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Summer Graduate Teaching Scholars (SGTS)

The Summer 2022 nomination deadline was November 12, 2021

SGTS Call for Nominations (2022): This program provides excellent opportunities for advanced graduate students to obtain faculty-mentored teaching experience. Additionally, the program increases Summer Session course offerings to undergraduate students. General Campus department chairs and program directors are invited to nominate advanced graduate students to teach in Summer Session 2022 as Associate-Ins in this professional development program.

Department and Program Nomination Overview- Summer 2022

Graduate student teaching scholars will receive the regular Summer Session salary as Associates-In and a $1,200 payment for participation in the training component of the program. Faculty mentors will receive a $500 payment to a research account. The program entails guidance by a faculty mentor, a teaching workshop and course provided by the Engaged Teaching Hub and weekly meetings during the summer. Graduate student scholars are provided feedback during the course, and participate in pre and post-course evaluations. Previous years' scholars have praised the value of this opportunity. 

Eligibility Criteria for Teaching Scholars

Eligibility Criteria for Teaching Scholars
  1. Nominees need to Advance to Candidacy for the Ph.D/MFA degree by February 4, 2022.
  2. Nominees should have TA experience, complete with TA evaluations, prior to the SGTS program.
  3. Priority will be given to graduate students who will be Associates-In for the first time. Please visit the Academic Senate and the Graduate Division website for policy on appointing graduate students as Associates-In. Please note that student appointment nominations for Associate-In appointments must also be submitted in the IA System during the winter quarter and approved by the Dean of Graduate Division.
  4. The program is only available to current graduate students. Nominees should plan to be registered Spring Quarter 2022 and Fall Quarter 2022.
  5. Students who are scheduled to receive their degree prior to the Summer Session teaching appointment (Summer Session I – 6/27/22 and Summer Session II – 8/01/22) may not be selected because the teaching status would change from an Associate-In to a lecturer or another category. If you feel the nominee may graduate prior to the summer session appointment, please connect with the Division of Undergraduate Education to go over the dates. 
  6. In order for scholars to be eligible for the SGTS program, scholars must enroll in and complete the Introduction to College Teaching course no later than winter quarter as well as the Course Design Studio workshop in the winter or spring quarters. Failure to complete the courses will mean that the student is no longer eligible to teach in the SGTS program.
  7. Per University and Graduate Division financial support policy, students must be registered in a given quarter in order to receive financial support for that quarter. Students on an academic Leave of Absence are not eligible to receive financial support from the University.

Course Criteria for Teaching Scholars

Course Criteria for Teaching Scholars
  1. Academic Senate policy allows graduate students to teach existing courses, but not courses offered for the first time. Please note the criteria for Associates-In to teach upper division courses. For suggestions on course selection, here is a link to the Summer Session Five-Year History Report. This report lists courses that have been offered during the summer session over the past five years, along with their enrollment history. The courses are organized by department.
  2. Summer Session policy for approving a proposed course requires an enrollment history of a minimum of 15 students in summer session, or 45 students if the course was taught in fall, winter, or spring quarters within the past two years. If Summer Session projects that enrollment may be low, the department may consider offering another course that will meet enrollment limits.
    • Unfortunately, Summer Session courses may be cancelled and the appointment may be voided if the course does not meet the minimum enrollment of 15 by the Course Cancellation deadline (Summer Session I - 6/06/2022 and Summer Session II - 7/11/2022). Please propose courses carefully, choosing those with a historically successful track record. You can use the Summer Session Five-Year History Report to check summer enrollments for every class offered during the past 5 years. 
  3. Departments should avoid having scholars teach courses where enrollments exceed 60 students. In these cases, larger courses may need to be split between two sections. Please contact the Division of Undergraduate Education if the course is projected to have high enrollments.

Scholar Program Information: Teaching Preparation & Support

The Teaching + Learning Commons have various resources and tools for the scholars to participate in as they prepare and work through their summer course. The course preparation and support listed below is mandatory for each scholar. This includes the following: 

  1. Participation and completion of Introduction to College Teaching, led by the Engaged Teaching Hub.
  2. Participation and completion of the Course Design Studio for New Instructors-of-Record, led by the Engaged Teaching Hub.
  3. At least one 60-minute consultation with members of the Engaged Teaching Hub before the Summer Session class begins.
  4. Attend meetings with faculty mentor.
  5. Attend reflection meetings, once per week during course.
  6. Complete an end of summer teaching reflection.
  7. Complete an evaluation of the program before the end of the summer.

Required Nomination Components

The application consists of application questions and four attachments. Please make sure you have all attachments prior to submitting the application. Details for each attachment are noted below.  

  1. Nomination Memo – The Department Chair/Program Director is required to provide the nomination memo. The memo should address the following:
    • the qualifications of the nominee
    • programmatic needs for the course
    • an explanation of ways in which offering this course in summer would reduce pressure on course offerings during the academic year
    • likelihood the course will reach the projected enrollment (include previous student enrollment and any other considerations, such as increases in a major that requires the course)
  2. Faculty Mentor Form
    • Mentors must be Academic Senate members. Examples of mentors include committee chairs, faculty advisors, course instructors, etc.  
    • Faculty mentors must submit the Mentor Form. This form should be used to outline the aspects of the faculty mentor's plan. 
      • Please note that mentors will be supported by the Engaged Teaching Hub (here is a link to the Hub's Support for Educators) and will have an opportunity to attend a Zoom Check-In Session with the Commons staff to learn about the program developed for SGTS students and their role as a faculty mentor. Mentors are also invited to attend all or part of the Course Design Studio with their mentee (3-day workshop).
      • Mentors will be contacted by the Engaged Teaching Hub to go over the mentor form to ensure they have all the tools necessary to create their mentor plan, and to support the teaching scholar.
      • Mentors will also be invited to the yearly faculty mentor meeting hosted by the Engaged Teaching Hub.
  3. Nominee's Current CV (or resume)
  4. Nominee's brief Statement of Interest – Please limit the total pages to 1-2 if feasible. The following should be included in the teaching statement:
    • Express your desire to improve your teaching
    • Discuss your passion for teaching, and how it aligns with your career goals
    • Describe your knowledge of the subject matter through experience or research
    • Share any preliminary thoughts on organizing the course and interactions with your mentor

