolitionism. More narrowly, she researches the ways myths of white supremacy and proximities to whiteness uphold the prison-industrial complex. She believes that literature’s creative and imaginative work serve as revolutionary gestures, providing both experiences of and frameworks for transformative justice and community accountability. She is adamant that radical study is essential for revolutionaries and at the same time questions the colonialist and capitalist violence that undergirds academia. Believing that scholarship must be accessible and active and that critical theory elevates activism, she prioritizes the collaboration between public scholarship and collective praxis in both her teaching and activism. She received a bachelor's degree in English: language, media, communications studies from the University of Rochester.

Read Caroline's blog post, "'Freedom-Dreaming' a New Education."  

Austin Holland, Geographical and Sustainability Sciences

Austin Holland is a PhD candidate in the Department of Geographical and Sustainability Sciences. He has a master’s degree from Southern Illinois University Edwardsville in geography and a bachelor’s degree from the University of Wisconsin-Platteville, also in geography with a minor in geographic information systems. His research uses multiple methods to evaluate the interplay between public and private conservation in highly fragmented regions, like the Midwest. He has served as a teaching assistant for courses on geography and contemporary environmental issues at the University of Iowa and Southern Illinois University Edwardsville.  

Read Austin's blog post, "An Inexperienced Educator’s Use of SoTL to Improve Their Teaching."

Gordon Louie, Higher Education & Student Affairs

Gordon Louie is a fourth-year PhD candidate in the Higher Education & Student Affairs program at the University of Iowa. His prior academic background is in the humanities, completing a BA and MA in history from the University of Nevada, Las Vegas. Currently, he engages in research with Professor Sherry Watt's multicultural initiatives research team and Professor Cassie Barnhardt's higher education internationalization research team. He has taught undergraduate courses for the Tippie College of Business and the Division of Student Life. He currently teaches and TAs courses in the College of Education.   

Read Gordon's blog post, "Participatory Pedagogy Through the Use of Games."

Timothy Sommers, Philosophy 

Tim is a fourth-year graduate student in philosophy at the University of Iowa. Previously, he earned a BA from Michigan State and an MA from Brown University and has taught at a number of places, including Georgetown University, Louisiana State University, and the Smithsonian Institution. He is currently working on a prospectus for a PhD dissertation in political philosophy on competing conceptions of social and political equality. His most recently presented papers focused on relational egalitarianism, ideal theory, and equality of opportunity. He is also a storyteller and has won storytelling competitions in London, Philadelphia, Pittsburgh, and elsewhere.

Read Tim's blog post, "How Do We Know What We Know About Grading?"

2019–2020 Graduate Teaching Fellows

Mary Aldugom, Psychological and Brain Sciences

Mary Aldugom is a fourth-year PhD student in the Department of Psychological and Brain Sciences with a focus in cognition at the University of Iowa. Prior to coming to the UI, she earned a Bachelor of Science in psychology from North Park University in Chicago. Her research focuses on examining the relationships between working memory, attention, mathematical learning, and instructional design. Her work explores the underlying cognitive mechanisms of hand gestures as they co-occur with speech to enhance learning. She has been a teaching assistant and an independent instructor for undergraduate classes in the Department of Psychological and Brain Sciences for three years.

Read Mary's blog post about student engagement and motivation. 

Melanie King, Applied Mathematics and Computational Sciences

Melanie King is a sixth-year PhD candidate in the Applied Mathematics and Computational Sciences Program at the University of Iowa. Hailing from Atlanta, she traveled a long way to become a Hawkeye. Melanie does collaborative research with Professor Oguz Durumeric and Professor Gary Christensen. She applies techniques from the study of geodesic curves in differential geometry to characterize some possible problems in image registration techniques. One of her many interest is mathematics education research, which includes implementing methods from the theory of inquiry-based learning. She has been a teaching assistant for the Department of Mathematics for the last four years in many introductory calculus courses. 

Read Melanie's blog post about deeper learning. 

Ryan Stoldt, Journalism and Mass Communication 

Ryan Stoldt is a fourth-year PhD candidate in the School of Journalism and Mass Communication at the University of Iowa. Before coming to the UI, he completed a master’s in communication from Wichita State University. His research focuses on how industrial practices and technological affordances affect the types of textual representations creative workers produce and audiences see. He teaches courses in media theory, media literacy, journalistic writing, and media production. He is currently the managing editor of the Journal of Communication Inquiry.

Nick Stroup, Higher Education and Student Affairs 

Nick Stroup is a second-year PhD student in Higher Education and Student Affairs (HESA) in the College of Education at the University of Iowa. His primary research interests are in graduate education and student socialization. The unifying goal of his research, teaching, and service is to demystify the academy for incoming scholars. Nick has seven years of experience in facilitating undergraduate courses and master’s-level seminars.

