North Carolina Agricultural and Technical
State University
North Carolina Agricultural and Technical
State University
GRADUATE TEACHINGASSISTANT HANDBOOKGRADUATE TEACHINGASSISTANT HANDBOOK
Graduate Teaching Assistant Handbook
Produced byA. Ayanna Boyd-Williams
Assistant Dean for Graduate Studies
Graphic Design by Vicki Cruise
IINorth Carolina A&T State University
Graduate Teaching Assistant HandbookTABLE OF CONTENTS
FORWARD: GREETING FROM THE DEAN OF GRADUATE STUDIES...................................V
INTRODUCTION .....................................................................................................................1
SECTION I: WHAT IT MEANS TO BE A GRADUATE TEACHING ASSISTANT (GTA) AT
NC A&T STATE UNIVERSITY.....................................................................1
Types of GTA Roles and Duties.......................................................2Standards for GTAs Knowledge, Skills & Attitudes Necessary to Be an Effective GTA ....................................................................4Setting Boundaries and Limits .........................................................9
SECTION II: INTERNATIONAL GRADUATE TEACHING ASSISTANTS....................................10
Language Requirements ................................................................10Cultural Dimensions.......................................................................10Benefits of Having a Mentor...........................................................11Resources For Additional Advice ...................................................13
SECTION III: FOUNDATIONS OF GOOD TEACHING .........................................................14
The 10 Commandments of Teaching.............................................15Effective Instruction........................................................................15Traits of Effective Teachers............................................................18What Can Graduate Students Do To Be More Effective GTA s ?....20Modes of Teaching.........................................................................21Dimensions of Effective Teaching ..................................................22Teaching Methods and Active Learning .........................................23Tying Teaching Methods to Objectives .........................................24Classroom Situations to Consider .................................................26
SECTION IV: GETTING STARTED.................................................................................28
Orientation to Teaching at N. C. A&T State University...................28Checklist for Teaching....................................................................29Establishing the Classroom Climate ..............................................33Course Planning & Design.............................................................35Suggestions for the First Day of Class ..........................................37Diversity in the Classroom .............................................................39
III
SECTION V. HELPING STUDENTS LEARN ....................................................................44
Helping Students Learn..................................................................44How Students Learn.......................................................................46Learning Styles and Preferences...................................................46Principles for Good Practice in Undergraduate Education ............47Cooperative Learning.....................................................................51Adults as Learners .........................................................................52Time Management in the Classroom.............................................53
SECTION VI. MULTIPLE INSTRUCTIONAL STRATEGIES, SITUATIONS, TECHNIQUES, TECHNOLOGIES, AND TOOLS ...................................................................54
Teaching With Technology .............................................................54Media/Audio-Visual Aids ............................................................55Computers and Instruction.........................................................59
Incorporating Instructional Technology ..........................................61Additional Resources on Teaching & Learning..............................61Teaching Through Discussion........................................................63Planning a Class (Lecture Guidelines) ..........................................64Teaching Laboratory Sections........................................................70Safety Considerations....................................................................73Strategies to Enhance Learning.....................................................75Teaching Strategies for a Diverse Student Body ...........................78Using Your Voice Effectively ..........................................................79
SECTION VII: GRADES AND CLASSROOM MANAGEMENT.................................................81
Testing and Grading.......................................................................81Evaluating Student Performance ...................................................94Keeping Records ...........................................................................95Advising Students ..........................................................................97The Role of the TA as a Faculty-Student Liaison ..........................98Recommending ESL for International Students .............................99The Teacher - Student Relationship.............................................100
SECTION VIII: PROFESSIONAL DEVELOPMENT..............................................................102
Reflective Practice .......................................................................104Feedback from your Students ..................................................105Links to Additional Resources .................................................107
Instructional Support and Services offered at NC A&TState University ............................................................................108Further Reading for Professional Development...........................110Contact Information for Professional Development .....................110Preparing a Teaching Portfolio .....................................................111
IV
SECTION IX: UNIVERSITY POLICIES AND PROCEDURES RELATED TO GTAS ...................114
GTAAdministration Policy ............................................................114Purpose ........................................................................................114
Categories ................................................................................115Eligibility ...................................................................................115Appointment .............................................................................116Performance Review................................................................117Conduct & Discipline................................................................117Compensation ..........................................................................117
Grievance Procedures .................................................................118Guidelines Regarding GTA Qualifications ....................................118Professional/Ethical/Legal Responsibilities ..................................118Safety and Emergency Procedures .............................................120University-Based Technology Transfer ........................................123Student Initiated Programs and Unfunded Projects .....................124
SECTION X: HOW TO HELP GTAS BE SUCCESSFUL .................................................125
Checklist for the Supervising Professor.......................................125GTA-to-GTAAdvice ......................................................................126Additional On-line Resources for Teaching..................................127Balancing Your Roles...................................................................128Frequently Asked Questions by TAs............................................129
REFERENCE GUIDE TO CAMPUS RESOURCES............................................................131
APPENDIX A: N.C. A&T STATE UNIVERSITY GRADUATE ASSISTANT EVALUATION
FORM..................................................................................................134
INDEX..................................................................................................................................135
V
Congratulations on becoming a graduate teaching assistant at North Carolina A&T StateUniversity. This is a unique opportunity to grow professionally and we hope to make it as valuable an experience as possible.
We believe graduate teaching assistants play a vital role in educating undergraduate students at A&T and recognize the value of the experience that graduate teaching assistants gain as they develop and refine their teaching skills. We also acknowledge the challenges thatgraduate teaching assistants face as they serve in a teaching role while balancing their owncourse loads in graduate studies.
The Office of Graduate Studies and members of the Teaching Assistant AdvisoryCommittee have worked diligently to develop a handbook that is pertinent, comprehensive, and offers advice and guidance on issues that affect graduate teaching assistants in general. Wehope you find it a valuable tool as you make your way into what can be an enriching experiencein your academic career.
Good luck, and I hope you enjoy the challenges and opportunities you will discover as agraduate assistant at North Carolina A&T State University.
Dr. Kenneth H. Murray
oAssociate Vice Chancellor for Academic Affairs and Dean of Graduate Studies
VIPREFACE
This handbook is provided as part of a four (4) phase comprehensive approach to training GraduateTeaching Assistants (GTAs) at North Carolina Agricultural and Technical State University inGreensboro, North Carolina. The comprehensive training begins with a Summer Institute forGraduate Assistants, followed by supplemental training and support at the departmental level, on-going workshops throughout the academic year, and access to an on-line interactive handbook and CD as a reference and resource guide.
The Graduate Teaching Assistant Handbook was produced with the support of a FUTURES VenturesSeed grant at North Carolina A&T State University.
