Dear Graduate Teaching Community,
Welcome to spring term!
We hope you’ve had a restful spring break and look forward to supporting you this term. Please note the following highlights.
UO's awards for GE instructors are designed to recognize teaching excellence by GEs who have demonstrated a commitment to developing their teaching, while at the same time making satisfactory progress on their academic degree program. In 2026, the Teaching Engagement Program and the Division of Graduate Studies are proud to co-sponsor these awards for outstanding graduate employee (GE) contributions to teaching:
- The Graduate Instructor Teaching Award (self-application): in 2026, three awards of $1,000 will be given to GE instructors who apply. Deadline is May 4.
- The Graduate Teaching Excellence Award (department/program nomination): two awards of $1,000 will be given to GE instructors who are nominated by their department or program. Deadline is May 4.
Earn a certificate of completion through TEP's Graduate Teaching Initiative (GTI). UO graduate students who complete the core requirements—which include foundational skills training, workshops, teaching observations, and a teaching portfolio—earn a certificate of completion, and those who develop an original contribution to UO's teaching and learning community can earn an advanced certificate of completion.
In this issue of the GE Teaching News, you'll find a graduate teacher spotlight, resources, a list of events and workshops, and this issue's TEP Tips.
Wishing you and your students success this term!
The TEP Team
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| Graduate Teacher Spotlight
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Isabelle Avalon Rogers
What do you study? I'm studying Spanish and Latin American theater, with the goal to translate and produce plays that have been disregarded for their political content. Currently, my focus is on theater that depicts extractivism (exploitative practices like mining and oil extraction) and how it connects to ecofeminist ideas around the intertwined oppression of women and nature.
What is one thing that helps you teach effectively? Especially for beginning-level languages, some way for students to write and make art, like construction paper or mini-whiteboards! This stops me from oversharing and focuses the class on learning from what students create.
What kinds of support have you received around teaching? I've received some support through TEP around drafting my teaching philosophy and online teaching, but I'd like to attend more workshops! I constantly learn from and exchange slides with my fellow teachers, ask for my parents' perspectives from K-12 teaching, and pepper my awesome supervisor Paula Ellister with questions. I'm so grateful for the mentorship of compassionate language teachers with years of experience like her!
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Artificial Intelligence Resource Guide
The widespread use of GenAI tools raises important considerations for higher ed. This guide offers policy FAQs, a course self-screening tool, teaching ideas, and more.
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Navigating Discussion Norms: A Workshop for International GEs
Wednesday, April 8, from 1-2:30 p.m. in Knight Library DREAM Lab 122
What makes a "good” discussion is often shaped by cultural norms that go unstated — and as an international GE, you're navigating those norms while also trying to facilitate them. This workshop shares practical strategies for leading inclusive, productive discussions: how to set a clear purpose, build community, ask questions that invite real engagement, and support students who participate in different ways. Coffee and snacks will be provided.
Grading Students "Live"
Wednesday, April 15, from 11 a.m. to noon in Knight Library DREAM Lab 122
Do your students understand your content, or did you just grade work from ChatGPT? More faculty and graduate instructors are addressing this question by moving towards grading students in class—through presentations, grading participation in classroom discussions, or oral exams. Instructors using live grading and those interested in exploring it are invited to a conversation about your techniques, challenges, and what experts have to say about best practices.
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Science Teaching Journal Club
Thursdays (Weeks 1-10) from 9-9:50 a.m. in LISB 217 or on Zoom
Join the journal club as we read, discuss, and consider how to implement ideas from articles that explore issues relevant to teaching and learning in college science classrooms. We invite participants from all ranks and disciplines to join us for these sessions, which we use to model evidence-based teaching practices. This term we’ll read articles about a variety of STEM teaching topics and welcome Prof. John Halliwill for a Teaching Showcase about his Mission to Mars course.
Neurodivergent Instructors and Staff Affinity Group
Second Monday of the month from 10-11 a.m.
Fourth Tuesday of the month from 1-2 p.m.
Graduate students are welcome! These recurring affinity-group meetings are a space for neurodivergent instructors and staff (and those who hold identities within the umbrella of neurodivergence) to connect in ways that feel positive, and to share community and information around aspects of neurodivergence and other things that matter to you. Find out more about the group and how to join on our webpage or email Laurel Bastian for the Zoom link.
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Minute Papers
Take a break at the end of a lecture segment and have students spend two or three minutes writing their response to a prompt, such as a quick summary of the main points of what you've just discussed. Check out our guide to minute papers and a list of prompt ideas. Ask at least one student to share what they wrote. Collect the papers for review (but not for a grade, or just grade for completion).
Got a tip to share? Email tep@uoregon.edu with your questions or suggested topics.
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We welcome your input to keep this newsletter informative and meaningful, so please send your ideas, resources, and suggestions our way. You can reach us at tep@uoregon.edu.
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tep@uoregon.edu | teaching.uoregon.edu
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