CUTF FAQs
FAQs for Prospective Participants
What is the purpose of the CUTF program?
Since its inception, the CUTF program has focused on providing opportunities for advanced graduate students to design and teach original courses inspired by their research and creative endeavors. The latest iteration of the program retains this commitment, but is more explicit about engaging graduate student instructors in campus-wide efforts to expand undergraduate access to course-based research and creative practice. It is also more deliberate about engaging undergraduates in the types of experiences that might prepare them for more advanced undergraduate research and future graduate study.
How does the CUTF program define “course-based research and creative activity”?
In line with recent scholarship on high-impact teaching practices, the CUTF program defines course-based research and creative activity as instructional practices that involve entire classes of students in broadly relevant, discovery-based research experiences or creative work that incorporates the use of inquiry practices, collaboration, and iteration/reflection (Auchincloss et al., 2014; Meyer et al., 2023). Laboratory research is one common form of course-based undergraduate research experience (often abbreviated CURE), but many different types of learning experiences and disciplinary approaches can fit the broad framework of course-based inquiry. Some examples of individual and team-based research and creative activities that might be suitable for a CUTF course include, but are not limited to, the following:
- Analysis of publicly available scientific or social scientific data
- Citizen science projects
- Archival research
- Ethnographic research or oral histories
- Public or community-engaged scholarship
- Original art/performance/media work
- Engineering or design labs or wet lab research (consult home department about lab space, materials, and other protocols for such proposals)
What makes a strong CUTF syllabus?
Strong syllabi submitted with CUTF program proposals will include a compelling course description and clearly articulated learning objectives that emphasize how the course will engage students in course-based individual or group research, or creative activity in the fellow’s discipline. Assignment descriptions should be detailed enough to give the review committee a solid sense of how student learning will be assessed. Syllabi should also include a grade breakdown, a draft schedule of discussion topics, and a draft reading list. Prospective fellows should pay attention to the anticipated hourly effort expected of students each week when adapting their research/creative work for an undergraduate audience. An approximate workload guideline is 4 hours per week (between both in-class and out-of-class activities) per unit.
Additional information about common components of strong syllabi can be found in the resources below:
- UCLA Policy on Course Syllabi (Academic Senate)
- Preparing to Teach: Student Learning Objectives (TLC Teaching Bulletin)
- Writing & Information Literacy Course Planner and Guide (developed by UCLA Writing Programs and the UCLA Library)
- Research Practice Subject Area Guidelines (includes sample learning objectives related to research)
I am interested in proposing a CUTF course to be listed under my home department. What do I need to know?
Explore the course catalog and consult with your faculty mentor and/or your graduate advisor. Look for lower-division courses in subject areas controlled by your department that align with your area of expertise and the skills you hope to help undergraduates develop. Options may include a freshman or sophomore seminar, lower division GE or Writing II course, or variable topics course. Academic Senate regulations currently prohibit graduate students from serving as primary instructors for upper division courses without special approval, but teaching fellows may lead lower division courses of any size and in all modalities of instruction at the discretion of the department. Common course numbers that may be suitable for CUTF’s focus on research and creative practice include 88, 96, 97, and 98, but other course numbers may also be appropriate.
All proposals to offer a CUTF course under a departmental course number must be endorsed by the applicant’s department chair or designee. Some departments submit CUTF proposals to their graduate or undergraduate committee or a curriculum committee for review. Consult with your graduate advisor about the process in your department and any relevant internal timelines.
I am interested in proposing a CUTF course to be listed under the Research Practice subject area. What do I need to know?
If no suitable course number can be identified in an applicant’s home department, prospective fellows can propose to offer CUTF courses under the Research Practice subject area. This is a pilot partnership between the TLC and the UCLA Undergraduate Research Centers. We anticipate offering two lower-division options for prospective fellows: a 2 unit course course, and a 5 unit course that satisfies Writing II and engages students more intensively in the research and writing practices typical of the fellow’s discipline.
To prepare a strong proposal for a course in the Research Practice subject area, prospective fellows are encouraged to review the subject area goals developed by the Undergraduate Research Centers and adapt one or more of the subject area’s learning objectives. Fellows interested in offering a CUTF course that satisfies Writing II (which can help diversify your teaching experience and boost enrollment) may also want to review UCLA’s Writing II guidelines. When adapting research/creative work for an undergraduate audience and deciding to propose a two- or five-unit course, pay particular attention to the anticipated hourly effort expected of students each week and the relative emphasis placed on writing skill development. An approximate workload guideline is 4 hours per week (between both in-class and out-of-class activities) per unit.
