Graduate Teaching Fellows
2017-2018 Graduate Teaching Fellows Application Now Open
Graduate Teaching Fellows are experienced graduate student instructors who collaborate with Center for Teaching staff members to develop and present workshops for their departments and the university as a whole. Each fellow also designs and carries out a capstone project and refines a teaching portfolio.
Program Dates: May 2017-May 2018
Stipend: $1000, paid in two increments; one each at the end of fall and spring semesters
- Terminal degree student in a program
- Significant TA and/or teaching experience
- You do not have to be a current TA to apply
- Reflective instructor
- Strong communication skills
- Able to commit 5-10 hours per month
How to Apply:
Review of applications begin April 16
A brief email (to firstname.lastname@example.org) from you director of graduate studies or thesis/dissertation advisor is required to indicate their awareness of the time commitment and funding for the GTF position.
This is not a formal recommendation letter.
- Attend bi-weekly meetings (starting in August) with the other fellows
- Facilitate sessions at the New TA Orientation on August 17, 2017 8:30am-4:00pm
- Design and implement two workshops: one for your department and one for the Center
- Help plan or facilitate the Effective Teaching Institute in the beginning of January
- Design and carry out a capstone project (such as designing a course lesson plan, shadowing instructors, etc.)
- Refine your teaching portfolio with feedback from Center for Teaching staff
- Reflect on your experience in the program
Graduate Teaching Fellows:
- Enhance their teaching and leadership skills
- Prepare for the job market
- Build connections with graduate students from different disciplines
- Connect with faculty and administrators in different departments and organizations on campus
- Gain insight about the role and impact of teaching centers in higher education
- Applications open: March 1-31
- Interviews: April 19-25
- Notifications: April 24-28
- First Meeting: May 8-16
- Plan capstone projects and workshops
- Collaborate on new TA Orientation
- Attend new TA Orientation planning meeting (second week of August)
- August 17th: New TA Orientation
- September-May: attend bi-weekly meetings (1 hour each)
- Design and implement fall event
- January 11th: Effective Teaching Institute
- Design and implement spring event
- Finalize capstone project, teaching portfolio, and program reflection
Meet the Current 2016-2017 Graduate Teaching Fellows
Ranthony Edmonds, Mathematics Department - STEM Fellow
Ranthony Edmonds is a fourth year in the Department of Mathematics pursuing a PhD in Pure Mathematics. Her research interests include factorization in commutative rings with zero divisors. She also has 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 also brings prior experience as an Adjunct Instructor at Bluegrass Community and Technical College in Lexington, Kentucky and as a Graduate Assistant at Eastern Kentucky University.
Kate Nesbit, English Department - Humanities Fellow
Kate Nesbit is a 4th year PhD candidate in English here at the University of Iowa. Kate studies Victorian literature, and she is interested in listening, as well as recitation, elocution, and reading aloud in the nineteenth century. Kate taught the University of Iowa's General Education Rhetoric course for two years, and she will be teaching General Education Literature starting this fall. She also tutors in two writing centers (the Rhetoric Writing Center and the Frank Business Communications Center).
Discipline Specific project:
Kate will lead two workshops for the English department: a pedagogical idea/strategy exchange (modeled off of holiday cookie exchange parties) and a "Teaching Lit" crash course for first year English PhD students TAing for the first time.
For her capstone project, Kate is creating a multimedia project for instructors teaching Shakespearean drama. This project requires students to analyze, recite, and record a Shakespearean soliloquy as instructed by eighteenth- and nineteenth-century elocution manuals.
Meaghan Rowe-Johnson, Counseling Psychology Department - CIRTL Fellow
Meaghan Rowe-Johnson is 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 has 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 has served as the primary instructor for multiple courses over the past five years 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 include career development and vocational aspirations, training and education, issues regarding cross-cultural diversity and social justice, and the effects of trauma.
Discipline Specific Project:
Meaghan’s discipline specific workshop will focus on mentor training for psychology graduate students, post-docs, and early faculty. It will be modeled after the National Research Mentoring Network mentor training workshop, and include discussions on establishing expectations with mentees, ensuring effective communication, addressing issues of diversity, and ethical mentoring.
Meaghan’s main capstone involves her administrative assistance with planning and implementing CIRTL programming. Meaghan will also be completing a Teaching as Research project in the spring semester.
Reuben Vyn, Foreign Language and ESL Education Department - Social Science Fellow
Reuben is in his third year of the Foreign Language and ESL Education Ph.D program. He received his MA 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 has served as a mentor to student teachers as well as those new to the profession. His current research interests include K-12 teacher development, as well as best practices as they relate to foreign language instructional approaches and classroom teaching techniques."
Reuben will be offering multiple workshops to both graduate and undergraduate pre-service teachers through the College of Education’s Teacher Leader Center. In the fist workshop, scheduled for Oct. 13 from 10-11:30am, participants will explore how and why to use rubrics, but also evaluate sample rubrics and create their own based on an assignment or project that they will be responsible for assessing.
Reuben is anticipating being involved in researching and evaluating the effectiveness of educational programs that are funded by USAID. Under the tutelage of Dr. Andrew Epstein, who works as a Senior Education & Evaluation Technical Specialist for Social Impact, Reuben will aim to apply his research skills in meaningful ways, exploring the performance and resulting outcomes of international education and humanitarian programs. As a byproduct of this professional engagement, Reuben will also attempt to demonstrate the value of integrating a clinical mentorship model into the professional formation of doctoral students, particularly in the College of Education.