The articles included in the handbook are based on information collected from a survey of graduateteaching assistants at A&T, feedback from students attending Effective Teaching Training Workshops,information collected from over fifty (50) universities, extensive discussions at the Graduate TeachingAssistant Advisory Committee meetings, and comments from graduate academic departments regarding graduate teaching assistant effectiveness and training.
The edited collection is addressed particularly to graduate students who have teaching responsibilitiesat North Carolina A&T State University but also has practical relevance to anyone who is either currently engaged in teaching or interested in an academic career. The handbook will also be of valueto supervisors of teaching assistants, as well as school administrators.
ACKNOWLEDGEMENTS
I would like to take this opportunity to thank Chancellor James C. Renick, members of theFUTURES Planning and Resource Council, and the 2003-2004 FUTURES Review Committee forfunding this project through the FUTURES Ventures Seed grant. I would also like to thank membersof the Graduate Teaching Advisory Committee for their tireless effort in reviewing the volume ofinformation collected and for providing critical feedback to help streamline the process. We owe aspecial thanks to Dr. Lelia Vickers and the faculty of the School of Education, as well as the othercontributors for accepting our invitation to use their expertise in providing information for the handbook and for putting up with the friendly e-mail reminders about the deadline. I would also liketo thank the many universities that we contacted for feedback about what they had in place to traingraduate teaching assistants and for their generous permission to allow us to reference their materialsthroughout the document. Special thanks are extended to Dr. Michele Levy, Dr. Jane Brown and Mrs.Ruby Carlson for reviewing and proofing the document. I would also like to thank Miss SwapnaKanury for her technical expertise and assistance in preparing the document for on-line access.
I am especially indebted to Susan Payne, not only for efficiently researching, collecting and organizing the information, but also for her invaluable input and suggestions. I would also like tothank Dr. Kenneth Murray for his on-going support of the project. Last, but not least, special thanksto our graduate students, particularly Mrs. Terese Coon and other graduate teaching assistants for providing the initial feedback that provided the impetus for the development of a graduate teachingassistant handbook.
VII
FUTURES PLANNING AND RESOURCE
COUNCIL 2002-03
Dr. Janice Brewington Interim Associate Vice Chancellor for AcademicAffairs-Institutional Planning, Research andAssessment
Mrs. Deloris ChisleyProgram Director, IBM Corp.
Dr. Quiester CraigDean, School of Business and Economics
Mrs. Mona EdwardsSenior Operations ManagerCenter for Creative Leadership
Mr. Tommy Ellis, Jr.Vice Chancellor for Business and Finance
Nashett GarrettPresident, Student Government Association
Dr. Colleen GrotskyExecutive Assistant to the Chancellor
Mr. Rodney HarriganVice Chancellor for Information Technologyand Chief Information Officer
Mr. David HoardVice Chancellor for University Relations and Development
Dr. Alvin KeyesChair, Faculty Senate Psychology Department
Dr. Wanda LesterAssistant Dean, School of Business and Economics
Ms. Albertina McGirtPresident Staff SenateUpward Bound
Dr. Carolyn MeyersProvost & Vice Chancellor for Academic Affairs
Dr. Peter MeyersDirector, Honors Program
Dr. Samuel MoseleyAssociate Professor, Political Science
Dr. Earnestine PsalmondsSpecial Assistant to the Chancellor
Mrs. Lesley RenwrickSpecial Assistant to the Chancellor for Legal Affairs
Mr. Calvin RileyOwner, Nehemiah Leadership Company
Dr. Sanjiv SarinAssociate Dean and Professor, Industrial Engineering
Mrs. Mable ScottAssociate Vice Chancellor for Media Relations
Mr. Obrie SmithChairperson, NC A&T Foundation
Dr. Velma Speight-BufordSecretary, Board of Trustees
Mr. Dennis StearnsCertified Financial PlannerStearns Financial Services
Dr. Godfrey UzochukwuDirector, Waste Management Institute
Dr. Willie WillisProfessor, Animal Science School of Agriculture
Dr. Roselle WilsonInterim Vice Chancellor for Student Affairs
VIII
Dr. Paul AnkomahHuman Performance and LeisureStudies
Dr. Patricia Bethea-WhitfieldHuman Development and Services
Mrs. A. Ayanna Boyd-WilliamsSchool of Graduate Studies
Dr. Judie BucholzHuman Development and Services
Dr. Shea D. BurnsMathematics
Mrs. Terese CoonGraphic Communication Systems
Dr. Jane Davis-SeaverCurriculum and Instruction
Mr. Jason DePoloEnglish
Mr. Marvin DickersonARISA/Environmental Healthand Safety
Dr. Patrice FaisonCurriculum and Instruction
Dr. Marihelen GlassLandscaping Architecture andHorticulture
Dr. Anthony GrahamCurriculum and Instruction
Dr. Etta GravelyChemistry
Dr. Vallie GuthrieGAMSEC
Dr. Karen GuyCurriculum and Instruction
Dr. Brenda HallHuman Development and Services
Dr. Richard JacksonCurriculum and Instruction
Dr. Muktha JostCurriculum and Instruction
Dr. John KellyComputing and ElectricalEngineering
Dr. Rita LambCenter for Student Success
Dr. Trent LarsonHuman Performance and LeisureStudies
Dr. Robin LilesHuman Development and Services
Dr. Kenneth MurraySchool of Graduate Studies
Dr. Gloria PalmaHuman Performance and LeisureStudies
Mrs. Susan PayneSchool of Graduate Studies
Dr. Larry PowersCurriculum and Instruction
Dr. Kimberly RichardsHuman Development and Services
Dr. J. Y ShenManufacturing Systems
Dr. Karen Smith-GrattoCenter for ProfessionalDevelopment
Mr. Doug SpeightOffice of Technology Transfer andCommercialization
Dr. Lelia VickersSchool of Education
Dr. Dawn WaegerleHuman Development and Services
Mr. Marvin WatkinsDivision of ResearchAdministration
Dr. Mulumebet WorkuAnimal Sciences
GRADUATE TEACHING ASSISTANT ADVISORY COMMITTEE
Dr. Kenneth H. Murray, Associate Vice Chancellor for Academic Affairs and Dean, Graduate Studies
Mrs. A. Ayanna Boyd-Williams, Assistant Dean, Graduate Studies and ChairDr. Goldie Byrd, BiologyDr. Erick Cheek, Electrical and Computing EngineeringDr. Robert Cobb, Graphic Communication SystemsDr. Marihelen Glass, Landscape Architecture and HorticultureDr. Vallie Guthrie, GAMSECDr. John Kelly, Electrical and Computing EngineeringDr. Dorothy Leflore, Curriculum and InstructionDr. Michele Levy, EnglishDr. Cynthia Nearman, EnglishMrs. Susan Payne, Research Assistant, Graduate StudiesDr. Leonard Uitenham, Chemical and Mechanical EngineeringDr. Mulumebet Worku, Animal Sciences
LIST OF CONTRIBUTORS FOR
GTA HANDBOOK
IXRebecca S. More, Ph.D.