Proposals to offer CUTF seminars under Research Practice do not need to be reviewed by the Undergraduate Research Centers or Writing II committee prior to submission for CUTF review, and separate course information sheets do not need to be prepared at this time. Only the CUTF application is required. However, please note that proposals to offer CUTF seminars under Research Practice still need to be reviewed and endorsed by the applicant’s home department chair or designee, as this is a required component of the CUTF application process. If selected for the program, the TLC will guide fellows through the process of aligning their course with Research Practice subject area requirements (and Writing II approval and training, if applicable).
Can I apply to offer my course under both my department and Research Practice? Would doing so increase my chances of acceptance to the CUTF program?
No. We encourage prospective applicants to work with their departments to identify an appropriate course number for their proposal when possible. This helps maximize the options available to undergraduates and allows fellows to help support the instructional needs of their departments by increasing access to course-based research within departments. However, we recognize that not all departments have standing course numbers suitable for this purpose. In such cases, prospective fellows can apply to list their courses under the Research Practice subject area. Applicants cannot apply under their department and Research Practice simultaneously.The CUTF program asks each department to review and rank all applications from their graduate students together during the initial review. When the TLC’s selection committee reviews proposals, the disciplinary breadth of the entire cohort may factor into decisions, but students are not at an advantage or disadvantage based on the offering the course under the home department or Research Practice.
What criteria does the CUTF selection committee use to evaluate proposals?
When reviewing applications and draft syllabi, CUTF selection committee considers a range of criteria including the following:
- How well the course proposal 1) draws inspiration from the applicant’s research field 2) adapts those modes of inquiry for a lower-division course, and 3) engages and inspires the next generation of researchers and/or creative practitioners.
- How well the proposed syllabus: 1) scaffolds the research and/or creative process for students, and 2) makes the learning objectives accessible and engaging for lower division students unfamiliar with the field of study.
- Potential of the applicant to benefit from and contribute to the CUTF learning community.
- Enrollment management considerations, such as whether the course is likely to attract student interest and/or provides a learning opportunity not typically afforded in the department or at the lower division level.
- Eligibility of the applicant to hold an ASE appointment in the upcoming year.
How is this year’s CUTF program different than previous years?
In addition to the deeper focus on course-based research and creative experiences, there are also some structural differences in the latest iteration of the program. In the past, all CUTF courses were created as one-time offerings under the course number 98T and housed in each fellow’s home department. The process of creating these one-time offerings limits how departments can leverage CUTF to expand access to course-based research and has proven to be labor-intensive for fellows and difficult to align with campus’ course approval processes and timelines.
Where can I direct questions about the CUTF program?
Please email our team at cutf@teaching.ucla.edu.
FAQs for Department Staff
What is the purpose of the CUTF program?
Since its inception, the CUTF program has focused on providing opportunities for advanced graduate students to design and teach original courses inspired by their research and creative endeavors. The latest iteration of the program retains this commitment, but is more explicit about engaging graduate student instructors in campus-wide efforts to expand undergraduate access to course-based research and creative practice. It is also more deliberate about engaging undergraduates in the types of research experiences that might prepare them for more advanced undergraduate research experiences and future graduate study.
How does the CUTF program define “course-based research and creative activity”?
In line with recent scholarship on high-impact teaching practices, the CUTF program defines course-based research and creative activity as instructional practices that involve entire classes of students in broadly relevant, discovery-based research experiences or creative activities that incorporate the use of inquiry practices, collaboration, and iteration/reflection (Auchincloss et al., 2014; Meyer et al., 2023). Laboratory research is one common form of course-based undergraduate research experience (often abbreviated CURE), but many different types of learning experiences and disciplinary approaches can fit the broad framework of course-based inquiry. Some examples of individual and team-based research and creative activities that might be suitable for a CUTF course include, but are not limited to, the following:
- Analysis of publicly available scientific or social scientific data
- Citizen science projects
- Archival research
- Ethnographic research or oral histories
- Public or community-engaged scholarship
- Original art/performance/media work
- Literature reviews
- Engineering or design labs or wet lab research (consult home department about lab space, materials, and other protocols for such proposals)
Are there any important differences about how the program operates this year compared to years past?
There are some structural differences in the latest iteration of the program. In the past, all CUTF courses were created as one-time offerings under course number 98T and housed in each fellow’s home department. The process of creating these one-time offerings limits how departments can leverage CUTF to expand access to course-based research and has proven to be labor-intensive for fellows and difficult to align with campus’ course approval processes and timelines.