The following is also required but submitted/collected separately:

  1. Nominee's Teaching Assistant or Teaching Evaluations– The evaluations are collected by the Division of Undergraduate Education. They are automatically pulled for each application that is submitted. If the candidate does not have CAPE evaluations, please connect with the Division of Undergraduate Education as other evaluations may be submitted in their place.
  2. Departments should submit their SGTS classes and graduate students into the Instructional Scheduling Assistant (ISA) as part of their standard Summer Session course proposals.
    • Submit your course with the graduate student listed as the instructor into the ISA by November 12, 2021.
    • Departments must also submit an Associate-In Application for the graduate student via the IA System in January, 2022.

Testimonials from Past Scholars

Testimonials from Past Scholars
  • The SGTS program definitely helped me become a better teacher faster.  The framework of thinking about course design through learning outcomes (LOs) was a real game changer for me, and all of the specific instructional skills and activity ideas were immensely helpful. I did not use all of them in the teaching I did immediately following the course, but that's because there were so many! I'm sure I'll continue to draw on them in the years to come.


  • It isn't possible to be effusive enough about this program. I have no doubts that having success as an instructor of record will be a huge plus on my resume. This has also proven to be a great capstone for my overall teaching experience as a grad student. 

    SGTS has been a fundamental part of my experience at UCSD. I love my dissertation work, too. But this measures up to that in terms of value and growth.


  • There's a first time for everything, including teaching at the college level. I see that many job postings for teaching positions now require college teaching experience (and being a TA doesn't cut it). This begs the question: how do you get any type of teaching experience at the college level if the jobs that offer this experience has a requirement for the job itself? Seems like a conundrum to me. 

    I know of very few other schools that offer a program like SGTS and I'm really grateful to have been part of this program. This program distinguishes UCSD from all of the R1 institutions for promoting teaching as a part of graduate education. Not only did I get experience teaching a college course, but I also got detailed feedback from my graduate teaching consultant and faculty mentor about my performance as instructor. I'm much more confident now when I apply for teaching positions after I graduate knowing that I have some experience under my belt.


  • SGTS definitely helped me prepare to teach my first course as well as build my confidence to teach my own class. It was extremely valuable, and I don't think I would have completed the summer course unscathed without it.

    Most importantly it showed me that teaching isn't a gift, but a skill that can be honed.


  • SGTS introduced me to the realities of the teaching market and to how teaching functions beyond delivering information or providing feedback. That it is a space to have theories and specific styles. It has been a huge asset and totally changed the way I approach my students and class planning.


  • This is an extremely valuable program considering how academia actively de-emphasis teaching for research, especially for graduate students. Having a group of people that values teaching and trains you to be as prepared as possible for it is an essential part of becoming an academic, and should be prioritized even more in light of how undervalued GOOD teaching is. Even though some of the material felt like common sense at times, I would have been insanely overwhelmed without the structure provided by the program, as well as being connected to peers all going through this at the same time. Just going through this experience knowing that there's somebody there to help you and empathize with you was very comforting, even if you don't end up using a lot of the resources. Having the weekly conversations and an observation also made sure I was on track, otherwise I can easily see how a course can spiral out of control in the extremely tight summer scheduling. Having gone through this as a graduate student, I'm a lot more confident in my ability to do it as a career if it came to that.

Before Clicking the Submit Button, Please Read

Thank you for your work on the SGTS application! We know there is a lot of information to pull together. There were some glitches with the submission last year, and although we have tried to fix the issues, prior to submitting, please note the following:
  • Please take a screenshot prior to submitting your application. Having a screenshot will help us identify problems that may arise with the submission. We can even help to submit on your behalf. If you run into any issues, please email the screenshot and your documents to  &
  • Please keep your PDF file size below 25MB.
  • If your division is not listed, please select Student Affairs for the division, and then Student Affairs for the department. Our office will manually add this in for you after you submit.
  • Under the Proposed Course Questions, it lists the following:
    • Proposed Subject Code:
    • Proposed Course Number: 
      • Please use a number (example: 30 vs. thirty)
    • Proposed Course Title:
      • Please reference the course catalog. If the course name is over 40 letters, please abbreviate.
    • What is the projected summer enrollment for your proposed course?
      • Please use a number (example: 30 vs. thirty)
  • Make sure you receive a submission receipt after you submit your nomination. If you do not, please email:  &
Thank you!!

Nominations received by the due date will be reviewed by an interdisciplinary selection committee, chaired by the Dean of Undergraduate Education, and approved by the Executive Vice Chancellor. Award recipients will be announced at the end of fall quarter 2021. Information on Summer Session can be found on their website.  Any changes to the scholar award should be made by the department chair and addressed to John Moore, Dean of Undergraduate Education, at