Howard Lee
Rosalind Streichler, Ph.D.
Shirley Ronkowski, Ph.D.
Linda B. Nilson, Ph.D.
Catherine Ross, Ph.D.
Virleen Carlson, Ph.D.
Gabriele Bauer, Ph.D.
Linda S. Vivian
Dr. Kathleen Smith
Beckie Hunter
Sabrina Raymond
Karen Bovenmyer
Dr. Matthew Ouellett
Earl Lewis
Joyce Weinsheimer
Linda N. Edwards
Donna Bailey
Jill S. Ehling
James Peterson, Ph.D.
Alan Kalish, Ph.D.
Barbara Pennypacker
Barbara E. Bender
Valerie A. Ross, Ph.D.
Elaine Berland, Ph.D.
Brenda J. Kelly orDonald H. Wulff
Director
TA Training
Director
Director of Instructional Development
Director
Director
Dean
Teaching Consultant
Associate Director
TA Program Coordinator
Program Coordinator
Assistant to Vice and Dean of Faculty
Program Assistant
Associate Director
Dean
Director
Associate Provost and Dean Academic Affairs
Director
Assistant Dean
Dean
Director
Assistant Dean
Associate Dean
Associate Director, Humanities
Associate Dean
Manager orDirector
Sheridan Teaching Center
Office of Instructional Coordinator Development
Center for Teaching Development
Office of Teaching Effectiveness and Innovation
TA Programs
Center for Learning and Teaching
Center for Teaching Effectiveness
The Graduate School
The Graduate School
The Derek Bok Centerfor Teaching and LearningKrieger School of Arts and SciencesGraduate College
Center for Teaching
Rackham School of Graduate StudiesCenter for Teaching and Learning
The Graduate Center
Center for Teaching and Learning
School of Graduate Studies
The Graduate School
Office of Faculty and TA Development
The Graduate SchoolNew Brunswick Graduate School
Center for Teaching and LearningGraduate School of the Arts and Sciences
Center for Instructional Development and Research
Brown University
University of California at Los Angeles
University of California at San DiegoUniversity of California at Santa Barbara
Clemson University
University of Connecticut
Cornell University
University of Delaware
University of Florida
University of Georgia
Harvard University
John Hopkins University
Iowa State University
University of Massachusetts-Amherst
University of Michigan
University of Minnesota
City University of New York
University of NC at Chapel HillUniversity of NC at CharlotteUniversity of NC at Greensboro
Ohio State University
Penn State University
Rutgers University
Stanford University
Washington University
University of Washington
UNIVERSITY CONTACTS
X
OVERVIEW OF THE CONTENTS
The handbook is divided into ten sections dealing with specific information regarding effective teaching. Some of the items offer information specific to North Carolina A&T State University, whileothers provide Internet hyperlinks to resources and articles of other outstanding institutions nationwide.Permission has been granted by all of the institutions to which links to resources have been made.
Section I provides an overview of what it means to be a graduate student at North Carolina A&T StateUniversity as it relates to advancing the mission of the university. Highlights of some of the advantagesand challenges that you are likely to face in your role as a GTA are noted. The roles and responsibilitiesof the various types of graduate assistants are defined and discussed by Dr. John Kelly. Dr. J.Y. Shen provides a detailed description of the ten standards that are used to ensure the basic competency ofGTAs at A&T. These ten standards are based on the standards established for teachers in public schoolsin North Carolina and reflect the requisite knowledge, skills, and attitudes necessary to effectively andsuccessfully carry out their responsibilities as educators.
The articles in Section II address the challenges facing international graduate teaching assistants. Anoverview of the language requirements for international graduate students applying as graduate teachingassistants is presented. Dr. Judie Bucholz provides a definition of culture and discusses some of the challenges instructors face in making diversity in the classroom work to their advantage. Dr. MulumebetWorku offers specific suggestions on how international graduate students can take advantage of mentorsand other services at the university to facilitate their transition to a GTA.
Section III focuses on the fundamentals of effective teaching. Dr. Lelia Vickers begins with an overviewof the basic concepts involved in being an effective teacher. Dr. Marihelen Glass lists the 10 tenets ofgood teaching. Dr. Larry Powers discusses the need to develop an instructional paradigm that includesplanning, monitoring student progress, and effective communication skills. Dr. Richard Jackson liststraits that can have a negative impact on student learning. Dr. Brenda Hall and Dr. Jane Davis-Seavers,provide information on methods and styles of teaching that promote active learning. Dr. Dawn Waegerledescribes various philosophical approaches that link learning with planned outcome measures. Dr. JudieBucholz provides tips on how to handle various situations that many GTA may face in the classroom.
Section IV includes information to help you get started. Assistant Dean A. Ayanna Boyd-Williams discusses the orientation and training program for GTAs at A&T. A checklist of things to do and peopleto contact before you begin your assignment is provided. Dr. Godfrey Uzochukwu provides helpful information on how to conduct a class. Dr. Kimberly Richards provides information on developing apositive classroom environment. Dr. Paul Ankomah suggests potential sources of information for planning and designing a course. Dr. Etta Gravely outlines suggestions on what to do during the first dayof class. Dr. Muktha Jost presents information on dealing with the multiplicity of diversity issues in theclassroom.
Section V deals with helping students to learn. Dr. Trent Larson and Dr. Richard Jackson present strategies on how to help students learn. Dr. Kimberly Richards lists seven principles that can be used toenhance the learning experience of both the student and the GTA. Dr. Jane Davis-Seavers discussesusing collaborative groups to foster cooperative learning. The special needs of the adult learner areidentified by Dr. Judie Bucholz. Dr. Muktha Jost presents information on effectively managing the timeallotted for each class.
XI
Section VI identifies the various instructional tools available to enhance the learning process. Dr. KarenSmith-Gratto provides a list of audio, visual and motion media and suggests strategies for utilizing eachinstructional technique. Dr. Marihelen Glass offers tips for developing good discussion sessions. Dr. Kenneth Murray presents information guidelines for giving effective lectures. Dr. Vallie Guthrie provides useful information on teaching and managing laboratory sections. Information on laboratoryand classroom safety guidelines is presented by Dr. Etta Gravely. Dr. Anthony Graham presents a list ofrecommended instructional strategies based on learning modalities. Dr. Gloria Palma suggests strategiesfor teaching culturally and linguistically diverse students in the classroom. Dr. Robin Guill Liles discusses the importance of self-discovery in understanding teaching responsibilities and identifies threebasic elements needed to help teaching assistants create and refine their effective voices.
