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2009 TA Conference Fellows

2009 ANNUAL CONFERENCE FOR
GRADUATE TEACHING ASSISTANTS (Site)
August 24, 25 and 26, 2009

TA Fellows & Conference Session Facilitators

Concurrent sessions on instructional topics are facilitated by TA Fellows across disciplines. These Fellows bring considerable teaching experience and knowledge of the UD undergraduate students to their sessions, and they model various ways of student engagement. They look forward to welcoming you to the UD graduate student community and easing your transition into your critical instructional role.

David Lane is currently a Ph.D. student in the department of Sociology and Criminal Justice. His research interests include deviance, complex organizations, and collective behavior.

Shirin Modarai is a second year Ph.D. student in the department of Biological Sciences. She works in Dr. Bruce Boman's lab at the Helen F. Graham Cancer Center. Her research project involves looking at the regulation of stem cells in Colorectal Cancer. Last year she taught both BISC208 and BISC300.
Jennifer Codding grew up in Artesia, New Mexico and received a B.S. from McMurry University in Abilene, TX. Currently, she is a fourth year doctoral Biochemistry student.

Helene E. Delpéche (left) is entering her fifth year of the Cognition, Development and Instruction Ph.D. program in the School of Education. She has been the teaching assistant for Adolescent Development and Educational Psychology courses for the 2008-2009 academic year. Her research involves exploring the relations among adolescents' academic achievement, self-regulation of learning, motivation for achievement, and learning environments.

Hilary Stevens (right) is a doctoral candidate in the Geology department. She holds a BA from Wesleyan University and a Master's from Yale University. Her research focuses on the coastal evolution of the Delaware Bay. Prior to attending UD, she worked in coastal resources management in New England, the Philippines and Micronesia.
Nicky Smolter is a third year PhD student in Sociology & Criminal Justice. Her areas of interest include gender and crime. She hopes to obtain a faculty position that will allow her to work with students and pursue research that has practical and policy implications.
Beverly Funkhouser is a doctoral student in the School of Education. She worked for ten years in K-12 schools as a teacher and a Community Technology Coordinator. At UD, she has taught several sections of EDCU 286, Educational Technology: Professional Tools.
Jim DiDomenico is an MA student in Nutrition. He has a BA in Chemistry from the University of Pennsylvania, 2004. Jim has been a nutrition educator for four years. The first three as a nutrition educator in the Philadelphia public school system, and one year as a TA here at UD. Jim is also an HETC Fellow and a contributor to the TA handbook.
Lisa Gurski is beginning her third year as P.hD. student in the biological sciences department . She has taught Introductory Biology II laboratory sections at UD and is interested in pursuing a faculty position after graduation.
Bridget Brennan is a graduate student in the School of Education working on her dissertation which focuses on Chemistry GTA Professional Development associated with a particular laboratory curriculum. She holds a doctorate in Chemistry (1991).
Christina Grace graduated from Immaculata University in 2004 with a Bachelor's degree in French and Secondary Education and a minor in Theology. She lived and studied in Avignon, France from September of 2004 until April of 2005. She taught French at Perryville High School in Perryville, MD from August 2005 until June of 2008. She is in the process of working on a certification in teaching English as a Second Language. Christina began working on her Masters degree in French Literature in fall 2008, with expected completion in May 2010. She received a travel grant for the summer from the Department of Foreign Languages and Literatures which she used to take 60 hours of classes in La Rochelle, France during July 2009.
Amy Siu is a graduate student in the Computer and Information Sciences Department with a research focus on Natural Languages Processing. She was a TA for CISC 106 (General Computer Science for Engineers), leading computer lab sessions for mostly freshmen engineering students.
Megan Kautz attended Sudbury Valley School, a non-traditional high school located in Framingham, MA. While at SUNY Albany she graduated Magna Cum Laude with a degree in Molecular Biology/Biochemistry. Currently, Megan is an MA student in Biology and has taught BISC207 for two semesters.

Adam Koh (left) is about to undertake his fourth year of graduate studies at UD, working toward a Ph.D. in Art History. Prior to attending Delaware, Adam earned a B.A. from the University of North Carolina at Chapel Hill. Adam's primary pedagogical inspiration is Arnold Schwarzenegger's classic 1990 film, Kindergarten Cop.

Ethan Frost (right) is PhD student in Climatology at UD. He received his B.A. in Geography from Clark University (Worcester, MA) and his M.S. in Geography from UD. His research interests are in bioclimatology, ecohydrology, and spatial data analysis. He hopes to pursue a career in academia upon graduation.

Bryan Petrak (left) is entering his third year at UD after finishing his M.S. in Mathematics at Miami University. He is working on a Ph.D. in Mathematics.

Daniel Ragonesi (right) received a one-year degree in humanities from Augustine College in Ottawa, Canada, followed by a bachelor's degree in mechanical engineering from Grove City College, PA. He currently is developing an upper arm exoskeleton for children with disabilities. He is happily married to his college sweetheart, Christina Berdos Ragonesi.

 

Lindsey Oxley

Jenn Tyrawski is a Delaware native and received her B.A. from UD in 2008.  She is a second year graduate student in the department of Communication and is currently examining television's portrayals of health care for her thesis.  She
taught COMM212, Oral Communication in Business, for the 2008-2009 academic year and will continue to teach the course in the fall. 

Jen Owlett is a native of Wellsboro, PA and a 2008 graduate of Penn State. Currently, Jen is a second year graduate student pursuing her M.A. in Communication and is focusing her studies on interpersonal communication. Jen also serves as a representative for the Graduate Student Senate on behalf of the Communication department. She has taught COMM 212, Oral Communication in Business, and will be teaching COMM 350, Public Speaking, this fall.
Heather Unger is a Ph.D. student in the department of Biological Sciences. She works in the laboratory of Cytoskeletal Physiology under the mentorship of Dr. Kenneth van Golen and currently is researching Inflammatory Breast Cancer. She has had the privilege of teaching four semesters of both BIS207 and BISC208.
Gina Henderson is from Dublin, Ireland where she completed an undergraduate degree in geography. Currently, Gina is a PhD student in the department of Geography studying climatology. She has an MA in geography also from the same department. Gina has been a TA for a number of classes ranging from running computer lab session to discussion sessions. She has also instructed three winter session courses. Upon graduation, Gina hopes to become a professor of geography/atmospheric science/earth science. She is an HETC fellow.
Nick Galasso is a Ph.D. candidate in the Department of Political Science & International Relations. In addition to serving as this year's TA Conference Coordinator, he also works as the Graduate Assistant for the Center for Teaching Effectiveness.

Jacqui Seaborg is a Masters of Music Education student at UD. She is a recipient of the 2009 Excellence in Teaching Award. Prior to returning to school, Jaqui taught Elementary Music in Troy , NY . She received the 2005 National College Leadership Award from Sigma Alpha Iota- Women's Music Fraternity and graduated from UD that same year with a BM in Music Education. Her research focuses on undergraduate preparation in teacher education.

Adam Jabbur graduated from Virgina Tech in 2000 with a BA in English and History. He taught for two years in at a community college in northern Virgina before arriving at UD in 2005 to complete a Ph.D. in English.
Michelle Oswald is a Ph.D. student in Civil Engineering , concentrating in Transportation. She has a BS in Civil Engineering from Lafayette College, 2007. Michelle has been a TA for three semesters and is an HETC fellow.  Her research interest are sustainable transportation planning and transportation adaptation practices in response to climate change.
Bishwa Poudel is a doctoral student in the School of Education. He has TAed and solo taught a course on inclusion of high school students with disabilities in general education classrooms.
  Isabella Havet is a Ph.D. student focusing on 19th century French art. She has assisted in teaching several art history courses, including Introduction to Art History, Modern Art I, and Baroque Art. She has taught Visual Culture as a stand alone instructor.
  Zelphia Johnson is from Wilmington, DE and beginning her second year as a graduate student in Computer Science. She holds a BS from UD in Mathematics and Economics with a minor in Computer Science. She iscurrently working on a project developing software for students using laptops in underprivileged schools. In her free time she participates in UD's Taekwondo club and enjoys swimming.
  Harman Khare Second-year Ph.D. student at UD in Mechanical Engineering and (former) TA for two junior-year ME lab courses (Thermal Engineering and Fluid Mechanics Labs).
  Adrienne Kleintop is a Ph.D. student in Plant & Soil Sciences where her interests focus on plant breeding. She is participating in the HETC program and is interested in pursuing a faculty position upon graduation.
  Paul Larson is beginning his fourth year in the Economics Ph.D. program. He comes from a very small private college and tries to emphasize the well-roundedness and communication skills he learned there.
  Kelly McHugh received her BA and MA in International Relations from UD. She is currently working towards a Ph.D. She has been a TA for three years.
  Matthew Rashford will be a third year graduate student in Mathematical Sciences. He has been a TA for four semesters and has been an instructor in the summer and winter. He is from central New York.
 

Adam Skarke is a third year Ph.D. student in the College of Marine and Earth Studies. While at UD, Adam had been a lab section TA for six semesters and a TA for a study abroad trip to New Zealand. He has also been a lecturer for two introductory Geology courses.
 

Rita Williams is a doctoral candidate in English, where she is researching the influence of slavery on New England writers in the nineteenth century, with an emphasis on their transnational experiences, particularly in Cuba. She has taught writing for two and a half years. She received an MA from Villanova University.
  Kerrin Wolf is a Ph.D. student in the School of Urban Affairs and Public Policy. He plans to focus his dissertation on juvenile justice reform. Prior to arriving at UD, Kerrin received a BA and a J.D. from William & Mary and practiced law for four years in Philadelphia.
  Wilkey Wong is entering his fifth year of the doctoral program in the School of Education. He conducts research on early childhood learning and has TA'd a course in early childhood development and solo taught a course in adolescent development. Wilkey also serves as the President of the Education Graduate Student Association and is an HETC fellow.

2009 TA Conference Agenda

AGENDA
2009 Annual Conference for Graduate Teaching Assistants
Part of a Series of Orientations for New Graduate Students at UD
Trabant University Center and Gore Hall

Co-sponsored by: Center for Teaching Effectiveness, Office of Graduate & Professional Education, Graduate Student Senate



Monday, August 24 Tuesday, August 25 Wednesday, August 26

The conference, an orientation to UD resources, policies, and best practices of learning and teaching, accommodates TAs across disciplines and with varied teaching responsibilities. We strongly recommend that department faculty highlight those sessions for the TAs that are most relevant to their instructional roles in the department. Concurrent sessions on instructional topics are facilitated by TA Fellows across disciplines. These Fellows bring considerable teaching experience and knowledge of the UD undergraduate students to their sessions, and they model various ways of student engagement.

