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Summer Graduate Teaching Scholars (SGTS)

The Summer 2020 nomination deadline is 11/14/19. 

SGTS Call for Nominations: This program provides excellent opportunities for advanced graduate students to obtain faculty-mentored teaching experience. At the same time, it 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 2020 as Associate-Ins in this professional development program.

Department and Program Nomination Overview- Summer 2020

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. To be eligible, graduate students need to be Associates-In for the first time.

Teaching Scholar - Eligibility Criteria

Teaching Scholar - Eligibility Criteria
  1. Nominees must have Advanced to Candidacy for the Ph.D/MFA degree by February 7, 2020.
  2. Nominees must have TA experience, complete with TA evaluations, prior to the SGTS program.
  3. To be eligible, graduate students need to 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 students appointment nominations for Associate-In appointments must also be submitted in the IA System and approved by the Dean of Graduate Division.
  4. The program is only available to current graduate students. Preference will be given to nominees who will be registered Spring Quarter 2020 and Fall Quarter 2020.
  5. Students who are scheduled to receive their degree prior to the Summer Session teaching appointment (Summer Session I – 6/29/20 and Summer Session II – 8/3/20) may not be selected.
  6. It is mandatory that all scholars enroll in 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. 
  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 will be cancelled and the appointment will be voided if the course does not meet the minimum enrollment of 15 by the Course Cancellation deadline (Summer Session I - 6/8/2020 and Summer Session II - 7/13/2020). Please propose courses carefully, choosing those with a historically successful track record. Here is a link to the Summer Session Five-Year History Report. You can use this to check summer enrollments for every class offered the past 5 years. 

Requirements for Teaching Scholar Preparation and Support

Nominees must be able to commit to full participation in the required Teaching Scholar Preparation and Support in order to be accepted into the program. 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 Department Nomination Components

  1. Nomination memo – The Department Chair/Program Director is required to provide the nomination memo. Please address:
    • 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. Statement from the Faculty Mentor & Mentor Form
    1. In the Mentor Statement, the Faculty mentor should address his/her role in guiding the teaching scholar throughout the duration of the course, including a schedule of meetings and a plan for supporting the scholar in teaching his or her course (syllabus details, course policies, grading, etc.). Mentors must be Academic Senate members and in residence in San Diego during the course.
    2. Faculty mentors must also submit the Mentor Form. Feel free to use details from the form in your mentor statement. 
      • 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 breakfast or luncheon 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 plan and ensure they have all the tools necessary to support the teaching scholar.
  3. Nominee's current CV (or resume) and a brief statement of interest – Please limit the total pages to 1-2 if feasible.
  4. Nominee's Teaching Assistant or Teaching Evaluations – Our offices will gather this information for each nomination
  5. Departments should submit their SGTS classes and graduate students into the Instructional Scheduling Assistant (ISA) as part of their standard Summer Session course proposals.

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.

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 2019. 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 due@ucsd.edu.