Gated Parking Permits for Graduate TAs - Application form (PDF)
Graduate TAs who are assigned instructional responsibilities (e.g., course instruction, lab instruction, leading discussion sections) are qualified to purchase parking permits for gated parking.

Call for Senior Graduate TA Fellows (doc)
As a senior teaching assistant with valuable teaching experience at the University of Delaware, we invite you to participate in the TA Conference.  The conference is primarily designed to familiarize first-time TAs with their responsibilities and to introduce them to best practices.  Help make your peers feel more comfortable with their instructional roles by sharing your skills, expertise, insights and lessons learned.  Get involved by facilitating workshop sessions, serving as a TA panelist, assisting with conference planning, and writing for the online TA Handbook.  At the same time, strengthen the professional development portion of your CV and teaching portfolio.

To participate, please complete the Call for Senior Graduate TA Fellows Form, and return it to Gabriele Bauer, CTE 212 Gore Hall by Monday, June 9, 2008.

Fostering Student Participation
Heidi Pierce, English and Ilka Pfister, Individual & Family Studies

Learning from Student Feedback
John Peruggia, English and Jiguang Sun, Math

TA Conference 2003
Labs for Non Science Majors - Handout
Gokce Cereli, Physics & Astronomy, Sudhaker Chhabra, Mechanical Engineering and Erna Van Niekerk, Biological Sciences

Teaching with Technology
Shaobin Liu, Geology and Paul Hyde, IT-User Services

Preparing for Teaching
Boyka Stefanova, Political Science & International Relations

Facilitating Effective Class Discussions
Jennifer Armiger and Benjamin Schwantes, History

First Day of Class
Jennifer Armiger, History and Gokce Cehreli, Physics & Astronomy

Helping Students Learn
Sara Salkind, Education and Ilka Pfister, Individual & Family Studies

Making the Most of Office Hours: What Works for You and Your Students - Handout
Maggie Leigey, Sociology & Criminal Justice and Steven Quiring, Geography

• obtained helpful advice about the first day of class, what to expect, what to cover, responsibilities, conversation techniques, rules and more. acquired the skills to organize a lecture and initiated techniques to gain more confidence in front of a class. gained knowledge on how to create writing assignments to determine student comprehension and skills. observed good examples of specific writing assignments and grading techniques. got suggestions on how to approach a faculty supervisor with problems and concerns. found session handouts (i.e. syllabi samples, grading samples, campus resources and phone numbers, ideas for leading discussion, etc.) and references to Web resources helpful. learned how to organize a lecture and how to be comfortable in front of the class. observed ways to gain/maintain respect in the classroom and how to be sufficiently organized. gained specific ideas on how to incorporate collaborative learning in addition to general ideas. achieved a head start on designing and publishing a web page for their course. received a review of the available databases and the UD Library website.
• expanded their insight on how to identify what students want from a review session.

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