 

2018–2019 Graduate Teaching Fellows

 

Elias Hasenecz, Chemistry Department

Elias Hasenecz is a fourth-year PhD student in the Department of Chemistry at the University of Iowa. Prior to coming to Iowa, he earned a Bachelor of Science in chemistry with honors from Moravian College. His research involves understanding the selective transfer of carbohydrates from the ocean surface to sea spray aerosol, or tiny liquid and solid particles emitted from ocean wave breaking, which has important implications on climate relevant aerosol properties. Elias has served as a teaching assistant and tutor in the chemistry departments of both the University of Iowa and Moravian College.

 

Alejandro Perez, Teaching and Learning Department (Foreign Language & ESL Education)

Alejandro Perez is a second-year PhD student in the Teaching and Learning Department at the University of Iowa. He completed a master's in teaching Spanish as a second language (in Spain) and a master's in Hispanic Linguistics at the University of Iowa. Alejandro also worked as a dual language teacher for three years, and now he works in different support projects regarding dual language education in Iowa. As a graduate student, Alejandro also complemented his student role with his responsibilities as a Spanish language teacher assistant for six semesters and as a Spanish department level supervisor for two semesters.

 

Hassan Rafique, Mathematics Department

Hassan Rafique is a fourth-year PhD student in the Applied Mathematical and Computational Sciences program at the University of Iowa. He earned a master’s degree in applied mathematics at Western Illinois University (WIU) and a bachelor's degree in mathematics at Lahore University of Management Sciences. His research work is in non-convex continuous optimization with application in machine learning and operations research. He also has a keen interest in math education, particularly in improving teaching practices at introductory level undergraduate math classes. He has been a teaching assistant for undergraduate classes at the University of Iowa for three years now.

Megan Lorenz, Psychology Department

Megan Lorenz is a seventh-year psychology PhD candidate in the Developmental Science program in the Department of Psychological and Brain Sciences (PBS). Under the supervision of Dr. Jodie Plumert, her primary research explores how memory for and the ability to communicate about spatial location develops in early childhood. She has been a teaching assistant and guest lecturer for undergraduate classes offered by the PBS department and currently teaches psychology courses to undergraduates at Augustana College in Rock Island, Illinois.

2017–2018 Graduate Teaching Fellows

 

Brady Krien, English Department

Brady Krien is a second-year PhD student in the English Department at the University of Iowa. He completed a master’s degree in English literature at Marquette University and earned a bachelor’s degree in English literature and economics at the University of Wisconsin-Eau Claire. Brady’s research interests include 19th and 20th century American environmental literature and the digital humanities. Brady currently teaches general education rhetoric courses and tutors students in the University Writing Center.

Department Workshop:

Brady's departmental workshop Cyber-Citation: Teaching and Modeling Digital Attribution offered instructors in the rhetoric department ideas and strategies for teaching students the basic principles of citation and how to begin to think about applying those principles to digital and multi-modal work.

Center Workshop:

For his main Center for Teaching workshop, Brady facilitated a workshop titled Re-energizing your Classroom Using Active Learning Strategies in March 2018. This workshop offered concrete active learning strategies for engaging and focusing students during the doldrums of the semester.

Capstone Project:

For his capstone project, Brady is doing research on graduate student teaching. His focus is on the various means through which graduate students develop their teaching abilities and how various barriers such as level of experience and degree requirements limit the effectiveness of graduate instructional development.

Thoughts on being a fellow:

“This experience has given me a much deeper understanding of my own instructional development and has helped me to gain a much broader understanding of how graduate students can hone their teaching and the resources available to them here at the University of Iowa.”

Tanja Roembke, Psychology Department

Tanja Roembke is a fifth-year Psychology PhD candidate in the Cognition and Perception program in the Department of Psychological and Brain Sciences (PBS). She came to the University of Iowa as a Fulbright Exchange Scholar from Germany in 2012. Under the supervision of Dr. Bob McMurray, her primary research explores how associative mechanisms contribute to children’s and adults’ word learning. She has been a teaching assistant for undergraduate classes offered by the PBS department as well as a guest lecturer/ adjunct in the Department of Physical Therapy and Recreation Sciences.

Department Project:

Tanja conducted a questionnaire to gage interest in different topic areas in her department and, as a result, will lead a workshop on how to integrate primary research in teaching. The workshop will include several strategies on how to facilitate the discussion of primary research in psychology and how to best overcome common barriers to its inclusion.