This year, prospective fellows are encouraged to work with their departments to identify an existing lower division course number in their department under which their proposed course could be offered. We hope that this option will enable departments to situate CUTF courses where they can have the greatest impact while offering a teaching development opportunity for doctoral researchers and MFA candidates.
If no suitable course number can be identified in an applicant’s home department, prospective fellows can propose to offer CUTF courses under the Research Practice subject area. Prospective fellows must choose one option; they cannot apply to list their course under both Research Practice and another subject area.
What course numbers are suitable for CUTF proposals?
Departments are in the best position to know which courses in their existing catalog may be suitable for CUTF. Academic Senate regulations currently prohibit graduate students from serving as primary instructors for upper division courses without special approval, but teaching fellows may lead lower division courses of any size and in all modalities of instruction at the discretion of the department. Common course numbers that may be suitable for CUTF’s focus on research and creative practice include 88, 96, 97, and 98, but other course numbers may also be appropriate, including lower-division GE or writing courses.
If no suitable course number can be identified in an applicant’s home department, prospective fellows can propose to offer CUTF courses under the Research Practice subject area. This is a pilot partnership between the TLC and the UCLA Undergraduate Research Centers. We anticipate offering two lower-division options for prospective fellows: a 2 unit course course, and a 5 unit course that satisfies Writing II and engages students more intensively in the research and writing practices typical of the fellow’s discipline. See the applicant FAQ for more details about proposing courses under Research Practice.
How does departmental review and nomination of CUTF proposals work? What do students need to submit to apply?
Departments may nominate only one candidate’s application for consideration by the CUTF selection committee. Departmental nominations are due by 5 p.m. on April 30 via the online nomination form. [LINK]
Departments are free to determine which individuals and/or committees should be involved in reviewing CUTF proposals in advance of this due date and are encouraged to set their own internal deadline to facilitate review. Prospective candidates for CUTF should be required to submit the following for departmental review:
*Syllabus that clearly articulates course learning objectives and assignments that align with the CUTF program goal of engaging undergraduates in course-based research and/or creative practice. See FAQ for general guidance.
* Current CV.
* Application form with short answer questions – geared toward illuminating alignment between the proposed course and CUTF program goals.
What criteria does the TLC suggest that departments use to evaluate CUTF proposals?
The TLC suggests the following criteria for review of proposals, but departments may also consider their own criteria:
- How well the course proposal 1) draws inspiration from the applicant’s research field 2) adapts those modes of inquiry for a lower-division course, and 3) engages and inspires the next generation of researchers and/or creative practitioners.
- How well the proposed syllabus: 1) scaffolds the research and/or creative process for students, and 2) makes the learning objectives accessible and engaging for lower division students unfamiliar with the field of study.
- Potential of the applicant to benefit from and contribute to the CUTF learning community.
- Enrollment management considerations, such as whether the course is likely to attract student interest and/or provides a learning opportunity not typically afforded in the department or at the lower division level.
- Eligibility of the applicant to hold an ASE appointment in the upcoming year.
What support is a department expected to provide for graduate students during the CUTF application process and after acceptance to the program?
Departments are expected to assist prospective applicants with identifying a faculty mentor (typically a member of the student’s dissertation committee) and an appropriate course number for their proposal. Graduate advisors typically assist with this process and collect copies of application materials to be forwarded to the department for review.
Once departments have identified the top proposal to forward to the CUTF selection committee for review, graduate advisors or other designated staff assist with routing applications to TLC through our online nomination form. A departmental nomination letter is required.
After a student is admitted to the CUTF program, departments are expected to provide scheduling support (in coordination with TLC). The student’s faculty mentor is expected to continue to provide mentorship and is expected to serve as a supervising instructor during the fellow’s teaching quarter and submit final grades. TLC also encourages departments to celebrate the accomplishments of fellows through departmental communications.
What are the responsibilities of faculty mentors for CUTF applicants/participants?
During the application process, faculty mentors are expected to provide feedback to a prospective fellow on the development of their syllabus and application materials. After a student is admitted to the CUTF program, the student’s faculty mentor is expected to continue to provide mentorship and is expected to serve as a supervising instructor during the fellow’s teaching quarter and submit final grades. TLC staff will also provide support during the fall pedagogy seminar to assist fellows with refining their course design and through subsequent learning community meetings. Faculty mentors may be invited to join select learning community meetings and will be invited to receptions or other events TLC hosts to celebrate fellows.
Where can department staff direct questions about the CUTF program?
Please email our team at cutf@teaching.ucla.edu.