Section VII covers issues related to grades and the overall management of the classroom. Dr. KarenSmith-Gratto discusses the role of grades in evaluating performance and provides various rubrics forassessing performance. Dr. Gloria Palma clarifies the distinction between evaluations that measureprogress versus evaluations that measure performance. Dr. Rita Lamb discusses the roles and responsibilities of academic advisors. Dr. Robin Guill Liles reports on the exclusive role of the GTA asan academic liaison between senior faculty and undergraduate student. Dr. Patricia Bethea-Whitfielddiscusses the importance of building rapport and provides suggestions for expressing empathy with thestudent’s situation.
Section VIII looks at the issue of GTA professional development. Dr. Patrice Faison and Jason DePolodiscuss the value of reflective professional development. Terese Coon provides a sample survey for soliciting feedback from students. Assistant Dean A. Ayanna Boyd-Williams identifies services availableat A&T to enhance professional growth. Dr. Karen Guy and Dr. Thurman Guy present information onhow to prepare a competitive professional portfolio.
In Section IX, Assistant Dean A. Ayanna Boyd-Williams details the University and North CarolinaGeneral Administration’s policies and procedures related to graduate teaching assistant appointments.Dr. Kenneth Murray discusses the professional and legal responsibilities of GTAs. Mr. Marvin Dickersondetails the safety and emergency procedures in the classroom as required by ARISA/Health and Safety.Doug Speight provides information on the purpose and benefits of the university transfer program.Marvin Watkins provides information on student initiated programs and unfunded projects.
Section X provides advice for supervisors and graduate students on how to help GTAs be successful. Achecklist for supervisors to use to help orient GTAs to their assignment is included. Comments fromTerese Coon and other experienced GTAs are listed.
It is our sincere hope that you will use this handbook as a tool to guide you in making your experienceas a GTA a significant milestone in your education.
1SECTION I
IntroductionWhat it Means to be a Graduate Assistant at NC A&T State University
Graduate Teaching Assistants are a vital part of North Carolina A&T State University’s vision as alearning centered institution that fosters quality instruction and continued learning. They contribute tothe teaching mission of the University by fulfilling their responsibilities in their role as paraprofessionalsand the dual role they play are important to this university. Involving GTAs in labs, recitations, and discussion sessions allows faculty members more time to lecture, teach upper-division courses, and doresearch with their graduate students. Your insight as a student who has either taken this same course, or one very similar to it, is invaluable. Such insights are useful in planning the course and helping yourstudents learn.
As a student enrolled in a graduate study program, you are taking classes and managing the workload of any other grad student, yet, as a GTA, you are also juggling your role as a teacher. While you are working on your assignments for class, studying, writing papers, and all the other tasks that go withbeing a student, you are also planning lessons and grading papers for the students whom you teach inyour role as GTA.
This balancing act can often be unnerving, humbling, and even frustrating. Yet because you are both astudent and a teacher, you are in an ideal position to be conscious of both sides of the situation and usethat knowledge for your own benefit, as well as that of your students.
There are other advantages to being a GTA. It helps finance your education and gives you a role in the everyday life of your department. Staff and faculty will learn your name, and you will have the opportunity to become acquainted with other GTAs with whom you can share ideas and support. Therelationship you establish with the faculty member who supervises the course you teach is valuable. Heor she may be a source of useful advice and guidance on teaching, and he or she may become a mentorduring your graduate career and a reference for you when you search for your first job after graduation.
As you prepare your lessons to teach you are also further embedding in your mind the subject matter,and the questions your students will ask can further stretch your knowledge.Your lecture notes, lessonplans, presentations, and other preparations for teaching are likely to be useful to you later on.
This teaching experience may be one of the most important components of your education for thefuture. Whether you aspire to be a college professor or not, the experience of teaching others will helpyou develop poise, self-assurance, organizational skills, and structure. And it may be an important credential for employment applications and continuing your education even further.
Teaching can be rewarding as you instill knowledge and serve as a role model for other students. Youmay influence many students, some of whom will be freshman, to seek a major in your field of expertise.
Let’s be honest – serving as a GTA does have its drawbacks. You may be under a lot of pressure as youare also studying for a degree. In addition, the undergraduates that you teach may insist on individualattention and you will be in a position where you have to make decisions of authority in some instances.Often times, you are close in age to your students and they may expect you to be their friend and confidante in addition to their instructor. You will have to set limits on what you can and cannot do,and stick to it.
You may discover from your role as GTA that you are not a born teacher or do not like the give-and-take of an undergraduate classroom. Teaching skills do improve with experience, and with that experience often comes increased satisfaction with the role. If this is not the case for you, atleast you tried it and learned that teaching is not for you and you can plan your future accordingly.
2
Types of Graduate Assistant Roles and Duties
Edited by John C. Kelly, Jr., Ph.D.Chairperson – Department of Electrical and Computing Engineering,College of Engineering
At North Carolina A&T State University (NCA&T) the term, Graduate Assistants (GA), is a general term meaning a graduate student enrolled and employed by the university to assist in the area of administration, research, or teaching. Departments within the universityvary in the responsibilities they assign their GAs, but the most common GA roles are described below in general terms:
Graduate Administrative Assistant (GAA)
A Graduate Administrative Assistant’s duties primarily involve assisting the university's administrative staff or a specific department with collecting, organizing and analyzing various administrative data. These duties should be relevant to the graduate program and professional goals of the student.
A GAA is most often assigned to assist with registration, collection of materials, computer work, editing, department exhibitions or special projects. Minor responsibilities involve attending seminars, engaging in library research and holding conferences.
Graduate Research Assistant (GRA)
A Graduate Research Assistant is one who assumes research-oriented responsibilities including library work, computer programming, analysis, fieldwork, laboratory experiments, scientific investigations, or other endeavors. The principal investigator of a funded research project normally employs GRAs. The student’s work on a research project should be closely supervised; it could lead to the successful writing of a thesis or dissertation, a significant intellectual discovery, or provide long-range direction for the student’s development as a scholar.
Graduate Teaching Assistant (GTA)
A Graduate Teaching Assistant serves in an instructional role in a class or laboratory within a specific department at NCA&TSU. GTAs may perform pedagogical functions, such as, preparing lectures, teaching classes, grading tests, holding conferences, assigning course grades, or providing support for the faculty member in charge of the course. In all cases, the GTA works under the supervision of a faculty member. To this end, the GTA works to gain teaching skills and a better understanding of the essentials of his/her academic discipline.
