Scientific Teaching Fellows

The program gives Scientific Teaching Fellows the opportunity to:

• • Gain in-depth training in research-based teaching methods
  • Serve as an instructor and gain firsthand experience designing and teaching a first-year biosciences course
  • Become more effective at supporting a broad range of students and addressing issues of diversity and inclusion in teaching environments
  • Develop instructional materials that encourage active learning, and test them in an authentic teaching setting
  • Experience all aspects of teaching, from developing learning outcomes to managing a classroom environment to grading
  • Join a community of peers from diverse bioscience disciplines who care about teaching and mentoring

The program is divided into three semester-long phases: Fellows first learn about scientific teaching, then apply what they learned as they prepare to teach a course, and finally teach a real undergraduate course as instructors.

Before applying, please review the program expectations and time commitments below and discuss with your PI (or equivalent).

1. Spring Semester: Learn About College Science Teaching

The course covers the fundamentals of learning theory and practical strategies for teaching college-level science. Fellows meet weekly to learn about and experience research-based teaching approaches while developing community around this shared experience. The cohort works together to learn the core themes of scientific teaching (active learning, assessment, and diversity) so that they can make informed decisions about their teaching in the future.

2. Summer Term: Prepare Instructional Materials

Fellows apply the pedagogical knowledge they learned in spring, meeting regularly to design instructional materials for the course they will teach in the fall. Fellows work together to design instructional units where they are responsible for identifying learning objectives and creating evidence-based assessments and learning experiences to target those objectives. They also focus on incorporating inclusive teaching principles into course curricula and teaching methods in order to support diverse learners.

* This time commitment varies as Fellows work through different stages of the materials development process. Regular meeting times will be scheduled around participant availability, with several weeks off for other personal and professional obligations. Fellows also participate in a retreat, the Teaching Fellows Summer Intensive, where they demo units, discuss feedback, and develop course plans.

3. Fall Semester: Teach Undergraduate Science

Fellows continue to develop their skills in teaching college-level science by participating in a mentored, collaborative teaching experience. Fellows serve as the instructors for a UW-Madison undergraduate biosciences course, where they implement and refine instructional activities. They are able to see how theories of learning and teaching play out in real instructional settings while reflecting on their teaching experiences as part of a supportive community. Emphasis is placed on equity issues in the classroom and creating an inclusive learning environment that supports diverse students. Fellows also gain valuable skills in managing their own courses alongside other professional responsibilities.

Program Eligibility Requirements

• Interest in and enthusiasm for teaching, and a willingness to try new teaching approaches
• Ability to complete the program in its entirety, from January 2025–January 2026 (including attending the College Science Teaching course in spring 2025, regular meetings in summer 2025, teaching and weekly meetings in fall 2025, and compiling a teaching portfolio to wrap up the program)
• Approval from your PI/advisor to participate in this program (you may be asked to provide this approval in writing in the future)
• Your major field of study involves the life sciences in some way (check with Dr. Cara Theisen if you have questions)

Application Details

What past Teaching Fellows have to say about this opportunity:

“Being able to teach a class independently as a graduate student while having the guidance and mentorship of the director and my peers was invaluable….[This program] provided me with the skills and practice of high-quality teaching.”

–Katelyn Butler, Teaching Fellows Alum

“My favorite part [of being a Fellow] was the community and working toward something together. We learned together, developed learning materials together, and ultimately, taught a real undergraduate course together.”

–Michael Crossley, Teaching Fellows Alum

“It was really valuable to be taught best practices in teaching and then get the chance to practice them in a supportive environment. I frequently use the knowledge I gained during my time as a Fellow in my career today.”

–Ali York, Teaching Fellows Alum

“[This program] changed the way I thought about education and research. I’m truly thankful that I was able to learn pedagogy theory with the teaching fellows program, and I still refer back to frameworks of thinking that I initially learned during my training. To my surprise, learning to teach helped me organize and communicate my research better.”

–Teaching Fellows Alum

“Because of my experience as a Teaching Fellow, I was able to develop a course of my own…and have it accepted into the curriculum. I directly applied what I learned as a Teaching Fellow to this process and it was met with resoundingly positive feedback.”

–Danny Minahan, Teaching Fellows Alum

“I gained so many important skills related to inclusive pedagogy, evidence-based scientific teaching, how to plan and design curriculum, and how to work effectively within teams. These are skills I continue to implement in my roles post-graduation.”

–Tina Wu, Teaching Fellows Alum

“I use the skills I developed in the Teaching Fellows Program daily. This was one of the most valuable things I could have done as a graduate student. It made me a competitive applicant for tenure-track positions…. It also gave me access to mentors who supported me and encouraged me to pursue tenure-track positions where teaching and research were of equal importance.”

–Teaching Fellows Alum

“The structure of the program was my favorite part. I loved how we learned, created, and then put our knowledge and curriculum into practice. The collaborative nature of this process was also very educational.”

–Jennifer Riehl, Teaching Fellows Alum

“During my time as a Fellow, I learned evidence-based practices for inclusive, effective teaching that I incorporate into my daily tasks as a postdoc.”

–Ellie Holzhausen, Teaching Fellows Alum

Eligibility and credit  

Q: I am interested in the program, but I am in a field of study outside of the biosciences. Am I eligible to participate?

A: You may be, depending on your background. We have had past Fellows from disciplines beyond the biological sciences who have some background in biology.