Note. Online registration has been closed; you may call (302) 831-2027.

UDaily article, August 10, 2009

Note regarding parking during the week of August 24 per Public Safety/Parking Services:
Cars that are parked in unrestricted UD parking lots (not meters, guarded lots, parking garages) will not be ticketed for not having a permit displayed; Parking Services is aware that parking permits are in process. You may park in any unrestricted UD lot without being ticketed.

MONDAY, AUGUST 24

11:30 a.m.
Registration – Trabant, in front of Multipurpose Room C
 Sign up for session on Library Services, browse and pick up instructional resources
First-time domestic TAs, please be sure to sign up on Monday or Tuesday mornings at the registration desk for your HR-Payroll On-boarding appointment, August 25, noon-3:30p.m.
Trabant, Multipurpose Rooms A/B
 Please register and pick up your name tag each day for attendance purposes. Thank you.
 You may want to bring a jacket for comfort as the air conditioning in buildings may be quite cool.

Noon
Welcome and Lunch with Faculty and Peers (seated by department)
Trabant Multipurpose Rooms A, B, and C
Karen Stein, Faculty Director, Center for Teaching Effectiveness (CTE)
Havidán Rodríguez, Deputy Provost, Office of the Provost
Gabriele Bauer, Assistant Director, CTE
 Nick Galasso, Conference Coordinator, Political Science & International Relations and CTE

1:15 p.m.
 Plenary. “Make a Splash in Your Students’ Learning Experience”
Trabant, Theater
Ralph J. Begleiter, Rosenberg Professor of Communication, Distinguished Journalist in Residence, Departments of Communication, Political Science, and English, Recipient of
2009 Outstanding Accomplishments Award in the Areas of Scholarship, Teaching, Service, and Advisement, College of Arts & Sciences
Undergrads say they appreciate classes with creative writing assignments, powerful and engaging presentations and opportunities for discussion and hands-on experience. While every course can’t be all-things-to-all-students, we can try to make our classes memorable and inspiring. We’ll discuss some key ingredients to active teaching and communication in the classroom, as well as devising appealing writing assignments.

2:15 p.m.
 TA Panel. Teaching at UD: Successes, Rewards, and Challenges
Trabant, Theater
 Gina Henderson, senior TA & HETC Fellow, Geography; David Lane, senior TA, Sociology & Criminal Justice; Matthew Rashford, senior TA, Mathematical Sciences; Amy Siu, senior TA, Computer & Information Sciences

Senior TAs reflect on their teaching experiences at the University of Delaware. They share tips, strategies and advice for helping students learn and becoming an effective teaching assistant. They also discuss how to make the most of the graduate assistantship for postgraduate career preparation. Discussion follows.

3:00 p.m.
Break - Browse and pick up instructional resources in Multipurpose Room A/B

3:15 p.m. (till 4:30 p.m.)
 CONCURRENT SESSIONS (Select one)
A session may draw more participants than expected. In those instances, please participate in another concurrent session. Arrive early for those sessions of particular interest to you.

  • Teaching in Science Laboratory Settings: Tips from TAs
    Trabant, Multipurpose Room A
     Bridget Brennan, senior TA & HETC Fellow, Education; Jennifer Codding, senior TA, Chemistry & Biochemistry; Lisa Gurski, senior TA, Biological Sciences

    This session focuses on the practical matters of being a TA in a science laboratory. Senior TAs address how to teach effectively in the lab setting, including grading student lab reports, and then lead a discussion of various lab situations that you may encounter.

  • Teaching Discussion Sections in the Social Sciences and Humanities: Tips from TAs
     Trabant, Room 206 (second floor)
    Ethan Frost, senior TA & HETC Fellow, Geography; Adam Koh, senior TA, Art History

    Leading a discussion session means that you help students learn the material by encouraging them to apply and discuss the material learned in lecture. The session prepares you for these multiple responsibilities: aligning your work with the instructor's lectures, reinforcing lecture material, explaining theoretical concepts, leading discussion of the readings, and teaching students how to figure out answers to questions themselves.

  • Working with the Course Instructor: Being Part of an Instructional Team
     Trabant, Room 209/211 (second floor)
     Terrence Harvey, Assistant Professor, Computer & Information Sciences, Recipient of 2009 University of Delaware Excellence in Teaching Award; Michelle Oswald, senior TA & HETC Fellow, Civil & Environmental Engineering; Nicky Smolter, senior TA & HETC Fellow, Sociology & Criminal Justice

    This session addresses the following questions: What does the course instructor expect of you? What can you expect of the course instructor? How can you ensure consistency between your sections and the main class? How can you provide the instructor with feedback on students' learning? What contributes to an effective working relationship?

  • Life in Graduate School: Keeping All the Balls in the Air
     Also offered on Wednesday, August 26, 9:45a.m.
    Trabant, Multipurpose Room C
    Deborah Cohen, Assistant Director, Center for Counseling & Student Development; Heather Unger, senior TA, Biological Sciences; Rita Williams, senior TA, English

    Juggling coursework, research, teaching commitments and personal responsibilities can be demanding. This session looks at ways to allocate your time properly, set realistic expectations and limits for yourself and for others, and deal with stress.

  • Teaching in the Foreign Languages
     Trabant, Room 207 (second floor)
     Autumn Hoffman and Christina Grace, senior TAs, Foreign Languages & Literatures

    You become familiar with the purpose and unique nature of the entry-level foreign language classroom and the students' needs and expectations. This session invites you to informally discuss your teaching role and it links to the departmental orientation.

  • Teaching a Studio Course
     Trabant, Room 219 (second floor)
    Lance Winn, Associate Professor, Art

    This session is designed for TAs in the Arts and introduces them to the unique setting of a studio course, its teaching context, and students' expectations and challenges.

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TUESDAY, AUGUST 25

8:00 a.m.
Registration – Trabant, in front of Multipurpose Room C
 Sign up for session on Library Services, browse and pick up instructional resources
Trabant, Multipurpose Rooms A/B
Please register and pick up your nametag each day for attendance purposes – thank you.
 You may want to bring a jacket for comfort as the air conditioning in buildings may be quite cool.
8:30 a.m.
Graduate Student Senate - Trabant, Multipurpose Rooms A/B
Welcome by Laura Miller, President, doctoral student, Biomechanics & Movement Science

8:45 a.m.
Plenary. Valuing Diversity in Teaching and Academia - Trabant, Multipurpose Rooms A/B
Janis Shields and Bob Taylor, NCBI Leaders, National Coalition Building Institute (NCBI-DE)

The University of Delaware values excellence in academia and promotes diversity as a significant aspect of learning. Because of our diverse backgrounds, we often are faced with opportunities to learn about ourselves and other people. In this session you become aware of how diverse backgrounds and expectations may influence your academic experience.

9:45 a.m.
Break - Trabant
Please go to Gore Hall, Third Floor for concurrent sessions.
10:00 a.m.
Concurrent Sessions - Gore Hall, Third Floor (Select one)
A session may draw more participants than expected. In those instances, please participate in another concurrent session. Arrive early for those sessions of particular interest to you.
  • Addressing Grading Issues and Proctoring Exams
    Also offered on Wednesday, August 26, 11:00a.m.
    Gore Hall, Room 320
    James DiDomenico, senior TA and HETC Fellow, Nutrition; Megan Kautz, senior TA & HETC Fellow, Biological Sciences

    This session identifies issues that may arise while supervising the exam process and assessing the quality of student work. Presenters provide guidelines and suggestions for making the evaluation process transparent for both the students and the TA.
    This session is not focused on how to grade or how to determine grades as grading practices vary. Please consult your supervising faculty for course-specific grading policies and procedures.
  • Fostering Student Participation in Class
    Gore Hall, Room 306
     Isabelle Havet, senior TA, Art History; Kelly McHugh, senior TA, Political Science & International Relations; Bishwa Poudel, senior TA, Education

    Students indicate that when they participate in class, they tend to remember the material better and find it more interesting. In this session you will experience various ways to involve students in class and overcome their initial reluctance to join in, such as think-pair-share, short writing, solving mini problems, summarizing notes, paraphrasing readings.
  • Assisting Students in Computer Labs
    Gore Hall, Room 316
     Amy Siu, senior TA, Computer & Information Sciences; Nicky Smolter, senior TA &
    HETC Fellow, Sociology & Criminal Justice

    Given the physical layout of computer labs, both you and your students may encounter a number of challenges. This session addresses some of these challenges and the facilitators provide concrete strategies for making computer labs an effective learning environment. You leave the session with concrete instructional techniques that are appropriate for this unique instructional setting.

  • Organizing and Presenting Course Content Effectively
    Gore Hall, Room 315
    Jen Owlett, Lindsey Oxley, and Jenn Tyrawski, senior TAs, Communication

    You examine aspects of effective presentation such as organization, use of appropriate examples, engaging delivery, and asking questions. The session addresses strategies for planning mini-lectures, effective ways of utilizing the board and power point slides.

  • Learning and Teaching with Technologies
     Gore Hall, Room 303
     Paul Hyde, Manager, Academic Technology Services; Evan Bradley, senior TA & HETC Fellow, Linguistics & Cognitive Science; Beverly Funkhouser, senior TA, Education

    This session familiarizes you with the array of technologies available at UD to support you in your teaching. You learn about Sakai, UD’s learning management system, presentation technologies, such as Powerpoint, communication tools, such as Wikis and Blogs, and social networking tools.

  • Teaching Math, Science, and Engineering Sections: Tips from TAs
     Gore Hall, Room 318
     Bryan Petrak, senior TA, Mathematical Sciences; Daniel Ragonesi, senior TA, Mechanical Engineering; Hilary Stevens, senior TA & HETC Fellow, Geological Sciences

    In these problem-solving sessions you are typically responsible for helping students apply concepts learned in the large lecture class by working through problems either individually or in small groups. This session gets you ready to engage students in interactive problem-solving, link material to the course lectures, and answer student questions effectively.

  • Managing the Class: What Do I Do When. . . ?
     Also offered on Wednesday, August 26, 11:00a.m.
     Gore Hall, Room 304
    Adam Jabbur, senior TA, English; Paul Larson, senior TA, Economics; Jacquelyn Seaborg, Recipient of 2009 Excellence in Teaching Award, senior TA, Music

    In this session you identify issues related to class management such as student absences, personal difficulties, concerns about grades, and inappropriate or disruptive behavior. You discuss scenarios and develop strategies for preventing / responding to such situations and assess their appropriateness.