Both GRAs and GTAs must also fulfill duties and responsibilities concerning safety in the laboratory equipment. Supplemental guidelines are available from the colleges/schools department offices.
The duties of GTAs will vary by department and role as well, but some of the more common duties are described below:
Recitation or Discussion Leader
This is the most common GTA assignment in many disciplines where lectures represent the major form of instruction. The supervising professor plans the course, makes the reading assignments, and delivers lectures on a regular basis. As a GTA you are expected to attend the lectures so that you can address student questions and relate your own teaching to the instructor’s.
3
The purpose of recitation or discussion section is to have students engage in discussion of the course content presented in the lectures. Students are divided into smaller groups that meet separately for interactive class sessions. As a GTA you may moderate or stimulate student discussions, solve homework problems, assign and evaluate student projects, answer questions, present additional materials, and serve as a liaison between the professor and the students.
In some instances you may be responsible for reading and evaluating written assignments submitted by students. You may also help develop or administer exams and quizzes, or grade them if the professor prepares them. At the end of the semester you may work in consultation with the supervising professor to assign grades. If you have any questions about your role or duties, please ask your supervising professor. In most cases, they served as a GTA during their own graduate training and will be more than willing to clarify what they want you to do.
Laboratory Assistant
Working as a GTA in a teaching laboratory is very much like being a GTA in recitation sessions (see section above). You provide supplemental, practical instruction to a lecture course for students in smaller groups; develop, assign, supervise and grade student projects in the lab; and periodically evaluate student progress.
Your range of duties may include overseeing laboratory safety and maintenance, preparing samples, stocking supplies, fabricating equipment, and trouble-shooting computer problems. You may be involved in instruction, or you may be on hand to handle materials and problems that may arise. In all cases, the supervising professor is your contact person, defining duties and outlining expectations for the operation of the laboratory and the instruction that takes place in it.
General Assistant to a Professor and His/Her Course
This assignment generally involves duties to assist students in learning the course material, such as holding office hours and review sessions before exams. It may also involve maintaining course web pages, posting solutions to homework problems, and grading quizzes, exams, and projects. You may be asked to make a presentation to the class if you have knowledge or experience on a particular topic, or if the professor has to be away from class on occasion.
Grader
Some departments assign GTAs to evaluate student exams, projects and papers. As a grader, you are an extension of the professor and should consult that person regarding what standards and expectations he or she wishes to apply to the evaluation process. Through the grading process, you will become aware of how individual students are doing and may be asked to counsel certain students about their performance.
Tutor
Another common GTA assignment is tutoring for a specific course or in a department help session. Departments that offer tutoring opportunities usually structure this help in one of two ways. One way is to work with each student individually, walking through a problem with them step-by-step.
Another method is to work with a group of students who may have similar problems or misunderstandings of the subject matter. By getting the group to interact and solve each other’s problems cooperatively, you can help them recognize the value of working in a study group.
4
Standards for Graduate Teaching Assistants - Knowledge, Skills, and Attitudes Necessary to Be an Effective GTA
By J. Y. Shen, Ph.D.Associate ProfessorDepartment of Manufacturing Systems, School of Technology(Edited by Mrs.Susan Payne, Research Assistant, School of Graduate Studies)
As a Graduate Teaching Assistant at North Carolina A&T State University, you may be asked to engage in a variety of teaching-related activities including lecturing, class discussion, labs, one-on-one tutoring, office hours, testing, grading, and more. The standards described below, based on the standards established for teachers in public schools in North Carolina, reflect the requisite knowledge, skills, and attitudes necessary for the successful execution of the duties of a GTA:
1. Content Pedagogy
The GTA understands the central concepts, tools of inquiry, and structures of the discipline he or sheteaches and can create learning experiences that make these aspects of subject matter meaningful for students.
For a GTA, being able to effectively teach a particular course is not based solely on having taken and passed that same course. Knowing the content is one thing, but being able to effectively teach it and help others learn it is another. Depending on the course you are teaching, you will need to think back to when you were taking it (or a similar course) and what principles for learning worked for you. Was there a particular assignment, exercise, or activity that brought some of the key concepts into focus for you? What was most challenging? What was most effective? Start by asking your supervising professor to suggest ways to present material and make it meaningful for students. Also read Sections III through VI of this Handbook for valuable information relating to course planning, teaching, and learning.
2. Student Development
The GTA understands how students learn and develop, and can provide learning opportunities that support a student’s intellectual, social, and personal development.
Some ways to support the development of students whom you teach include the following:
Make students feel important. Teachers, who value students, avoid condescension, sarcasm, and impersonal behavior, and cultivate self-esteem through praising good performance and taking a personal interest in students.Make students feel invited. Teachers, who make students feel invited both in class and outside of class, have a strong impact on motivation, student retention, the presence or absence of classes.Deal with needed changes from a positive point of view. Honest and frequent feedback is essential to good learning, but even very critical feedback can be offered in a constructive way. Teachers can usually find some good point to praise and can suggest specific ways in which unsatisfactory performance can be improved.Learn to make nonverbal cues. Good eye contact, smiles, and active listening skills such as nodding, help motivate students.Get to know students as individuals. Teachers who request that all students visit them outside of class to chat informally and instructors who have lunch or coffee with students are examples of those who understand that a personal acquaintance enhances the teaching-learning relationship.Learn to empathize. Teachers who remember some of the hardships, uncertainties, and stress of their own student days are better able to help their students who are undergoing those difficulties.
5
Establish parameters. Teachers who clearly define tasks and set high expectations for behavior and learning are better able to motivate students.Use student-centered instruction. Student-centered instruction involves planning learning activities that will actively engage students and will anticipate the kinds of opportunities and challenges that will be present in a specific area.Be enthusiastic. Most instructors find their discipline compelling, but sometimes it is hard to recapture excitement about a familiar topic. Trying to look at the familiar in a new light or to present things in fresh ways are strategies instructors use to maintain their enthusiasm. Integral to any discussion of motivation is “personalizing” the classroom. Using instructional strategies that enable some individualization of instruction or small group work helps develop personal investment and interest in learning. Similarly, direct attempts of instructors to talk about such things as their own life experiences related to the subject and their personal difficulties in mastering certain concepts create a warmer classroom climate.
