In May, TLI wrapped up another installment of the CIRTL Facilitating Undergraduate Evidence-based Learning (F.U.E.L.) certificate program. This six-module professional development seminar introduced about 30 graduate students to evidence-based teaching and learning practices.
In the program, participants reflected on their own teaching experiences and learned from the experiences of others. Participants benefitted from discussions and individualized feedback on the writing of their teaching philosophy statements. They also explored their teaching identities and learned how to create classroom experiences inclusive of the identities of their students.
"I really enjoyed this class. One of the things I'm missing during the pandemic is the informal discussion with peers about teaching. While more formal and structured, this filled that role for me. Starting off with the identity unit really helped set a tone in the class. I felt like there was a real sense of community, and I felt comfortable sharing my ideas early on."
"This course helped me reflect on my practice as a new teacher and be more intentional about how I want to improve. I hope to connect with more CIRTL offerings and I feel more comfortable looking for teaching-related resources to guide my learning."