Center for Teaching Graduate Teaching Fellows

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.

A call for 2018-2019 applications will be announced here and through our newsletter in March 2018. The program runs for one year starting in May.

Program Requirements:

  • 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 

Fellow Responsibilities:

  • Attend bi-weekly meetings (starting in August) with the other fellows
  • Facilitate sessions at the New TA Orientation in August  
  • 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


For more information about the Fellows program, contact Morgan Iommi.


Meet the Current 2017-2018 Graduate Teaching Fellows


Brady Krien, English Department

Brady Krien profile picture

Brady Krien is a second-year Ph.D. 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.





Tanja Roembke, Psychology Department

Tanja Roembke profile picture

Tanja Roembke is a 5th 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.




Eric Emmons, Neuroscience Program

Eric Emmons profile picture

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.



Former 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 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. 

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 accomodating to all learners.

Discipline Specific Project:

Ranthony is working 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 following 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 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. She also has 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 intellectally 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 is an interactive, digital assignment asking students to recite and record passages from Shakespearean drama according to the instructions of an eighteenth or nineteenth-century elocution manual. The website aims 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 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.

Center for Teaching Workshop:

Meaghan's teaching center workshop, "Intervening when Microaggressions Happen," included a discussion on the microagressions and macroaggressions that tend to occur in college classrooms and in predominantly white institutions. It also included a discussion on how faculty and TA’s 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, TA’s 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 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."

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 current 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.