3. Diverse Learners
The GTA understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Sensitivity to cultural diversity is an important component of a good learning atmosphere. You should also be sensitive to other kinds of diversity, including everything from sexual orientation to political convictions to religious beliefs. The key to a good environment is freedom of thought and expression in which to explore new ideas, test hypotheses, and question old assumptions. No student should feel ostracized because of his or her thoughts, beliefs, or background. They come to A&T with different experiences and worldviews. Your job as a teaching assistant is neither to correct “wrong” views nor to allow students to placidly dismiss views different from their own. Learning implies the exchange of ideas and creating a classroom that allows for such an exchange is your responsibility.
We all make conscious and subconscious decisions about what we consider valuable and why. However, be aware of your own biases and how you might be inadvertently communicating these to your students.
Students who discontinue their education for any purpose and then later return to college can be considered re-entry students. They are usually older than what we normally think of as college-aged students and may have more varied life experiences than traditional-aged students. Many of them have been away from the classroom for many years, and entering or re-entering college represents a major change in their lives. For some, it is a great loss of social status to again be a student.
For GTAs, teaching to re-entry students can be a challenge, particularly when the re-entry student is nearer in age to the GTA’s parents than to the GTA. Yet, such an age difference can be equally difficult for the student. The GTA needs to respect the student's life experience and the student needs to respect the GTA’s formal education. Because re-entry students tend to be very goal oriented, they want to learn and they want the GTA to teach them. Re-entry students are, for the most part, equal to their GTAs in age, life style, and seriousness of purpose. As a result, GTAs may have to exert more effort in getting re-entry students to utilize their help. A re-entry student is more likely to go directly to the professor, or feel uncomfortable asking anyone for help because of their more mature status. Also, re-entry students may want to know and discuss more than what is in the books. GTAs need to remember that these students have life experiences and responsibilities outside of the classroom that are quite different from those of the traditional full-time student.
6
Most North Americans value democracy and believe that all people should have equal socialand political rights. In the classroom, this means a high level of student participation is usually expected. In other cultures, however, student questions and comments during class may be regarded as disrespectful interruptions. In the US, great importance is placed on the individual. In the classroom, most students expect individual attention and recognition. They expect to be rewarded for independent thinking and creativity. Conversely, other cultures may prioritize collectivity over individuality and may reserve the highest praise for teamwork, cooperation, and emulation.
Also, Americans are often comfortable with informality. In the classroom, students may slouch in their seats; many come to class wearing jeans and t-shirts. Teachers may also dress casually and may sit on their desks with their feet dangling to the floor. Students and GTAs generally expect to be on a first-name basis with each other. In more formal educational systems around the world, it is appropriate to come to class in dress clothes and polished shoes, maintain an erect posture throughout class, and address the teacher only by last name. Be cognizant of these differences and what they may or may not mean to you as a GTA.
4. Multiple Instructional Strategies
The GTA understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.
Teachers should use a variety of teaching techniques to utilize and build on the students’ experiences. Active participation by the students is critical to accomplishing this task. When students are involved, they are more likely to explore alternative ways to think about the subject as well as think of alternative ways to complete the task. As a result, critical thinking skills are enhanced. One active teaching technique is having students role play situations that they have confronted. Another is large and small group discussions in which adult students are encouraged to share relevant experiences. Posing questions to students can further encourage this integration. Equally effective is the instructor’s sharing examples from his or her own practice. The use of analogies and metaphors can also be extremely useful in helping students integrate new and old knowledge.
Some traditional instructional strategies that you may incorporate into your classroom sessions include the following. More detail on many of them is provided in Section VI of this handbook.
Lectures
Class Discussions
Question and Answer Sessions
Small Group Activities
Chalkboard and Dry Erase Board Work
Overhead Projector Presentations
Project Journals (as a way for students to record process and progress in a developing project)
7★ Enthusiasm for the topic.★ Relevance of the course material to the
lives, experiences, or career goals of the students.
★ Classes were organized and well-planned.★ Material and workload was regarded by
the students as challenging but “doable.”
★ Students are actively engaged in classroom learning.
★ A variety of instructional techniques andstrategies were utilized.
★ Instructors were perceived as approachable and friendly, and appeared interested in the students as individuals.
★ Course material was made real, concrete and understandable through the use of appropriate examples and anecdotes.
Understand Your Position and Working Environment:Be sure you are in sync with the professor of the course. This is a partnership in which he or she is the lead partner. Follow the lead.Plan the first day of class carefully. Decide what you want to cover and how you want to present it. Balance is important. Balance the day between (a) introductions, (b) course policies and procedures, and (c) specific content that introduce students to the course, encouraging focus and enthusiasm.Check the room before class starts to study the layout and make sure everything is working. Think about logistics. Also, look at the room from the students’ perspectives. Can they see you, the board, or screen?
5. Motivation and Management
The GTA uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Educational psychologists have concluded through various sorts of studies that in classes where students are highly motivated, there are eight characteristics that are almost always present related to the instructor:
While motivation to make a good grade may also be a factor, it is believed that what an instructor does or does not do has a major impact on students’ willingness to make a persistent effortto learn.
6. Communication and Technology
The GTA uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
In order to insure that all students are provided with the opportunity to learn, learning environments must be designed in ways that allow learners to approach learning in diverse ways. By including a variety of techniques and tools to enhance student learning, we allow students many opportunities to interpret the content.
Section VI of this handbook includes volumes of information on how to incorporate various forms of media and technology into your teaching, thus allowing many ways that students can become engaged in an interactive classroom environment.
7. Planning
The GTA plans instruction based upon knowledge of subject matter, students, thecommunity, and curriculum goals.
Planning of a course and class time can beanxiety producing for GTAs. By devoting some creative energy to planning, you can lay the groundwork for a successful semester. Steps to make the planning process go smoothly include:
8
8. Assessment
The GTA understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Evaluating student performance is a key component of the role of an instructor. Constructing tests and assignments that measure student learning and understanding of course content requires careful planning and execution. The articles in Section VII of this Handbook provide multiple suggestions for making student assessment more effective and meaningful.
9. Reflective Practice: Professional Growth
The GTA is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, faculty, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
One way to evaluate your teaching is to seek feedback from the students you teach. Many GTAs provide a form for student feedback during and/or at the end of the semester. Examples of survey/feedback forms are included in Section VIII of this Handbook, as well as a link to a web-site that offers a way to customize forms for the course(s) you teach.
While most professors at A&T distribute a standard Student Opinion Form to students at the end of each semester to gather feedback, this data is not always compiled and available to the GTA in a time frame that allows them to use the feedback for the very next course they teach. By providing your own survey tool in addition to the standard university form, you willbe able to study the feedback immediately and determine what aspects of the course and/or your teaching need to be fine-tuned before the next semester begins.