11:00 a.m.
Break
Please return to Trabant, Multipurpose Rooms A/B for forum presentation

11:15 a.m.
 Forum on Academic Policies, Integrity and Resources
 Trabant, Multipurpose Rooms A/B
 Becki Fogerty, Manager, Office of Women’s Affairs; Holli Harvey, Assistant Director, Office of Student Conduct; Karen Mancini, Director, Office of Disabilities Support Services
 Moderator: Gabriele Bauer, Assistant Director, CTE

The presenters address issues pertaining to academic dishonesty, learning difficulties, and harassment, and they outline University resources available to you and your students.
This session is optional for international TAs due to their ITA program participation.

Alternate Session for International TAs
Open Forum: Tips and Tricks for Living in Newark and Navigating UD
 Trabant, Room 209/21 (second floor)
 Zelphia Johnson and Amy Siu, senior TAs, Computer & Information Sciences; Kerrin Wolf, senior TA, Urban Affairs & Public Policy

Bring your questions about housing, shopping, transportation, banking, recreation, and entertainment in Newark and the surrounding area.

Noon (till 3:30p.m.)
HR-Payroll On-Boarding Appointments for First-Time Domestic Graduate TAs
Please be sure to sign up on Monday or Tuesday mornings at the registration desk for your on-boarding appointment
Trabant, Multipurpose Room C
Office of Human Resources-Payroll, OnBoarding

 This appointment is critical to process the necessary paperwork for your TA appointment and resulting payment. Failure to attend may result in a delay of your first pay.

Afternoon
TA Training Sessions Offered by Departments (contact your department)

Session on Library Resources (please sign up Monday morning in Trabant
Multipurpose Rooms A/B )

2:30 – 4:00 p.m. Eight Ways the Library Can Make Your Life Easier
 The University of Delaware Library, Reference Instruction Room 116A
Michael Gutiérrez, Associate Librarian; Carol Rudisell, Librarian

Did you know that students who receive library instruction are 42% more likely to cite scholarly sources in their papers? If you're wary of having students cite nothing but Wikipedia, this session is for you. Come and learn more about (1) library instruction classes tailored for your students; (2) basic and advanced research strategies; (3) the array of books, databases and electronic journals the library has to enhance your teaching and your own work; (4) RefWorks; (5) Ask a Librarian services for your students; (6) interlibrary loan; (7) course reserves, and (8) the Student Multimedia Design Center, a place for you and your students to create multimedia presentations and projects.

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WEDNESDAY, AUGUST 26

8:00 a.m.
Registration – Trabant, in front of Multipurpose Room C
 Browse and pick up instructional resources
Trabant, Multipurpose Rooms A/B
Please register and pick up your name tag each day for attendance purposes - thank you.
 You may want to bring a jacket for comfort as the air conditioning in buildings may be quite cool.
8:30 a.m.
Plenary. Student Voices at UD
 Trabant, Multipurpose Rooms A/B
Sami Nassim and Jimmy Howard, Complex Coordinators, Residence Life
Panelists: Ben Gould, Mechanical Engineering; Katie Meloro, Choral Music Education and German; Mike Poznansky, Political Science & International Relations
Moderator: Nick Galasso, CTE

Find out more about how students experience academic and student life at Delaware, what helps and hinders their learning, and how you can support them in their studies and life as college students.
9:30 a.m.
Break – Trabant
Please go to Gore Hall, Third Floor for concurrent sessions.

9:45 a.m.
Concurrent Sessions - Gore Hall, Third Floor (Select one)
A session may draw more participants than expected. In those instances, please participate in another concurrent session. Arrive early for those sessions of particular interest to you.

  • Beyond Traditional Office Hours: Staying Connected With Your Students
     Gore Hall, Room 315
     Jim DiDomenico, senior TA & HETC Fellow, Nutrition; Harman Khare, senior TA, Mechanical Engineering

    In the electronic age, students expect instructors to be available 24-7. Office hours are extended by email and instant messaging. The presenters share suggestions for assisting students on an individual basis in both face-to-face and virtual contexts.

  • Low-Stakes, Easy-to-Grade Writing
    Gore Hall, Room 306
     Dorry Ross, Instructor, English and University Writing Center

    Low-stakes informal writing assignments help students learn because they add a writing and critical thinking component to your course without adding much grading time. Such assignments include minute writes, entry tickets, reading journals, double-entry journals, sequenced assignments, and free writing.

  • Making Learning Engaging, Interesting, and Fun: The TA as Facilitator
     Gore Hall, Room 304
     Evan Bradley, senior TA & HETC Fellow, Linguistics & Cognitive Science; Helene Delpeche, senior TA, Education; Gina Henderson, senior TA & HETC Fellow, Geography

    Student feedback suggests that students want to be involved in their own learning by participating in hands-on activities, being involved in class discussions, and working in small groups. During this session, you explore the differences between active and passive learning. Presenters model active learning approaches (i.e., asking questions, working in pairs/groups, discussions) that you can use in any instructional setting.

  • Planning Your Class Session: I Have 50 Minutes – What Do I Do?
     Gore Hall, Room 303
    Gabriele Bauer, CTE

    This session gives you a framework for planning each class session. You leave with a completed session outline that includes session goals, activities, and informal assessments: what do you want the students to learn, how will you help them learn it, and how will you know that they have learned what you had intended.

  • Graduate School: Making the Most of It For Your Postgraduate Career
     Gore Hall, Room 320
     Wilkey Wong, senior TA and HETC Fellow, Education

    Your graduate degree will provide you with many opportunities, but how do you make sure that you are identifying and accessing the best resources to help you succeed after graduation? How can these resources support both your academic and professional development? In an open dialogue, the facilitator will discuss the various ways that resources on and off campus, such as faculty, colleagues, professional organizations, and workshops can be applied to your immediate and future benefit.
    This session is designed for doctoral students.

  • Life in Graduate School: Keeping All the Balls in the Air
    Also offered on Monday, August 24, 3:15p.m.
    Gore Hall, Room 318
    Deborah Cohen, Assistant Director, Center for Counseling & Student Development;
    David Lane, senior TA, Sociology & Criminal Justice; Shirin Modarai, senior TA, Biological Sciences

    Juggling coursework, research, teaching commitments and personal responsibilities can be demanding. This session looks at ways to allocate your time properly, set realistic expectations and limits for yourself and for others, and deal with stress.

10:45 a.m.
Break - Gore Hall
11:00 a.m.
Concurrent Sessions - Gore Hall, Third Floor (Select one)
A session may draw more participants than expected. In those instances, please participate in another concurrent session. Arrive early for those sessions of particular interest to you.

  • Teaching a Stand Alone Course
    Gore Hall, Room 315
     Nick Galasso, Conference Coordinator, Political Science & International Relations and CTE; Adam Skarke, senior TA & HETC Fellow, Geological Sciences

    The presenters share principles and suggestions for teaching your own course: Identifying departmental goals for the course, clarifying departmental support and expectations, designing and communicating your goals for student learning, as well as planning teaching and assessment activities.
    This session is designed for TAs with prior teaching experience.

  • Helping Students With Their Writing in the Humanities & Social Sciences
     Gore Hall, Room 316
     Adam Jabbur, senior TA, English

    Writing instruction can be especially difficult because of the abstraction and subjectivity involved in composition. This session will help TAs in the humanities and social sciences to develop strategies for establishing clear objectives and expectations for their students. A discussion about writing instruction also provides you with ideas about how to handle various classroom and grading challenges that you may encounter when assisting students with their writing.

  • Managing the Class: What Do I Do When . . . ?
    Gore Hall, Room 318
     Also offered on Tuesday, August 25, 10:00a.m.
     Jacquelyn Seaborg, Recipient of 2009 Excellence in Teaching Award, senior TA, Music; Heather Unger, Senior TA, Biological Sciences

    In this session you identify issues related to class management such as student absences, personal difficulties, concerns about grades, and inappropriate or disruptive behavior. You discuss scenarios and develop strategies for preventing / responding to such situations and assess their appropriateness.

  • Listening to Your Students: The Power of Early and Frequent Student Feedback
     Gore Hall, Room 304
     Adrienne Kleintop, senior TA & HETC Fellow, Plant & Soil Sciences; Matthew Rashford, senior TA, Mathematical Sciences

    The presenters introduce you to several ways to invite student feedback during the semester and to use it to improve your teaching and document your teaching effectiveness. You become familiar with easy methods to collect feedback both during and at the end of the semester.

  • Addressing Grading Issues and Proctoring Exams
    Also offered on Tuesday, August 25, 10:00a.m.
    Gore Hall, Room 320
    James DiDomenico, senior TA and HETC Fellow, Nutrition; Megan Kautz, senior TA & HETC Fellow, Biological Sciences

    This session identifies issues that may arise while supervising the exam process and assessing the quality of student work. Presenters provide guidelines and suggestions for making the evaluation process transparent for both the students and the TA.
    This session is not focused on how to grade or how to determine grades as grading practices vary. Please consult your supervising faculty for course-specific grading policies and procedures.

  • Open Forum: Tips and Tricks for Living in Newark and Navigating UD
     Gore Hall, Room 303
    Zelphia Johnson, senior TA, Computer & Information Sciences; Laura Miller, GSS President, doctoral candidate, Biomechanics & Movement Science; Kerrin Wolf, senior TA, Urban Affairs & Public Policy

    Bring your questions about housing, shopping, transportation, banking, recreation, and entertainment in Newark and the surrounding area.

Noon (till 1:15p.m.)
Lunch Buffet, Closing Keynote, and Teaching Idea Awards
 Trabant, Multipurpose Rooms A,B, and C
 Co-sponsored by the Office of Graduate & Professional Education and CTE
 Charles Riordan, Professor, Chemistry & Biochemistry, Recipient of 2008 University of Delaware Outstanding Graduate Student Advising and Mentoring Award
 Welcome by Mary Martin, Assistant Provost, Office of Graduate & Professional Education

Afternoon
TA Orientation Programs Offered by Departments (contact your department)

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TA Conference

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The conference is designed primarily for those graduate students who have been newly appointed as TAs for the 2009-10 academic year. All first time TAs must attend. The conference helps orient TAs to their instructional roles and responsibilities at Delaware and introduces them to best practices and central aspects of learning and teaching. Concurrent sessions allow for discipline-specific TA training activities in the afternoons. Since the conference accommodates TAs across disciplines and with varied teaching responsibilities, we strongly recommend that department faculty highlight those sessions for the TAs that are most relevant to their instructional roles in the department. The conference is followed by discipline-specific training sessions in individual departments. Contact your department for details.

Outline: Faculty Observation

TEACHING OBSERVATION AND FACULTY FEEDBACK


 

Observation of one's teaching, particularly if conducted in a collaborative, professional and structured manner, can offer significant documentation of the teaching and learning process within a specific disciplinary context. Constructive feedback and discussion further provide insights into teaching strengths and weaknesses in a supportive manner, and they serve as catalysts for teaching enhancement (Millis, 1992). Observations should lead to the reinforcement of effective teaching practices or specific changes. 