Center Workshop:

For her main Center for Teaching workshop, Tanja facilitated a workshop titled Creating an Inclusive and Universal Classroom in September 2017. During the workshop, participants identified factors and strategies to consider when designing course material in order to create a welcoming and inclusive classroom for all.

Capstone Project:

Eric and Tanja are working with Morgan Iommi to learn the fundamentals of the backward course design process through multiple workshops and developed a proposed syllabi for a class they may want to teach in the future. Additionally, the pair gave feedback on the development of a similar course design training that could be scaled for graduate students across campus.

Thoughts on being a fellow:

“I learned a lot from the opportunity to teach “teaching” as part of leading workshops, and it made me a lot more mindful and confident in the choices that I make as a teacher."

Eric Emmons, Neuroscience Program

Eric Emmons is a fifth-year student in the Interdisciplinary Graduate Program in Neuroscience. He studies the way time is processed in the brain by recording the electrical activity of neurons during tasks that require attention to time. In addition to work in lab, Eric has served as a teaching assistant in the Department of Psychological and Brain Sciences at Iowa. He has also taught outside of the University of Iowa as an English instructor in Ecuador and an adjunct instructor at Cornell College.

Department Project:

Eric’s workshop Teaching Opportunities at and around Iowa was designed for his colleagues in the Interdisciplinary Graduate Program in Neuroscience. As a primarily research-oriented graduate program, neuroscience students don’t have very much exposure to teaching. The goal of the workshop was to educate students on the different teaching experiences available at the University of Iowa and institutions in the area.

Center Workshop:

For his main Center for Teaching workshop, Eric facilitated a workshop titled Using Primary Research in the Classroom in February 2018. During the workshop, participants explored strategies to create a stronger link between primary research and their course content to facilitate deeper student learning.

Capstone Project:

Eric and Tanja are working with Morgan Iommi to learn the fundamentals of the backward course design process through multiple workshops and developed a proposed syllabi for a class they may want to teach in the future. Additionally, the pair gave feedback on the development of a similar course design training that could be scaled for graduate students across campus.

Thoughts on being a fellow:

"The Teaching Fellows program gave me a special opportunity to be thoughtful about teaching and pedagogy for an entire year! I don’t get many opportunities to focus on teaching in my scientific, lab-based graduate program. Working with the Center for Teaching and the other Fellows provided me with a diverse set of teaching experiences that I’ll be able to incorporate into my academic career."

2016–2017 Graduate Teaching Fellows

 

Ranthony Edmonds, Mathematics Department - STEM fellow

Ranthony Edmonds was a fourth-year in the Department of Mathematics pursuing a PhD in pure mathematics. Her research interests included factorization in commutative rings with zero divisors. She also had interests in math education, particularly with respect to investigating better teaching practices for introductory calculus courses at the University of Iowa. She has been a TA for Math 1340 and 1380 at the University of Iowa and has prior experience as an adjunct instructor at Bluegrass Community and Technical College in Lexington, Kentucky, and as a graduate assistant at Eastern Kentucky University. 

Center for Teaching Workshop:

Ranthony's workshop, "UDL Principles in the College Classroom," introduced participants to the techniques of Universal Design for Learning (UDL). During the workshop, she provided advice and worksheets with information on how to redesign a course that is accessible and accommodating to all learners.

Discipline Specific Project:

Ranthony worked on designing a TA resource network for the Math Department at the University of Iowa. Within the network, TAs in her department will have a central place to share course materials (worksheets, quizzes, review guides, etc.), discuss teaching strategies, and remain privy to important administrative knowledge such as how to facilitate add/drops, report struggling students, deal with midterm scheduling conflicts, and more.

Capstone Project:

Ranthony created a model for a 'partially flipped' classroom which investigated the question, "What is the effect of flipped instruction in a college Trigonometry course?" She implemented this model in spring 2017 as a semester-long Teaching as Research (TAR) project.

 

Kate Nesbit, English Department - Humanities Fellow

Kate Nesbit was a fourth-year PhD candidate in English at the University of Iowa. Kate studied Victorian literature, and she was interested in listening, as well as recitation, elocution, and reading aloud in the 19th century. Kate taught the University of Iowa's general education rhetoric course for two years, as well as general education literature. She tutored in two writing centers (the Rhetoric Writing Center and the Frank Business Communications Center).

Center for Teaching Workshop:

Kate's workshop, "Serious Fun: Teaching with Play," offered discussion and ideas for incorporating play into an intellectually rigorous, critically-minded classroom. Through experiments in games, competition, and goofiness, participants learned best practices for a playful classroom. Each participant left with a lesson plan, discipline-specific resources for play in the classroom, and ideas for troubleshooting resistant or apathetic students.

