FAQs

Every year, the application opens in late summer to join TPT in the fall semester, and in late fall or during winter break to join TPT in the spring semester. To officially begin participating in TPT, you must both apply to the program and then register for the Foundations of College Teaching Seminar (see “How to Enroll” for more information).

You can participate in TPT in most stages of your academic career. We recommend that participants begin the program neither too early nor too late; ideally you would have at least one semester of experience in graduate school/in your postdoctoral fellowship behind you, and at least 1-2 years remaining before you graduate. The most important consideration is to enroll at a time when you feel able to commit to more time-intensive program requirements (such as the initial Foundations of College Teaching seminar), and when you can commit to attending at least one TPT-related event per semester.

Unfortunately, no. TPT’s tiers are to be completed sequentially; all newly admitted applicants begin in Tier 1. The skills and knowledge participants cultivate in TPT are cumulative; they begin with what instructors need to know and be able to do to plan effective lessons and cultivate inclusive classroom environments, and they progress in Tier 2 to the more complex skills involved in independent course design.

No, you are not required to complete both Tier 1 and Tier 2. In fact, we encourage participants to choose the level of engagement that matches their professional goals. For those who seek a foundation in college teaching skills, with an emphasis on planning day-to-day classroom interactions, Tier 1 is sufficient. Tier 2 is appropriate for those who seek more advanced training in pedagogy with a focus on course design, or who are planning teaching-centric careers. All participants who complete Tier 1 receive a badge and certificate, and are automatically moved into Tier 2, but there is no obligation to continue pursuing Tier 2 requirements after completion of Tier 1.

Yes. All participants must complete TPT within 3 academic years (6 semesters).

If you do not complete the program within 3 years/6 semesters, you will be removed as an active participant from the portfolio system and Canvas site. You may petition to be reinstated in the program by working with the TPT program lead and providing a plan for program completion.

Yes, but only for specific CTE events. Participation in TAGS, c3Design, and the Reflective Teaching Statement workshop can be “grandfathered in.” This means that if you have completed any of these requirements prior to joining TPT, you can count them toward your program requirements. If you complete c3Design while in Tier 1, you can count it toward your Tier 2 requirements. You will, however, need to complete the written portfolio reflections for each workshop while enrolled in TPT. All other program requirements must be completed while enrolled in TPT.

Although you may complete certain elements of the TPT program virtually, the program cannot be completed 100% remotely. The Foundations of College Teaching Seminar is the essential first step of the program; one of its goals is to cultivate a supportive cohort experience, and therefore it only takes place in person. The CTE will revisit the possibility of offering virtual seminars depending on demand.

TPT workshops and program requirements that offer virtual participation include: TAGS, the Reflective Teaching Statement workshop, and other one-off workshops. c3Design is only offered in a virtual format.

Faculty members are the primary audience for CDI. Postdoctoral scholars may be eligible to participate (check with your department and with HR to verify education benefit eligibility). Space permitting, the CTE may offer spots in CDI to graduate students. TPT participants who complete CDI may count it in lieu of the c3Design seminar in Tier 2.

Qualifying teaching hours occur in a higher-education or public-engagement context in which the TPT participant holds primary responsibility for the design and delivery of instruction. Beyond traditional TA and instructor roles, qualifying examples include guest lecturing, department lunch-and-learn events, and designing and running structured study/exam review sessions. TPT participants are responsible for arranging their own teaching hours.

No, no one will be excluded from TPT on the basis of limited teaching opportunities. However, it is the responsibility of TPT participants to arrange their own teaching experiences, so the norms and expectations of your program/department may make it challenging to complete TPT.

Depending on the discipline, teaching responsibilities for graduate students and postdoctoral scholars can be limited to office hours or grading; in some cases, no formal opportunities to teach exist. We recognize this disciplinary difference, but also know that teaching is one of the primary and most challenging responsibilities new faculty face. Thus, TPT has a modest teaching requirement of 3 hours in Tier 1, and 5 hours in Tier 2. If no formal teaching opportunities exist in your department, you can fulfill the requirement in non-traditional ways.

Previous TPT participants have fulfilled their teaching requirements in the following ways: guest lecturing or other forms of guest teaching; leading a discussion section or lab; conducting a workshop; and working in programs such as the Hoos Getting Ready program in the College, summer enrichment program, or summer language institute. Your teaching experience must involve designing and facilitating instruction at the college level. For this reason, experience in primary and secondary schools, or working as a grader, does not count toward the TPT teaching requirement.

Graduate students and postdoctoral scholars who joined TPT prior to Fall 2026 have the option to complete the legacy version of the program, or to transition into the new program requirements. The legacy version of TPT will remain available through Summer 2028. Participants who joined before fall 2026 are welcome to enroll in the new Foundations of College Teaching seminar, capacity permitting, and to count three of the four seminar meetings toward their general workshop hours. (The fourth seminar meeting covers the Inclusive Teaching Workshop requirement, so TPT participants in the legacy program cannot double-count that session if they have already attended an Introduction to Inclusive Teaching workshop in the past).

Unfortunately, no. When we began the TPT program, we anticipated requests for references and letters of recommendation and had to make a difficult decision about our policy on this. We decided that our standard practice would be not to write recommendation letters or serve as references for TPT participants. Our policy is not at all personal, and we wish you the best in your job search. Because the TPT program is so large, we had to determine a way to be fair to all the participants and to be realistic about our time and ability to give the kind of specific information about anyone that would make an excellent recommendation.

We also know that a recommendation, even a recommendation about teaching, carries more weight if it comes from someone in your field, particularly from someone who has worked with you and can speak to how you teach courses in your subject. For that reason, we recommend that you cultivate relationships with faculty members who can speak to your teaching experience within your discipline.