As part of your participation in the HETC program, you have the opportunity to be observed by a faculty mentor in your discipline and to receive constructive feedback on your teaching and classroom dynamics. The observation is complemented by guided self-reflection. Keep in mind that the observation provides only one source of information. You need to balance that information against some other forms of instructional feedback, such as student evaluations and your own perceptions. Enjoy this opportunity to engage in dialogue with faculty about teaching in your discipline. 

This observation process models one approach to learning more about yourself as an instructor and documenting your discipline-specific teaching methods. Consider including this documentation (with some modification) in your teaching portfolio or your academic professional e-portfolio as part of your academic job search materials. We also hope you will incorporate this activity into your ongoing professional development as junior faculty. 
 

A. Purpose

The purpose of the teaching observation and faculty feedback is four-fold:

  • Enlarge, clarify and correct your understanding of how you teach and how your teaching supports student learning.
  • Compare your understanding of how you teach with the feedback of others.
  • Affirm what works well and why and to decide what to change and how to change it.
  • Continue doing what works well and incorporate changes into your teaching.

          (Weimer. M.1990. Improving college teaching).
 

B. Guidelines - please share these with your faculty observer

Please follow the following guidelines as you engage in this portion of the HETC program. For questions, clarification contact Gabriele Bauer, HETC program coordinator.

(a) The class visited should be typical.

(b) The faculty observer and instructor should meet prior to the observation to share information re the specific class being observed, and to identify what types of feedback would be most helpful to the instructor - Pre-observation meeting. 

(c) The students should be informed of the upcoming observation and its purpose; for example,  "A visitor will join the class to learn more about the course."  Ideally, the observer is introduced to the students.

(d) The faculty observer should keep the following in mind: 

  • Approach the observation process in an objective, collegiate manner.
  • During the observation , assume a student perspective to focus on pedagogical activities in the classroom rather than content issues. Also, assume the role of an analytical, sympathetic critic.
  • Take notes during the observation - Classroom Observation Log. (.doc) 
  • Remain uninvolved during class, refrain from participating in class activities.
  • Conduct post-observation meeting.

(e) The instructor should keep the following in mind:

  • Invite a faculty member in the discipline to participate in this teaching observation and feedback. 
  • Explain the process and the guidelines to the faculty member (refer the faculty to this webpage). 
  • Arrange pre-observation meeting.
  • Take active role in the process by completing self-reflection activities. 

(f) The constructive feedback on the observation (Post-observation meeting) should be:
     (Brookfield, S. The skillful teacher and Powers, B. 1992. Instructor excellence)

  • Specific and descriptive.
  • Informative.
  • Concrete with specific examples.
  • Balanced in terms of effective teaching behaviors and areas for improvement.
  • Given promptly to reinforce performance.
  • Future-oriented, i.e., focused on both short-term and long-term actions.

(g) The instructor should submit the following materials within two weeks of the observation, if possible:

Submit as hard copies via intercampus mail OR as word attachments via e-mail to Gabriele Bauer, HETC program coordinator, CTE, 212 Gore Hall.
 

C. Classroom Observation and Faculty Feedback Process - "Ideal" Procedure

(a) Instructor invites faculty mentor from discipline to participate in process and arranges pre-observation meeting. 

(b) Instructor and observer meet for pre-observation meeting. 

(c) Classroom visit take place. Observer completes Classroom Observation Log. (.doc)

(d) Instructor completes Classroom Observation Self-Assessment Log. (.doc)

(e) Instructor and observer meet for post-observation meeting. 

(f) Instructor completes Reflective Narrative (.doc) and submits both observation documents to Gabriele Bauer, HETC program coordinator.

(g) Program coordinator provides feedback and confirmation that the instructor has successfully completed this portion of the HETC program.
 

D. Pre-Observation Meeting: Guidelines

The instructor and faculty observer meet to prepare for the observation and discuss: 

  1. Overview of the course: What does the instructor hope to accomplish during the semester? How well prepared and motivated are the students? How does the instructor typically teach the class? How does the instructor  feel things have been going so far?
  2. Specific class meeting to be observed: What does the instructor hope to accomplish during this particular session? What will the  students learn during this session? What will the instructor be doing? What will the students be doing (e.g., lecture, group work, writing, power point presentation) and how will their activities support their learning?
  3. Types of feedback most helpful to the instructor (e.g., organization and presentation of content, pacing of content delivery, interaction with students, response to student questions).
  4. Logistics: Date, time, location of visit. Decide on seating arrangement during observation - typically in the back of the room or to the side to have good overview.


E. Post-Observation Meeting: Guidelines

The discussion is based on the instructor's and the faculty observer's observation notes and reflections. The observer helps the instructor describe and analyze what happened in class, including any suggestions for improvement. The following set of questions provide ways to get started. 

  • Ask questions to help clarify certain aspects of instruction; offer suggestions for specific teaching approaches that may help this instructor (e.g., writing, group work, phrasing of questions). For example: Tell me a bit about your response to the class I observed.  What was your impression of how the class went? What worked well for you in this class? Why? Is there anything you wished you had done differently? Why? How?
  • Try to describe specifically and objectively what you observed and give direct examples. Provide suggestions for enhancement during the face-to-face meeting.
  • Keep the feedback focused, specific and non-judgmental.
  • Share your own teaching stories, practices.
  • Avoid prescriptive language.


F. Reading 

Millis, B. (1992). Conducting effective peer classroom observations. In Wulff, D., & Nyquist, J. (eds.). To improve the academy (pp. 189-201). Stillwater, OK: New Forums Press. (pdf)
 

G. Observation and Reflection Instruments

a. Classroom Observation Log - Faculty Observer (.doc) 

Faculty observer documents and records the teaching process during the observation. Also, refers to the document during the post-observation meeting.

b. Classroom Observation Self-Assessment Log - Instructor (.doc)

Instructor reflects on the observation. Also, refers to the document during the post-observation meeting.

c. Reflective Narrative - Instructor (.doc)

Instructor synthesizes observation and discussion and considers areas for teaching enhancement.

UNIV 603 Syllabus

UNIV 603-010: Academic Job Search

Winter Session 2008



Course Information Course Goals Course Format
Assignments and Grading Readings Teaching Approach

 
Instructors

Marianne Green, M.A., Assistant Director
Bank of America Career Services Center, 401 Academy Street
Office Hours by appointment
Phone: 831-1232

Gabriele Bauer, Ph.D., Assistant Director
Center for Teaching Effectiveness, 212 Gore Hall
Office Hours by appointment
Phone: 831-2914

Please use WebCT mail to communicate about course logistics with your instructors. We will try to reply to your e-mail messages within 24 hours.
Welcome

This course has been designed for graduate students across disciplines who are pursuing future careers as faculty members at institutions of higher education. As professionals with complementary academic backgrounds and professional responsibilities at the University of Delaware, we have collaborated to design this course, and we are looking forward to teaching it as a team. Each one of us will take the lead in a particular unit and serve as the primary contact person and resource for that unit. We welcome your input and questions; they are essential to making this course personally meaningful and relevant to you. We look forward to working with you and learning from you.

  

 
Course Information
Course Description

This course entitled “Academic Job Search” constitutes part of the academic career development track of the Higher Education Teaching Certification (HETC) program.

Context

The academic job search is a complex process with multiple variables, some within your control (e.g., academic training, skills), some out of your control (e.g., state of the job market, employer needs, conditions within your discipline). This course will focus on those aspects that remain within your control—presentation of self, academic work, research and practice so that you will be successful in securing a position in your field.

This course will prepare you for the academic job search by introducing you to major aspects and resources. You will enhance your knowledge of the academic job search by researching the diverse institutions to apply to and the diverse nature of faculty positions. You will interview faculty to develop a deeper understanding of the search process in your discipline. You will develop job application materials, such as a curriculum vitae, a teaching statement and / or research statement, and participate in a mock interview. The course will help you refine both your application documents and interviewing skills via constructive feedback, and also enhance your confidence. In addition, the course will introduce you to post-doc appointments, non-faculty positions, and other career options and help you transfer your academic expertise, training and skills to non-academic settings.

The course consists of three units, each pertaining to a different aspect of the academic job search.

Unit 1: What documentation is needed for the academic job search?
Unit 2: How do I prepare for the academic job search process? How do I conduct myself during the academic job search?
Unit 3: What are do’s and don’ts of job searching? What are requirements for post-doc positions? What are viable alternatives to academic positions?


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Course Goals
This course provides activities, experiences, readings, and resources that will help you:
  • Utilize your graduate studies to transition into an academic career.
  • Prepare for the academic job search process.
    -- Apply your research skills to the academic context and conventions of your discipline.
    -- Develop and refine job application documents, such as a curriculum vitae, a teaching statement and / or research statement.
    -- Refine your interviewing and academic presentation skills.
  • Address conceptions about academic careers.
  • Consider alternatives to the academic workplace, as appropriate.
  • Reflect on your personal academic career goals and values to make meaningful professional choice.


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Teaching Approach
The instructors believe that, given the practical focus of the course, it is critical to engage you in active learning activities, provide you with timely and constructive feedback, and to provide opportunities for self-assessment of your performance as well as reflection on enhancement. You will be actively engaged in several ways: by integrating concepts from the readings into the design of your job application documents, interviewing faculty and peers, receiving constructive feedback on your documents. Your questions and observation will also contribute to making this an active learning environment. Several guest speakers will share their expertise, knowledge, and experience on topics regarding the academic job search process and post-doc appointments.

Many of you will be taking the various content areas of the HETC program at the same time, thus forming a learning community. As a member of this learning community you will engage in informed conversation and reflections regarding higher education with the same cohort of peers, continue to learn from each other, and provide support and resources to each other. The online discussions facilitate this continued conversation and reflection.

Instructional methods utilized in the course (both online and in-class):

  • Small group work and discussion.
  • Class discussion.
  • Individual readings, writing, and reflection.
  • Guest faculty.


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Course Format
This course has been designed to be completed in five weeks. You will complete most of the work on-line (WebCT environment). Please refer to "Getting Started" concerning effective utilization of WebCT. In addition, you will meet on five designated Tuesday evenings to discuss the readings, participate in interactive, hands-on activities, and address critical aspects of the academic job search in conversation with peers and guests. The seminars have been scheduled from 5:00p.m.-7:00p.m. in 109 Memorial Hall as follows:
  • January 8, 2008: Seminar 1
  • January 15, 2008: Seminar 2
  • January 22, 2008: Seminar 3
  • January 29, 2008: Seminar 4
  • February 5, 2008: Seminar 5
You will need to participate in all seminars.