For on-going preparation for your role as a Teaching Assistants, many departments within the University schedule orientation and training activities for new teaching assistants and/or faculty. In some cases, this orientation involves several days of meetings, interviews, and information sessions. Contact the department under which you teach concerning training opportunities that are available.
In addition, Career Services in Murphy Hall offers university-wide training programs for new and returning graduate assistants and new faculty. Topics vary and have included promoting active learning, leading discussion, developing group process techniques, and using technology in the classroom. Pre-registration is required, but the seminars are offered free of charge.
The School of Graduate Studies STAR program offers the Preparing Future Faculty (PFF) program for graduate students interested in pursuing a faculty career in Science, Technology, Engineering and Mathematics. PFF helps participants learn more about the full range of faculty life in teaching, research, and service at a variety of higher education institutions. The program includes seminar and workshop courses, individual faculty mentoring, opportunities to gain a variety of teaching experiences while earning graduate credit, and interactions with faculty and administrators from other institutions.
The Effective Teaching Training Institute, coordinated by The School of Graduate Studies, offers workshops throughout the year on topics such as “Using Technology to Support Pedagogy,” “Using Your Voice Effectively,” and “Creating A Teaching Portfolio.”
9The Academy of Teaching & Learning, located on the lower level of Bluford Library on campus, supports A&T’s commitment to effective teaching through seminars, workshops, newsletters, grants, and other efforts to improve the instructional environment.
Additionally, Section VIII of this Handbook contains numerous articles, suggested reading, contact information, and links to resources for professional development.
10. School and Community Involvement
The GTA fosters relationships with colleagues and agencies in the larger community to support students’ learning and well-being.
Various departments on campus offer support services for students. As an instructor, when you identify students whom you believe need assistance with educational, health, or other issues that affect their learning or wellbeing, please make every effort to direct them to the appropriate resource(s). Establishing a contact at each of these departments when you decide to become a GTA may be helpful in the event you have questions you need answered before referring a student to one of these resources. In addition, your department chairperson and the student’s academic advisor are also valuable resources.
Academic Affairs Dowdy Building 334-7965Academy of Teaching & Learning Bluford Library 256-0212Center for Student Success Hodgin Hall 334-7855Counseling Services Murphy Hall 334-7727Sebastian Health Center 334-7880Student Affairs Murphy Hall 334-7696
Setting Boundaries and Limits
The relationship between GTAs and students is
multifaceted and thus can be a very complex one.
Harassment -- sexual or otherwise -- can work
both ways. You could be perceived of as harassing
a student in your class, or, you could be the
recipient of what you perceive of as harassment
by a student in your class. GTAs are, after all, th
e
peers and colleagues of the students whom they
are assisting. Yet by the nature of their position,
they are often perceived of as having power and
authority. You may not feel you have power and
authority, but the students may feel you have.
Under these circumstances, you need to be
particularly sensitive to the relationship you
establish with students.
Remember, there are two versions of events --
what you mean, and what the other person hears.
Your intention might be one thing, but for a
variety of reasons, the student you are talking
with may perceive your actions or words differently.
Be sure you make it clear when you are on duty
and accessible and when you are not. You have a
responsibility to yourself to protect your own
boundaries. You have your own courses to study
for, or to work in the library or computer lab on
your own work without interruption. If you give
out your phone number to students so that they
may call you at home for assistance, make it clear
what hours are acceptable for calling.
If students approach you for assistance during
times that you are doing your own work, its
OK to tell them you cannot help them now,
but suggest they contact you during your
designated office hours, or at some other
time when you will be available to
help them.
10
SECTION II
International GTAsA significant number of GTAs at North Carolina A&T State University come from outside theUnited States, from countries where English is not the dominant language or where it is spoken withdifferent pronunciation and vocabulary. As an international GTA, we value the knowledge of theworld that you bring to teaching here. The special flavor and perspective you can contribute to under-graduate education is important, however, U.S. classrooms and undergraduates may present challengesfor you if you are new to higher education in this country.
Language RequirementsEnglish Proficiency Tests (Procedure, ITAs Duties for Non-native Speakers)
International students applying for graduate assistantships who are graduates of institutions of highereducation located outside the USA in non-English speaking countries are required to demonstrateproficiency in the English language by having official scores directly from the test of English as ForeignLanguage (TOFEL) submitted to the School of Graduate Studies. International teaching assistantsMUST score a minimum of 550 on the paper base test or 213 on the computer base test. Only scoresreceived from Educational Testing Service, Princeton, NJ 08451, will be considered official. Studentsare responsible for requesting ETS to forward scores to the university.
A graduate student for whom English is a second language must obtain clearance through theInternational Students Office for enhancing their communication skills. This office is located inMurphy Hall, North Carolina Agricultural and Technical State University, Greensboro, NC 27411;the telephone number is (336)334-7551. The academic unit (department, college, and school) alsoevaluates international students’ effective communication skills.
In addition to the TOEFL requirement, a number of departments stipulate that graduate student forwhom English is a second language must engage in a personal interview, satisfy the expectations of afaculty mentor, and/or meet other standards such as presenting a certain score on the Graduate RecordExamination (GRE).
Other methods used to assess English proficiency include writing assignments or oral presentationsunder the supervision of faculty mentors. Student evaluations are also used to determine mastery ofEnglish. Students with a need for additional language work are required to audit appropriate classes inEnglish or Business Communication. The Department of English requires their teaching assistants totake English 700, a special topics course designed to instruct, monitor, and evaluate each individualgraduate student in the art of teaching English 100: Ideas and Their Expression I. Additionally, personal interviews by the department are used to evaluate the student’s verbal skills and proficiencyin communicating, i.e., clarity, accent, demeanor, etc.
As a non-native speaking GTA, you may be assigned to activities that do not demand extensive oralcommunication, such as laboratory preparation and demonstrations or grading.
Cultural Dimensions
By Judie Bucholz, Ph.D., SPHRAdjunct Assistant ProfessorHuman Development and Services
There have been many definitions of culture over the years. Walter Lonner (1994) said the most common definitions of culture include the following ingredients:
Culture is an abstract idea, a hypothetical construct that is created by humans and is useful primarily for scientific reasons.
11
Culture is not behavior. It simply provides complex settings in which various behaviors may occur. To say that Astrid behaves in a certain way because she is Swedish is likesaying that a man limps because he is lame. Culture creates for individuals certain potentials for reaction. These potentials differ from time to time and place to place. Culture shapes and bends behavior by interacting with individuals. Not even the most sophisticated and enlightened definition of culture can explain behavior, because definitions themselves are static and not dynamic. A good definition however, may help us to organize the various ways in which we might formulate explanations of differences in behavior.