Fellows teach a first-year course called Exploring Biology. While the course isn’t designed to give students a foundation in introductory biology concepts, it is organized around biology topics (selected by the Fellows) and emphasizes major conceptual themes in biology (evolution, structure and function, energy and matter, information flow, systems). Fellows are required to teach these concepts and to engage students in a topic that fits under the umbrella of “Exploring Biology.”

If you are up for this challenge and feel like this is something you could do, you are welcome to apply. Please address this in your personal statement to help the review committee understand how your background and experience have prepared you to teach in the biosciences.

Q: Can I participate in the program in the first year of my PhD program?

A: Yes, it is possible to participate in the first year of your program. Talk to your PI about when might be the best time for you. Many people decide that it works better to participate later in their program (typically after they have completed prelims in their second or third year), but this is an individual decision.

Q: I am an assistant scientist interested in gaining more experience in biology teaching. I was previously a postdoc at UW–Madison. Am I eligible to apply?

A: While we are glad to hear that you have an interest in the program, Teaching Fellows is intended for current postdocs and grad students. There are many other excellent opportunities on campus that you might consider, including a variety of workshops and classes by Delta and offerings through the Center for Teaching, Learning, and Mentoring.

Q: Although I have some teaching experience, I have not participated in many formal teaching workshops and seminars at UW–Madison yet. Is this an issue for my application?

A: It is not required that you have previously participated in any trainings related to teaching. We do recommend that applicants either have some previous experience teaching OR participation in workshops/trainings/courses related to teaching or mentoring. 

Q: Do postdocs get credit for the program?

A: Postdocs do not enroll for credit but are expected to fully participate as if they were enrolled in the class. Postdocs can still list this program on their CV. 

Q: I have another commitment and may have to miss the end of fall semester. Am I still eligible to apply?

A: If accepted, you are required to participate through the end of fall semester because you will be one of the lead instructors for the practicum course. It is critical that Fellows are available for the entire fall semester.

Q: I have another commitment and I am not available after the end of fall semester. Would I still be able to participate?

A: For people who are not on campus past the end of fall semester (into January), you are eligible as long as you would be able to complete program wrap-up tasks remotely.

Q: Do I get paid as a Teaching Fellow?

A: No. The Scientific Teaching Fellows is a professional development program, not a paid position.

Logistics

Q: How does “team teaching” work? Do participants take turns giving lectures, and how many lectures will each give?

A: The class is team-taught. Each Teaching Fellow will be responsible for planning and teaching a 3-4 week-long unit. This will involve planning learning activities (not just lectures), designing assessments, and creating instructional materials. However, your involvement in the class is not limited to these 3-4 weeks. Teaching Fellows are in class every class period for the entire semester, helping to facilitate the activities and interacting with students during the weeks the other Teaching Fellows are leading their units. Other responsibilities throughout the semester include grading student work, communicating with students, and giving feedback to the other Fellows on their teaching.

Q: Can you tell me more about the timing of the course we will be teaching? How much time do Fellows spend on class during the fall semester?

A: The teaching practicum is in a first-year course called Exploring Biology. Class meets on Monday or Wednesday afternoon and Fellows attend their assigned section each week. The Teaching Fellows spend about 8 hours per week on average during the Fall semester (2 hours in class, 2-3 hours in planning meetings, 2-3 hours grading and planning). See more information on the Program Components tab.

Q: What teaching materials do Fellows create? How much ownership do Fellows have over what they teach?

A: Each Teaching Fellow designs their unit with another Teaching Fellow. There is not a preset curriculum to teach (we want everyone to have the experience of designing their own materials “from scratch”) but there are previously established learning objectives that the Teaching Fellows are expected to address. For example, each Teaching Fellow incorporates the major conceptual themes in biology (evolution, structure and function, energy and matter, information flow, systems) into their unit. The main work of planning the unit happens over the summer. The course that is offered in spring provides training on how to design and teach college-level STEM courses, like the Exploring Biology course Fellows teach in the fall.

Q: How is this program different from the Delta program?

A: The Teaching Fellows program is a year-long, cohort-based program that integrates college science teaching with the experience of teaching a real undergraduate course. The Delta program offers a number of stand-alone seminars, courses, and workshops, but they are not connected to practical teaching experience the way that the Teaching Fellows program is. The courses that are part of the Scientific Teaching Fellows program are recognized by Delta and can count towards the Delta certificate.

Q: I think I submitted the Teaching Fellow application a few weeks ago, but I never got any confirmation or notification. Would you let me know if I have successfully submitted the application?

A: We have received your application and will be notifying all applicants about our decisions by mid-December. In the meantime, you could check out other opportunities on campus to expand your knowledge and skills in teaching—specifically, through Delta and the Center for Teaching, Learning, and Mentoring.

Q: Is there also a page limit on the resume I am required to submit? 

A: While we do not have a page limit, we encourage you to highlight the experiences that are most relevant for this program. Be sure to include any teaching/mentoring experience, as well as any trainings related to teaching and mentoring that you have attended. 

Application/benefits of program

Q: My own background is in a field other than biology. Are there benefits to this program that expand to teaching in other scientific fields?

A: Yes. While the particular course the Fellows teach is based on biology, the practical experience of developing and teaching a course is valuable for any field, and those lessons can be applied fairly broadly to scientific college teaching.

Additionally, the College Science Teaching course that Fellows take gives you an overview of scientific teaching and effective practices more generally. This part of the program would easily give you a foundation to apply in any type of scientific college classroom, and even beyond teaching at the college level. 

Q: My question wasn’t answered here. Who can I contact?

A: You may reach out to Dr. Cara Theisen with any further questions about the program.