 In case of UD closure due to severe weather, as announced on the University homepage, the following dates have been set for the seminar meetings in location TBA:
  • Thursday, January 10, 2008: Seminar 1
  • Thursday, January 17, 2008: Seminar 2
  • Thursday, January 24, 2008: Seminar 3
  • Thursday, January 31, 2008: Seminar 4
  • Thursday, February 7, 2008: Seminar 5

University Guidelines for Responsible Computing to assure appropriate use of computing resources.


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Assignments and Grading
This course is non-credit bearing and graded on a Pass/Fail basis. The assignments are designed to help you work immediately with the information and to apply it to your specific academic / professional needs. The course consists of two types of assignments: (1) online discussions for each unit; and (2) application assignments. The discussions help you synthesize and evaluate the course content concerning academic job search practice in your field. The application assignments allow you to apply the information garnered from the readings to your specific disciplinary academic job search context and develop specific documents for your job application process.
Online Discussions and Application Assignments

 The online discussions and application assignments are described in each unit: Unit 1, Unit 2, Unit 3
To receive a passing grade, you will need to complete the following requirements:

 To receive a passing grade, you will need to complete the following requirements:
  • Attend and actively participate in seminar activities. You need to attend all seminars. Inform the instructors in advance of absences.
  • Complete core readings prior to each seminar. You need to keep up with the readings as they form the basis for assignments and seminars.
  • Contribute meaningfully to online discussions.
  • Complete the application assignments at a satisfactory level, incorporate constructive feedback, and submit on time.
  • Participate fully in the evaluation of the entire seminar. Your constructive feedback is essential in enhancing this course.
Each content area unit is structured as follows:
  • Core readings support the seminar activities and prepare you for the assignments. Please complete required readings prior to each seminar.
  • Supplementary readings build upon the core readings and provide additional explanations, examples and illustrations.
  • Online discussions allow you to synthesize, evaluate and think back on the readings, particularly as they pertain to your job search preparation in the discipline.
  • Refer to "Assignments" or calendar for assignment descriptions and to keep track of your work.
All applications and discussions need to be completed online and submitted by the due date. You are welcome to submit your work prior to the due date.

Ethical Academic Conduct

You are responsible for understanding and acting according to the University of Delaware's policy concerning ethical academic conduct. You are expected to be honest and forthright in all of your academic work. Attempts to falsify or plagiarize will be treated in accordance with University policy.

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Readings
You will find both the required readings and supplementary resources allocated for each unit. The material will be provided in several forms: (a) electronically – you can access directly in WebCT; (b) print – a photocopy of the material will be available in the Course Reserves section of the University of Delaware Library; and (c) print – some books will be available in the library at the Bank of America Career Services Center. A listing of General Course Resources is also provided. In addition to the resources provided in the course, also access the University of Delaware electronic library holdings, your department library, and the Internet for references.

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Last Updated: January 3, 2008

UNIV 602 Syllabus

UNIV 602-010: Faculty Roles in Institutions of Higher Education

First Summer Session 2007



Course Information Course Goals Course Format
Assignments and Grading Readings Teaching Approach

 
"A successful academic core is rooted in a clear sense of contribution (What do you want to do?), an honest assessment of talent (What do you do well?), a choice of method (How will you make your contribution?), and knowledge what is joyful to you (What do you like to do best?)."
Gallos, J. (1996). Rhythms of academic life. Personal accounts of careers in academia.

Instructor

Gabriele Bauer, Ph.D., Assistant Director
Center for Teaching Effectiveness, 212 Gore Hall
Office hours by appointment
gabriele@udel.edu
Phone: 831-2914

Please use WebCT mail to communicate with the instructor and fellow students. I will try to reply to your e-mail messages within 24 hours.
Welcome

This course has been designed for graduate students across disciplines who are pursuing careers as faculty members at institutions of higher education. As you are preparing for the transition from graduate school to a faculty appointment, you may experience emotions that range from excitement and "can't wait!" to anxiety and uncertainty. A specialist in your discipline, you may find yourself an amateur on the new campus. The experiences that you bring with you are foremost the experiences of graduate education, not the experiences of faculty status. How can you maximize these experiences, prepare yourself for the transition, and achieve the best fit among your academic preparation, personal needs, institutional and departmental characteristics?

I look forward to exploring the terrain of faculty life at various types of institutions with you and helping you prepare for an effective transition. I welcome your input and questions; they are essential to making this course personally meaningful and relevant to you.

  

 
Course Information
Course Description

This course entitled “Faculty roles in institutions of higher education” reflects one content area of the Higher Education Teaching Certification (HETC) program that is designed to provide a systematic and comprehensive preparation of graduate students for all aspects of their future faculty careers. The program is open to all graduate students (both at the Masters and Doctoral levels) who intend to become future faculty (regardless of discipline).

Context

Each year, hundreds of graduate students begin new faculty appointments. How did they make this career decision? What facilitates their transition? How do they settle into a new job and establish themselves as academics? What is expected of them at different types of institutions? How do they balance their professional work and personal lives?

The main goal of this course is to help you acquire a basic understanding of the higher education context, the types and characteristics of academic institutions, and the multifaceted roles of faculty through readings, research, discussions, and assignments that will allow you to make informed career decisions, enhance your awareness of academic career issues and prepare you for your responsibilities as junior faculty in your discipline. This course builds upon the knowledge and skills acquired in the course focused on the academic job search, UNIV 603.

The course consists of three units, each pertaining to a different aspect of faculty roles and responsibilities at different types of institutions.

Unit 1: Characteristics of various types of academic institutions and implications for faculty worklife
Transition from graduate work to academic profession
 June 7 - June 14

 Unit 2: Academic profession: roles, responsibilities, expectations, rewards and challenges
Experiences, stories and advice of junior faculty colleagues
 June 15 - June 25

 Unit 3: Academic productivity and success: The road to tenure and beyond
 June 26 - July 5

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Course Goals
This course provides experiences and resources that will help you:
  • Prepare for the transition from graduate study to a professional career by asking you to think about what it is to work in a faculty position.
  • Enhance your knowledge of the higher education context by researching the various types of academic institutions and their characteristics.
  • Explore the multifaceted roles of faculty in higher education, such as advisor, committee member, conference presenter, grant writer, researcher, teacher, time and task manager.
  • Apply aspects of faculty work life to the context, expectations and conventions of your discipline.
  • Deliberate standards and principles of professional ethics and delineate guidelines for your professional behavior in the discipline.
  • Reflect on your personal academic career aspirations and beliefs based on your understanding of the issues presented in the course
  • Design an action plan to help prepare for your responsibilities as junior faculty in your discipline and to help manage aspects of faculty life.
  • Enhance your readiness to start a faculty position - prepare or refine your teaching statement (philosophy).
  • Work within a a supportive forum in which you discuss aspects of your future faculty career with faculty and peers.
  • Identify and use research and resources that help you prepare for and succeed in your junior faculty position.


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Teaching Approach
The instructor believes that, given the practical focus of the course, it is critical to engage you in active learning activities, provide you with timely and constructive feedback, and to provide opportunities for self-assessment of your performance as well as reflection on enhancement. You will be actively engaged in several ways: by integrating concepts from the readings into the research of institutions and faculty roles and responsibilities, interviewing junior faculty, and receiving peer and instructor feedback on your teaching statement. Your questions and observations will also contribute to making this an active learning environment. Panel discussions with guest faculty from various institutions are the central aspect of the seminars. The faculty guests will share their expertise, stories, and experience on topics regarding institutional and departmental culture, faculty life, tenure process, research, advising, and publication.

Many of you will be taking the various content areas of the HETC program at the same time, thus forming a learning community. As a member of this learning community you will engage in informed discussions about higher education with the same cohort of peers, continue to learn from each other, and provide support and resources to each other. The online discussions facilitate this ongoing conversation and reflection.

Instructional methods utilized in the course (both online and in-class):

  • Team-based projects.
  • Small group work and discussion.
  • Class discussion.
  • Case study analysis and discussion.
  • Individual readings, writing, and reflection.
  • Guest faculty.
  • Oral and written presentations.


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Course Format
This course has been designed to be completed in five weeks. You will complete most of the work online. Please refer to Getting Started concerning effective utilization of WebCT. In addition, you will meet on five designated Thursday evenings to discuss the readings and to address critical aspects of an academic position in conversation with the guest faculty. You are invited to shape the content and focus of the seminars. The seminars have been scheduled from 5:00p.m. –7:30p.m. in 116 Willard Hall as follows:
  • June 7, 2007: First seminar (course context, objectives, and structure)
  • June 14, 2007: Second seminar
  • June 21, 2007: Third seminar
  • June 28, 2007: Fourth seminar
  • July 5, 2007: Final seminar
You will need to participate in all seminars unless previously discussed with instructor.

Refer to University Guidelines for Responsible Computing to assure appropriate use of computing resources.


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Assignments and Grading
This course is non-credit bearing and graded on a Pass/Fail basis. The assignments are designed to help you apply the course content directly to your specific academic needs. The course consists of two types of assignments: (1) discussions for each unit; and (2) application assignments. The discussions help you synthesize and evaluate the course content concerning junior faculty appointments in your field. The applications allow you to apply the information garnered from the readings to your specific disciplinary context and to get started on your teaching portfolio.

 Discussions

 The discussions are described in each unit: Unit 1, Unit 2

 Application Assignments
  • Guest faculty: institutional profile and questions Seminars: June 14, 21, and 28, and July 5 Team project
  • Teaching statement with copy of peer feedback July 6
  • Expectations for scholarly productivity June 30
  • Reflective audio or print journal July 7 - submit to instructor via WebCT e-mail
All assignments are listed on the "Due Dates" page.

To receive a passing grade, you will need to complete the following requirements:
  • Attend and actively participate in seminar activities. You need to attend all seminars. Inform the instructor in advance of legitimate absences.
  • Complete required readings prior to each seminar session. You need to keep up with the readings as they form the basis for assignment completion and class discussion.
  • Initiate a discussion per unit or respond to a peer's posting.
  • Keep a reflective journal throughout the course; submit to the instructor at the end of the course.
  • Complete the application assignments at a satisfactory level and submit on time.
  • Provide and incorporate constructive online feedback.
  • Participate fully in the evaluation of the entire course. Your constructive feedback is essential in enhancing this course.
Each content area unit is structured as follows:
  • Required readings provide an overview and address key concepts; they reinforce and support the seminars. Please complete required readings prior to each seminar.
  • Supplementary readings elaborate on these key concepts and provide examples and illustrations.
  • Online discussions allow you to synthesize, evaluate and think back on the readings, particularly as they pertain to your post-graduate plans.
  • Applications and online discussions are outlined in each unit. Refer to "Due Dates" or calendar to keep track of your work.
All assignments and discussions need to be completed online and submitted by the due date. Please follow the instructions for submission. You are welcome to post discussions and assignments prior to the due date.