Discipline Specific project:

Kate planned, organized, and led a pedagogy idea exchange for all departments housed in the University's English-Philosophy Building. This event, modeled after a holiday cookie exchange, required participants to submit one idea (a lesson plan, an in-class activity, an approach to discussion) in order to attend the exchange, where participants browsed and selected from all participants ideas. Participants came with one idea and left with many.

Capstone project:

Kate designed a website for sharing and promoting her Sounding Shakespeare! project. This interactive, digital assignment asked students to recite and record passages from Shakespearean drama according to the instructions of an 18th or 19th century elocution manual. The website aimed to publicize the project, as well as make the resources available to high school and university instructors teaching Shakespeare.

Meaghan Rowe-Johnson, Counseling Psychology Department - CIRTL Fellow

Meaghan Rowe-Johnson was a fifth-year doctoral candidate in Counseling Psychology and an assistant director for the Iowa Biosciences Academy at the University of Iowa. She obtained her master's degree in community counseling at Loyola University Chicago, and her bachelor’s degree at the University of Wisconsin-La Crosse. She provided outreach services surrounding cultural humility, academic skills improvement, career exploration, body image issues, responding to tragedy in school systems, and stress management through the Iowa Biosciences Academy, the Women’s Resource and Action Center, the Teacher Leader Center, and the University Counseling Service. She served as the primary instructor for multiple courses through the Iowa Biosciences Academy and as a teaching assistant for multiple classes in the Counseling Psychology program. As a result, Meaghan has teaching experience with undergraduate and graduate students across various disciplines, such as psychology, biology, biochemistry, chemistry, physics, and biomedical engineering. Her clinical and research interests included career development and vocational aspirations, training and education, issues regarding cross-cultural diversity and social justice, and the effects of trauma.

Center for Teaching Workshop:

Meaghan's teaching center workshop, "Intervening when Microaggressions Happen," included a discussion on the microaggressions and macroaggressions that tend to occur in college classrooms and in predominantly white institutions. It also included a discussion on how faculty and TAs can provide a safe and inclusive learning space for all students. Participants practiced various intervention strategies through the use of case studies and role plays. At the end of the workshop, TAs and faculty also received additional resources regarding this topic.

Discipline Specific Project:

Meaghan’s discipline specific workshop included an interactive discussion on Acceptance and Commitment Therapy (ACT) in Dr. William Liu's course, Psychotherapy I Dynamic and Phenomenological Approaches: Theories of Change. This workshop encouraged students to practice conceptualizing clients from an ACT framework and engage in an ACT treatment planning process with their peers.

Capstone Project:

Meaghan’s main capstone involved her implementation of a Teaching as Research (TAR) project through the Center for the Integration of Research, Teaching, and Learning (CIRTL) programming. She aims to understand the extent to which interventions in her "Applying to Graduate School" course increases students' graduate school application self-efficacy.

 

Reuben Vyn, Foreign Language and ESL Education Department - Social Science Fellow

Reuben was in his third-year of the Foreign Language and ESL Education PhD program. He received his Master of Arts in French from Portland State University, where he was also a TA of French 1 and 2. He has taught in a variety of other contexts including public elementary and high schools and served as a mentor to student-teachers as well as those new to the profession. His research interests include K-12 teacher development, as well as best practices as they relate to foreign language instructional approaches and classroom teaching techniques.

Center for Teaching workshop:

In his workshop, "Facilitating Engaging Classroom Discussions" Reuben provided various tools, tips, and strategies to more effectively engage students in discussions both in-class and online. He attempted to model best practices in facilitating discussions while also addressing practical aspects such as how to write effective discussion prompts, provide structure for the interaction, and measure student contributions and outcomes.

Discipline-specific project:

Reuben offered two workshops that centered on the design and use of rubrics in assessing student performance in a variety of content areas and levels of instruction. The primary audience for the workshops, hosted in the Teacher Leader Center, were current students in the teacher education program. The first workshop in October 2016 focused on the fundamentals of creating and using rubrics in practice, while the second workshop in January 2017 introduced participants to various online tools that can help facilitate the process.

Capstone project:

Reuben was engaged in two major projects related to the field of program evaluation. He has conducted a mixed methods study evaluating the impact that the Student Instructional Technology Assistant (SITA) program has on the broader teaching and learning community at the University of Iowa. Additionally, Reuben supported program evaluation practitioners at Social Impact by creating a searchable database of current and past evaluation proposals, archiving examples of best practices, and streamlining their efforts to more effectively and efficiently create future proposals.