Ethical Academic Conduct

You are responsible for understanding and acting according to the University of Delaware's policy concerning ethical academic conduct. You are expected to be honest and forthright in all of your academic work. Attempts to falsify or plagiarize will be treated in accordance with University policy.


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Readings
You will find both the readings allocated for each unit. The material will be provided in two forms: (a) electronically – you can access directly in WebCT; and (b) print – a photocopy of the material will be available in the Course Reserves section of the University of Delaware Library. A listing of General Course Resources is also provided.

In addition to the resources provided in the course, also access the University of Delaware electronic library holdings, your department library, and the Internet for references.


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Last Updated: June 4, 2007

UNIV 601 Syllabus

UNIV 601-010: Pedagogy in the University Classroom: Good Practice that Facilitates Learning

Fall Semester 2007



Course Information Course Goals Course Format
Assignments and Grading Readings Teaching Approach

 
"There is no one best instructional method - what constitutes effective teaching depends on the students, the context, the topic, and the discipline."
Barbara Gross Davis. (1993). Tools for teaching.

"We don't learn from experience; we learn from reflecting on experience."
John Dewey
  

Instructor

Gabriele Bauer, Ph.D., Assistant Director
Center for Teaching Effectiveness, 212 Gore Hall
Office Hours by appointment
Phone: 302-831-2914

Please use WebCT mail to communicate with the instructor and fellow students. I will try to reply to your e-mail messages within 24 hours.
 
Welcome 

This course has been designed for graduate students across disciplines who are pursuing academic careers. Most of you are currently teaching or have taught recently and expect to do so again within the next semester or two, and bring first-hand learning and teaching encounters to the class. Your experiences as teacher practitioners constitute an integral part of this course. You bring your experiences as both students and instructors as well as your observations of faculty to this course. I welcome your input; it is essential to making this course personally meaningful and relevant to you. I look forward to working with you and learning from you. 

  

 
Course Information
Course Description

This seminar entitled “Pedagogy in the University Classroom: Good Practice that Facilitates Learning” constitutes part of the  pedagogy track of the Higher Education Teaching Certification (HETC) program.

Context

What constitutes effective teaching and sound, research-based practice? How do we know whether we are effective and students are learning? Research on students' academic success and cognitive development has demonstrated the effectiveness of those modes of instruction that emphasize active learning and collaborative activities and engage students in intellectual discovery. The instructor's task is to interact with the students in ways that enable them to acquire new information, practice new skills, and reconfigure and expand on what they already know (Gross Davis, 1999).

This course is not focused on "teaching you how to teach" but on introducing you to practical, research-based teaching methods that facilitate student learning. The research literature in higher education provides us with a conceptual framework that we can use to understand more fully our effectiveness as instructors. This course extends the knowledge and skills that you acquired in the seminar focused on student learning, UNIV 600. It aims to deepen your understanding of learning and to help you connect that knowledge to effective instructional practice. We will translate what we know about learning into concrete instructional practice.

Principles of course design, learner-centered teaching, and assessment constitute the main focus of the seminar. You will learn about these teaching aspects from a conceptual basis, and then have the opportunity to apply them to your own instructional context. You will become more aware of how you teach, why you teach the way you do, and how you may teach more effectively to support student learning.

Through readings, discussions, and assignments we will explore the core question: How can we actively involve students  in our courses to maximize their learning?  In addition, you will have the opportunity to talk about what has been going on in the class that you currently teach and get feedback. You will be able to apply the theory and principles to your teaching right away.

The course consists of six units, each addressing a different question about teaching that supports student learning.  

Unit 1:      What is the relationship between effective teaching and student learning?
                Week of September 17

 Unit 2:      How do we design courses and instruction that support learning?
                Weeks of September 24 and October 1

 Unit 3:      What constitutes "active learning?" What potential barriers exist?
                Week of October 8

 Unit 4:      How can we engage our students actively in their learning?
                Weeks of October 15, 22, and 29

 Unit 5:      How can we assess student learning?
                Weeks of November 5 and 12

 Unit 6:      Ethics of teaching and assessing your teaching- how would we know it?
                Weeks of November 19 and 26


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Course Goals
This course provides experiences and resources that will help you:
  • Acquire a working knowledge of contemporary research and principles of learning and active learning approaches.
  • Apply this conceptual knowledge to principles of effective teaching, particularly to teaching in your discipline.
  • Translate the learning principles into effective teaching practice - expand your repertoire of teaching approaches to support student learning. 
  • Become familiar with various teaching methods that support active learning and implement some of them in your teaching.
  • Become more aware of how you teach, why you teach the way you do, and how you may teach more effectively.
  • Provide a supportive forum in which to discuss aspects of your current teaching appointment.
  • Reflect on your personal teaching experiences and beliefs.
  • Speak about your teaching practice in an informed, descriptive manner and ground your practice in knowledge of student learning.
  • Start or continue to develop your teaching portfolio.
A central outcome is that you will have developed materials (e.g., reflective narratives, descriptions of teaching, class activities, assignments) that will help you document your teaching so that you will have a good start on your teaching portfolio.
 

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Teaching Approach
I believe that, given the applied nature of the course, it is critical to enable you to actively construct knowledge about teaching by engaging you in active learning activities, providing you with timely, constructive feedback, and giving you opportunities for self-assessment of your performance as well as reflection on enhancement.

You will be actively engaged in several ways: by integrating concepts from the readings into the design of teaching activities and materials, talking with faculty, receiving peer and instructor feedback on your teaching activities and materials. Your questions will also contribute to making this an active learning environment. 

Many of you will be taking the HETC program seminars at the same time, thus forming a learning community. As a member of this learning community you will engage in informed conversation about higher education with the same cohort of peers, continue to learn from each other, and provide support and resources to each other. The online discussions facilitate ongoing dialogue and reflection.
 
Instructional methods utilized in the course (both online and in the seminar):

  • Small group work and discussion.
  • Class discussion.
  • Print and video case study analysis and discussion.
  • Individual readings, writing, and reflection.
  • Guest faculty.
  • Oral and written presentations.
  • Class observation and feedback by instructor.
Any student who thinks s/he may need an accommodation/s based upon the impact of a disability should contact me. You will be referred to the Americans with Disabilities Act (ADA) Office for students with physical or emotional disabilities or the Academic Enrichment Center (AEC) for students with learning disabilities or ADHD.

 


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Course Format
You will complete most of the work on-line (WebCT environment).  Please refer to "Getting Started" concerning effective utilization of WebCT. In addition, we will meet on seven designated Tuesday evenings to discuss the readings and aspects of your teaching and to share teaching activities and materials. You are invited to determine the content and focus of the seminars. The seminars have been scheduled from 5:15p.m. – 7:30p.m. in 223 Gore Hall as follows:
  • 9-18:           First seminar
  • 10-2:           Second seminar
  • 10-9:           Third seminar
  • 10-30:         Fourth seminar
  • 11-6:           Fifth seminar
  • 11-13:         Sixth seminar
  • 11-27:         Final seminar
You will need to participate in all seminars.


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Assignments and Grading
This course is non-credit bearing and graded on a Pass/Fail basis. The interaction of theory and practice is an important element of the course. The assignments are designed to help you apply the course content directly to your specific teaching responsibilities. The course consists of two types of assignments: (1) discussions; and (2) application assignments. The discussions help you synthesize and evaluate the course content concerning actual teaching practice in your field. The application assignments allow you to apply the information garnered from the readings to your specific disciplinary context. The applications are designed to help you get started or enhance your teaching portfolio.

 Discussions

 The discussions are linked to the following units: Unit 1, Unit 2, Unit 3, and Unit 6

 Application Assignments
  • Active learning activity in your discipline              demonstration starts Seminar 4, 10-30 -  team
  • Assessment tool                                                       post by 11-13
  • Learning-centered course syllabus                          post draft by 10-19; post final and present poster: 11-27
  • Teaching journal                                                    Part 1: 9-25, Part 2: 11-30 at the latest - submit to instructor via WebCT e-mail

To receive a passing grade, you will need to complete the following requirements:
  • Attend and actively participate in seminar activities. You need to attend all seminars. Inform the instructor in advance of absences.
  • Complete core readings prior to each seminar session. You need to keep up with the readings as they form the basis for assignments and seminars.
  • Complete the application assignments at a satisfactory level and submit on time.
  • Provide and incorporate constructive feedback.
  • Participate fully in the evaluation of the entire seminar. Your constructive feedback is essential in enhancing this course.
Each content area unit is structured as follows:
  • Core readings support the seminar activities and prepare you for the assignments. 
  • Supplementary readings build upon the core readings and provide additional explanations, examples and illustrations.
  • Online discussions allow you to synthesize, evaluate and think back on the readings, particularly as they pertain to your teaching. 
  • Refer to "Due Dates" or calendar for assignment descriptions and to keep track of your work.
All applications and discussions need to be completed online and submitted by the due date. You are welcome to submit your work prior to the due date.

Ethical Academic Conduct

You are responsible for understanding and acting according to the University of Delaware's policy concerning ethical academic conduct. You are expected to be honest and forthright in all of your academic work. Attempts to falsify or plagiarize will be treated in accordance with University policy.
University Guidelines for Responsible Computing to assure appropriate use of computing resources.

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Readings
You will find both the core and supplementary readings listed in each unit.  The material will be provided in two forms: (a) electronically – you can access directly in WebCT; and (b) print – a photocopy of some materials will be available in the Course Reserves section of the University of Delaware Library. A listing of General Course Resources is also provided.

In addition to the course resources, also access the University of Delaware electronic library holdings, your department library, and the Internet for references.

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Last Updated: September 13, 2007

UNIV 600 Syllabus

UNIV 600-010: Learning in the College Classroom

Spring Semester 2007



Course Information Course Goals Course Format
Assignments and Grading Readings Teaching Approach

 
"There is no universal best teaching practice. If, instead, the point of departure is a core set of learning principles, then the selection of teaching strategies . . . can be purposeful."
Bransford, Brown, & Cocking. (1999).  (eds.). How people learn: Brain, mind, experience and school.
 
 

Instructor

Gabriele Bauer, Ph.D., Assistant Director and Teaching Consultant
Center for Teaching Effectiveness, 212 Gore Hall
Office Hours by appointment
gabriele@udel.edu
Phone: 831-2914

Please use WebCT mail to communicate with the instructor and fellow students. I will try to reply to your e-mail messages within 24 hours.
 
Welcome 

This course has been designed for graduate students across disciplines who are pursuing future careers as faculty members at institutions of higher education. Most of you are currently teaching or have taught recently and expect to do so again within the next semester or two, and bring first-hand learning and teaching encounters to the class. Your experiences as teacher practitioners constitute an integral part of this course. You bring your experiences as both students and instructors and your observations of faculty to this course. I welcome your input and questions; they are essential to making this course personally meaningful and relevant to you. I look forward to working with you and learning from you. 
 

  

 
Course Information
Course Description

This course entitled “Learning in the College Classroom” reflects one content area of the Higher Education Teaching Certification (HETC) program that is designed to provide a systematic and comprehensive preparation of graduate students for their future faculty careers.  The program is open to all graduate students (both at the Masters and Doctoral levels) who intend to become faculty (regardless of discipline).

Context

People outside of academia assume that instructors have a reasonable understanding of how people learn and that they apply this knowledge to their teaching. Halpern & Hakel (2003) found that typically faculty tend to teach the way they were taught. The central goal of this course is to help you acquire a basic understanding of learning theories and principles through readings, research, discussions, and assignments that will allow you to apply cognitive theory to helping students learn in your discipline. Tom Angelo's research-based principles for improving higher learning in college classes serve as the theoretical framework for the course. 

Through this exploration of learning principles, we will discuss how our instructional choices influence student learning in our respective fields. You will also become familiar with ways to helping students learn.

The course consists of six units, each addressing a different question about learning in the college classroom.

Unit 1:      What do we know about learning?
                February 26 - March 6
 Unit 2:      Does everyone learn the same way?
                March 7 - 15
Unit 3:      What helps students learn?
                March 16 - 23
Spring Break :)
 Unit 4:      What are practical implications for teaching?
                April 2 - 11
 Unit 5:      How can we determine if learning has taken place?
                April 12 - 20
Unit 6:      How can we help students learn about their learning?
                April 23 - 30


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Course Goals
This course provides experiences and resources that will help you:
  • Acquire a working knowledge of contemporary principles of learning and cognitive development. 
  • Apply the theoretical knowledge to principles of effective teaching, particularly to teaching in your discipline.
  • Translate the principles into effective teaching practice - expand your repertoire of teaching approaches to support student learning. 
  • Identify obstacles to student learning in your discipline and ways to respond to these difficulties.
  • Provide a supportive forum in which you discuss aspects of your current teaching appointment with faculty and peers.
  • Reflect on your personal teaching experiences and beliefs based on your understanding of the principles of adult learning.
  • Speak about your teaching practice in an informed, descriptive manner and ground your practice in knowledge of student learning in your discipline.
  • Start or continue to develop your teaching portfolio.
  • Familiarize you with research and resources pertaining to teaching in your discipline.
A central outcome is that you will have developed materials (e.g., reflective narratives, descriptions of teaching, class activities, assignments) that will help you document your teaching so that you will have a good start on your teaching portfolio. 
 

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Teaching Approach
I believe that, given the applied nature of the course, it is critical to enable you to actively construct knowledge and meaning by engaging you in active learning activities, providing you with timely and constructive feedback, and giving you opportunities for self-assessment of your performance as well as reflection on enhancement.

You will be actively engaged in several ways: by integrating concepts from the readings into the design of your teaching activities and materials, interviewing faculty and peers, receiving peer and instructor feedback on your teaching activities and materials. Your questions will also contribute to making this an active learning environment. Faculty guests will share their challenges and approaches to helping students learn. 

Many of you will be taking the various content areas of the HETC program at the same time, thus forming a learning community. As a member of this learning community you will engage in informed discussions about higher education with the same cohort of peers, continue to learn from each other, and provide support and resources to each other. The online discussions facilitate this ongoing conversation and reflection.

 

Instructional methods utilized in the course (both online and in-class):

  • Small group work and discussion.
  • Class discussion.
  • Case study analysis and discussion.
  • Individual readings, writing, and reflection.
  • Guest faculty.
  • Student micro-teaching experience (short videotaped teaching presentation with group feedback).


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Course Format
This course has been designed to be completed in ten weeks.  You will complete most of the work on-line.  Please refer to "Getting Started" concerning effective utilization of WebCT. In addition, you will meet on six designated Monday evenings to discuss the readings and aspects of your teaching with peers and guests, and to share teaching activities and materials. You are invited to shape the content and focus of the seminars. The seminars have been scheduled from 5:30–8:00p.m. in 315 Gore Hall as follows:
  • February 26, 2007:      First seminar
  • March 5, 2007:            Second seminar
  • March 19, 2007:          Third seminar
  • April 2, 2007:               Fourth seminar
  • April 16, 2007:             Fifth seminar
  • April 30, 2007:             Final seminar
You will need to participate in all seminars.

University Guidelines for Responsible Computing to assure appropriate use of computing resources.


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Assignments and Grading
This course is non-credit bearing and graded on a Pass/Fail basis. The interaction of theory and practice is an important element of the course. The assignments are designed to help you apply the course content directly to your specific teaching responsibilities. The course consists of two types of assignments: (1) discussion tasks for each unit; and (2) application assignments. The discussions help you synthesize and evaluate the course content concerning actual teaching practice in your field. The application assignments allow you to apply the information garnered from the readings to your specific disciplinary context. The application assignments are designed to help you get started or enhance your teaching portfolio.

Discussions - team postings **

 The discussions are linked to the following units: Unit 1, ** Unit 2, Unit 4, **,Unit 5, ** and Unit 6 **

 Application Assignments
  • Midterm student feedback                                                    April 2 - Seminar 4
  • Micro-teaching: Reading related to student learning          Seminar 3, 4, and 5 - videotaped, followed by group discussion, schedule permitting
  • Student learning issue in discipline                                      April 30 - post to designated WebCT discussion
    • Topic and Description                                                March 5 - Seminar 2
    • Research - draft                                                         March 19 - Seminar 3
    • Instructional action and assessment - draft              April 16 - Seminar 5
All assignments are listed on the "Due Dates" page.

To receive a passing grade, you will need to complete the following requirements:
  • Attend and actively participate in seminar activities. You need to attend all seminars. Inform the instructor in advance of legitimate absences.
  • Complete required readings prior to each seminar session. You need to keep up with the readings as they form the basis for assignment completion and class discussion.
  • Participate in discussions.
  • Complete the application assignments at a satisfactory level and submit on time.
  • Provide and incorporate constructive online feedback.
  • Participate fully in the evaluation of the entire course. Your constructive feedback is essential in enhancing this course.
Each content area unit is structured as follows:
  • Required readings reinforce and support the seminars. Please complete required readings prior to each seminar.
  • Supplementary readings elaborate on the key concepts and provide examples and illustrations.
  • Online discussions allow you to synthesize, evaluate and think back on the readings, particularly as they pertain to your teaching in your discipline. 
  • Application assignments are outlined in the "Assignments" section and in Unit 3.
  • Refer to "Assignments" or "Due Dates" or calendar for assignment descriptions and to keep track of your work.
All application assignments and discussions need to be completed online and submitted by the due date. Please follow the instructions for submission. You are welcome to submit discussions and assignments prior to the due date.

Ethical Academic Conduct

You are responsible for understanding and acting according to the University of Delaware's policy concerning ethical academic conduct. You are expected to be honest and forthright in all of your academic work. Attempts to falsify or plagiarize will be treated in accordance with University policy.


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Readings
You will find both the required readings and recommended resources allocated for each unit.  The material will be provided in two forms: (a) electronically – you can access directly in WebCT; and (b) print – a photocopy of the material will be available in the Course Reserves section of the University of Delaware Library. A listing of General Course Resources is also provided.

In addition to the resources provided in the course, also access the University of Delaware electronic library holdings, your department library, and the Internet for references.


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Last Updated: February 21, 2007

Higher Education Teaching Certification

Higher Education Teaching Certification

Starting a Path to a Faculty Career

 quote1

Please note that the information about content area offerings is subject to change.

The Higher Education Teaching Certification program approaches teaching as scholarly work and it intends to supplement, advance, and extend existing university-wide and departmental graduate teaching assistant (TA) training efforts. It is designed primarily to enhance the teaching effectiveness of TAs while at the University of Delaware and to provide a systematic preparation for all aspects of academic careers. Teaching certification is awarded upon completion of all program aspects and it is included in the participant's official transcript. Participants need to have at least one semester of teaching experience (i.e., classroom instruction, studio teaching, discussion session facilitation, or laboratory instruction) prior to starting the program, and include in their application a statement of support from a faculty member in the discipline. Interested graduate students apply for admission directly to the Center for Teaching Effectiveness. There is no tuition charge for the program.
 
 
For further information, please contact: Gabriele Bauer, CFEE, 212 Gore Hall, 302-831-2027
 
2010 Winter Term Offering: Academic Job Search (UNIV 603)
Seminar dates: Tuesdays, January 5, 12, 19, 26, and February 2, 2010, 5:00 - 7:20p.m., Memorial Hall, Room 109.
Instructor: Gabriele Bauer, CFEE and Marianne Green, Career Services Center

Program application (PDF) available for Winter 2010 - you may apply to the program at any time during the academic year.
Seminar registration for 2010W (PDF) - for HETC Fellows who are currently enrolled in the program
Registration deadline: December 11, 2009
 
Please download the appropriate form, complete, and return via campus mail. Thank you. CFEE will register the students; the online registration process in UDSIS does not apply to this seminar.
 
  • Goals
  • Features
  • Content Areas
  • Enrollment
  • Requirements
  • Schedule
  • Fellows
  • Photo Gallery
  • Graduates

Program Goals

  • Strengthen the quality of undergraduate instruction.
  • Enhance the teaching effectiveness of TAs while at UD.
  • Provide a systematic and comprehensive preparation of graduate students for all aspects of their future faculty careers.
    • Become familiar with current pedagogical practices and research in higher education.
    • Provide opportunity to develop participants'  instructional skills in a mentored and collegial atmosphere.
    • Reflect on teaching praxis and begin to engage in the scholarship of teaching.
    • Observe exemplary instructors.
    • Prepare for the demands of research, teaching and service in academic life.
    • Document instructional skills and development through teaching portfolios.
  • Document the teaching effectiveness of graduate students and enhance their marketability.
  • Provide official recognition for graduate students who have prepared themselves for the complex aspects of future faculty responsibilities.

 

Features

The non-credit, optional program is open to all graduate students (both at the Masters and Doctoral levels) who intend to become future faculty (regardless of discipline). There is no tuition charge for the program. The program is offered in an online environment (WebCT), supplemented with half-day on-campus seminars. Content areas are offered in five- or ten-week segments as outlined in the Content Area section. The online material and assignments are complimented by interactive on-campus evening seminars on designated weekdays. Graduate students may enroll in more than one content area in a given semester/session depending on offerings.

Content areas do not need to be taken sequentially; students must complete all program requirements before graduation, but they can determine the timing of the program elements to best accommodate their schedule and professional needs. Departmental advisement for sequencing program components is critical. Content areas are delivered throughout the academic year. Teaching certification is awarded upon completion of all program aspects and is included in the participant’s official transcript.

 

Pedagogical & Professional Content Areas

The program focuses on teaching as scholarly work and is based on the following elements:

  • Research (on learning and teaching in higher education),
  • Application (of learning theory on concrete learning contexts), and
  • Reflection (on the effectiveness of teaching methodologies).

The program consists of two tracks: (1) pedagogy track including seminars on learning and pedagogy, and (2) academic career preparation track including seminars on faculty roles and academic job search. The pedagogy track has been designed to be taken concurrently with teaching appointments, typically early in the graduate program; the academic career preparation track has been designed to be taken one year prior to going on the job market. It is not recommended to enroll in the seminars during the final year of doctoral study when candidates are completing their dissertations.

You may access UDSIS for seminar offerings and dates.

Learning (UNIV-600) - [10 weeks during spring semester] - Syllabus (tentative)
This content area explores the cognitive, affective, and social aspects of the learning process. The coursework seeks to help participants develop skills to facilitate student learning in their respective disciplines. Please keep in mind that you need to be teaching at the time you're taking UNIV-600 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.

Pedagogy (UNIV-601) - [10 weeks during fall semester] - Syllabus (tentative)
This content area familiarizes participants with sound teaching principles and innovative teaching methodologies that pertain to their academic fields. The coursework has a practical orientation, and seeks to help participants enhance their classroom performance and teach effectively in their respective disciplines. Please keep in mind that you need to be teaching at the time you're taking UNIV-601 since the course is applied in nature; i.e., you will have opportunities to apply research on effective teaching and pedagogical practices to concrete instructional contexts in your discipline.

Faculty Roles (UNIV-602) - [5 weeks during summer session] - Syllabus (tentative)
This content area introduces participants to the range of faculty roles and responsibilities at different types of academic institutions. The coursework seeks to help graduate students identify their ideal academic setting, and understand the possibilities and responsibilities concomitant to such appointments.  The content area is designed to enhance participants' awareness of academic career options.

Academic Job Search (UNIV-603) - [5 weeks during winter session] - Syllabus (tentative)
This content area helps graduate students prepare for their insertion into the academic work place by focusing on Curriculum Vitae (CV) construction, teaching portfolio preparation, and refining of interviewing skills. This course is co-designed and co-taught by members of the Career Services Center and the Center for Educational Effectiveness.

Program Application and Enrollment

Graduate students need to have at least one semester of teaching experience (i.e., classroom instruction, studio teaching, discussion session facilitation, or laboratory instruction) prior to starting the program.  Interested students apply for admission directly to CFEE and include in their application a statement of support from a faculty member in the discipline. Students who completed their TA appointment in a department other than their home department may ask the faculty advisor in their home department for a statement of support. Students are advised to select faculty who can best speak to their role as a TA and instructional effectiveness as well as their career goals of becoming future faculty.

Each semester/term CFEE will enroll the graduate students in the content area(s) which they indicated on their course registration form.  Enrollment in the content areas will be limited to 20 participants to allow for maximum interaction. There is no tuition charge for the program. Note. Exceptions to the teaching experience requirement will be considered on a case-by-case basis.

Applicable Experience. Graduate students who have completed similar content areas within their departments, the ELI's ITA Program, previous CFEE workshop sessions or university-wide pedagogical seminars (e.g., ITUE) may apply this experience to the program. The department needs to submit written documentation to CFEE on behalf of the graduate student. The Associate Director of CFE and the Assistant Provost for Graduate & Professional Education in coordination with interested departments will make a recommendation regarding the equivalencies and substitutions using the general content area parameters (specified in content area section).  The Associate Provost for Graduate & Professional Education will accept the recommendation. This collaborative procedure is designed to recognize the diversity of departmental training efforts currently in place, and to encourage further dialogue around TA development in the disciplines.

Program Requirements

To receive the teaching certification graduate students must complete coursework in (1) pedagogy track including seminars on learning and pedagogy, and (2) academic career preparation track including seminars on faculty roles and academic job search as follows:

  • Learning (UNIV-600 010) Pedagogy (UNIV-601 010) Faculty Roles (UNIV-602 010) and
  • Academic Job Search (UNIV-603 010)

 

The completion of each track entails:

  • Completion of on-line readings, assignments, and course content application task(s) prior to or following on-campus seminar attendance.
  • Attendance of pertaining on-campus seminars on selected weekdays during the academic year.

 

In addition, the participant must:

  • Be observed by and receive reflective feedback by a faculty mentor in the discipline: Teaching Observation and Feedback by Faculty - you are advised to invite a faculty member in your discipline to observe your teaching who may also serve as a reference for your teaching effectiveness. More than one observation is recommended, if possible. The observation needs to be conducted while enrolled in the seminars.
  • Document his/her teaching effectiveness via portfolio (reviewed by departmental faculty mentor and CFEE staff): Teaching Portfolio Completion
    To facilitate portfolio development, you need to participate in (a) teaching portfolio orientation session as part of your first or second seminar, and (b) teaching portfolio progress session as part of your third or fourth seminar. The complete portfolio needs to be submitted within two semesters after completion of all coursework, accompanied by a reflective statement on the teaching portfolio process.

 

Program Schedule (Tentative)

During each semester/session several content areas will be offered as indicated in the chart below. Faculty will be invited to co-design and co-facilitate content areas. The first content areas were piloted during the 2003-2004 academic year.  For suggested sequencing, refer to the table below as well as the outlined possible sample program trajectories.

Course Offering Fall 2010
UNIV-601 010 - Pedagogy in Higher Education
This ten-week course is offered in an online format with several half-day interactive seminars. 
Faculty:  Gabriele Bauer, CFEE
You need to be teaching at the time you're taking UNIV-601 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.

Program Requirement Offerings Fall 2010
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty

Course Offerings Winter 2010
UNIV-603 010 - Academic Job Search
Tuesdays, January 5, 12, 19, 26, and February 2, 2010, 5:00-7:20p.m., Memorial Hall, Room 109.
This five-week course is offered in an online format with several half-day interactive on-campus seminars.
Faculty:  Marianne Green, Career Services Center and Gabriele Bauer, CFEE
Registration deadline: Friday, December 11, 2009

Program Requirement Offerings Winter 2010
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
 Teaching Observation and Feedback by Faculty

Course Offering Spring 2010
UNIV-600 010 - Learning in the College Classroom
Thursdays February 25, March 4, 18, April 8, 15, 29, and May 6, 5:15 - 7:45p.m., location TBA
This ten-week course is offered in an online format with several half-day interactive on-campus seminars. 
Faculty:  Gabriele Bauer, CFEE
You need to be teaching at the time you're taking UNIV-600 since the course is applied in nature; i.e., you will have opportunities to apply the learning theory to concrete learning contexts in your discipline.
Registration deadline: Monday, February 1, 2010

Program Requirement Offering Spring 2010
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty

Course Offering First Summer Session 2010
UNIV-602 010 - Faculty Roles in Institutions of Higher Education
This five-week course is offered in an online format with several half-day, on-campus, interactive seminars.
Faculty:  Gabriele Bauer, CFEE

Program Requirement Offerings Summer 2010
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
 Teaching Observation and Feedback by Faculty

 

SEMESTER/SESSION CONTENT AREA (Course #)
Winter Session: 10W Academic Job Search (UNIV-603)
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty
Spring Semester: 10S Learning (UNIV-600)
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty
Summer Session: 10J Faculty Roles (UNIV-602)
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty
Fall Semester: 10F Pedagogy (UNIV-601)
Teaching Portfolio Orientation Session
Teaching Portfolio Progress Session
Teaching Observation and Feedback by Faculty

Sample Program Trajectories Case A: Program completed in 2 semesters plus two sessions

SEMESTER/SESSION CONTENT AREA (Course #)
Spring Semester: 10S Learning (UNIV-600)
Teaching Observation and Feedback by Faculty
Summer Session: 10J Faculty Roles (UNIV-602)
Teaching Portfolio Orientation Session
Fall Semester: 09F Pedagogy (UNIV-601)
Winter Session: 10W

Academic Job Search (UNIV-603)
Teaching Portfolio Progress Session

Case B: Program completed in 3 semesters plus 2 sessions

SEMESTER/SESSION CONTENT AREA (Course #)
Spring Semester: 10S Learning (UNIV-600)
Fall Semester: 09F Pedagogy (UNIV-601)
Teaching Portfolio Orientation Session
Winter Session: 10W Academic Job Search (UNIV-603)
Teaching Observation and Feedback by Faculty
Summer Session: 10J Faculty Roles (UNIV-602)
Teaching Portfolio Progress Session

Fellows

HETC Program Fellows currently enrolled (by department)

Department
Current Fellows

Animal & Food Sciences
Hudaa Neetoo
1
Biological Sciences
Erica Dashner, Lisa Gurski, Megan Kautz, Al T. Douex
4
Chemistry & Biochemistry
Brad Bauer, Kathryn Perrine, Carol Roach, Bayram Saparov, Jeffrey Spraggins, Yuzhen Wang 		6
Civil & Environmental Engineering
Kelly Hannum, Stephen Mensah, Michelle Oswald
3

Computer & Information Sciences
Ilknur Aydin, Li Jin
2
Education
Bridget Brennan, Licinia Kaliher, Samanta Lopez, Sami Nassim, Talia Sykes, Wilkey Wong
6
Entomology & Applied Ecology
Angela Caranci, Ellen Lake
2

Fashion and Apparel Studies
Yazbehl Waters

 1
Geography
Tianna Bogart, Ethan Frost, Gina Henderson, Daria Kluver
4
Geological Sciences
Katherine Skalak, Adam Skarke, Hilary Stevens
3
Health, Nutrition & Exercise Sciences
Jim DiDomenico
1

Linguistics
Evan Bradley
1
Mathematical Sciences
Patrick Rowe
1
Plant & Soil Sciences
Adrienne Kleintop, Liping Zhang
2
Political Science & International Relations
Nick Galasso
1
Sociology & Criminal Justice
Deeanna Button, Margarita Poteyeva, Laura Rapp, Nicole Smolter,
Kimberly Gill
5
Urban Affairs & Public Policy
Ann Johnson, Cara Robinson, Kevin Adkin, Glen Silverstein
4


 

Photo Gallery

Graduates

 

 

Faculty Supervising TAs

Section coming soon.

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