Any culture contains values, beliefs, attitudes, and languages that have emerged as adaptations to the peculiar geographic and temporal circumstances that have impinged on the lives of a group of people who agree on what to call themselves.
The values, beliefs, attitudes, and languages that have proved to be adaptive are considered important enough to pass on to the next generation. Such generational transmission either can be done explicitly, by using formal instruction and rules (the socialization processes), or can be implicitly and subtly taught to succeeding generations in the course of everyday life. The enculturation process).
Instructors confront significant challenges in making diversity work to their advantage. These challenges include: (1) genuinely valuing student diversity, (2) balancing individual needs with group fairness, (3) coping with resistance to change, (4) promoting group cohesiveness, and (5) ensuring open communication.
If effectively managed, diversity can be powerful in the classroom because it stimulates creativity, enhances problem solving by offering broader perspectives, and infuses flexibility.
Personal and cultural values are challenged by diversity. In addressing the challenge, we must develop an appreciation of variations among human beings, even if the differences may be antagonistic to our own beliefs and values.
Benefits of Having a Mentor
By Mulumebet Worku, Ph.D.Assistant ProfessorDepartment of Animal Sciences and Veterinary Medicine,School of Agricultural and Environmental Sciences
The first weeks as an international student can be confusing and difficult in particular if you are in the United States for the first time. Settling in is vital and will contribute to your academic performance. Living in a new environment has many challenges. International students have the added pressures of having to learn how to cope in a new cultural environment,dealing with language issues, getting around, learning the rules and regulations of the university,experiencing loneliness and separation from family and friends, wanting to make friends with USstudents without knowing how, understanding US laws and living up to expectations from family.
Many international students find that one of the best ways to overcome issues of relating to culture shock and homesickness is through the use of Peer-support or mentoring. Mentors can make this adjustment easier by providing support, encouragement and friendship. This support may be social, emotional, and academic, though mentors are not expected to serve as either counselors or tutors. Having a mentor who will be available to answer questions, give a point of view on life at the university, and how to get the most out of it as well as pointing you in the right direction to the services offered at A&T will be most helpful to you.
Services such as help with language and writing are especially significant for international students. International students go through overwhelming experiences as newcomers while adjusting to the demands of graduate study in a US university. A mentor serves as a contact
12
that will share experiences and their time with you to help you adjust to the culture on campus and the US way of life. Webster’s dictionary defines a mentor as ‘a wise person and advisor, a teacher…, and a loyal friend to someone.’ International students often feel disconnected when they have left their countries to seek new friends. Mentors offer both help and support when coming to a new country where you’re not familiar with the culture of the people.
As an international student the mentor gives you an opportunity to get to know other students and helps with practical matters such as getting a bank account. Mentors should have a genuine interest in the experiences and well being of the international student to share cross-cultural experiences and knowledge in a reciprocal fashion, to help guide the student through the rules of the institution, to provide appropriate feedback on academic work and questions and to broaden the student’s exposure to US culture.
To identify a mentor, students should look for individuals with a strong willingness to understand international students, familiarity with American universities, and a good academicstanding and reputation within the university. The mentor will help introduce you to an environment that will allow you to develop a network of individuals that will be important to your academic career and social needs. This relationship is valuable for both the mentee and the mentor.
The advantages of having a mentor include:
Students, staff and faculty at NC A&T have embraced globalization as part of the FUTURES initiative. They are very willing to get an insight into other cultures. This willingness creates a welcoming atmosphere on campus for international students to identify peer mentors and faculty mentors. Further, the large number of international faculty and staff and who have international experience are a resource for any international student interested in identifying a mentor. This introduces exciting possibilities for global cultural awareness.
Get connected by keeping abreast of campus news and interacting with the Office of International Programs and the International Student Scholars Office. For example, the university hosts an international week celebration, the Mattye Reed Cultural Arts Center, and also interacts with community-based international activities in the area. Further, visitors and speakers from numerous countries are hosted on the campus. Mentors can make a difference and provide support in understanding rules and procedures in the context of the institution and way of life.
An incoming international student requires basic information such as where to buy food, wherethings are in the university, how to set up a bank account, how to find housing or where the recreational areas are and faith-related organizations are located. Ask other students in your program. A student should identify a mentor on campus that will provide this information. The new international student should attend all orientation programs. In particular, you must checkin with the International Student and Scholars office at 221 Murphy Hall immediately upon
Assistance with the rules and
regulation expectations
activities and the general
necessities of student life on
campus and in the community
.Guidance in adjusting to the
campus culture and academic
environment.
Increased knowledge about campus services, self confidence and reinforced personal values and professionalism.
Service as a peer mentor for other students.
Career goals that are
strengthened and sustained.
Promise of an exciting and
fulfilling and success
ful
experience at NC A&T.
13
arrival and use this office as a resource in identifying mentors on campus. The Office of Graduate Studies in Gibbs Hall and the Offices of Foreign Languages are also important contacts. The campus map in your registration packet will provide the locations of these places.
Form relationships with your academic advisor who might be able to recommend mentors. Your academic advisor may serve as your mentor and provide guidance in areas including courses and academic expectations. Consider joining the national or ethnic organization that best fits your need on campus or in the community. These organizations may sponsor events and activities of special interest to your group and will notify you of upcoming activities. Read campus newspapers as they are a good source of current information about possible mentors. Look over bulletin boards in the classroom, buildings, cafeteria and student union. Also, check bulletin boards in the dormitory and apartment house. The university has an e-mail system andthe web-site provides information on upcoming activities and the names of faculty who will help you identify mentors. As an international students at NC A&T, you will have many opportunities to meet new people, learn a new language and experience a different culture. Youwill experience new things and your mentors will be learning from you, too. Remember, being an international student is a give and take situation. You bring a wealth of experience, too.
Resources For additional advice:
Althen, G. (1988). Manual for Foreign Teaching Assistants. Iowa City, IA.: University of Iowa.
Althen, G. (1988). American Ways. Yarmouth, ME: Intercultural Press.
Derek Bok Center for Teaching and Learning. (1993). Teaching in America (Video). Cambridge,MA: The President and Fellows of Harvard University.
Illinois State University, link to their International TA Program resources.
Iowa State University TA Handbook, Section II for International TAs
Sarkisian, E. (1997). Teaching American Students: A Guide for International Faculty and Teaching Assistants in Colleges and Universities. Cambridge, MA: The President and Fellows of Harvard University.
University of California at Santa Barbara, link to TA Handbook and International TA Handbook.
University of Washington, link to their International TA Program resources.
14SECTION III
Foundations of Good Teaching
Overview
By Lelia Vickers, Ph.D.DeanSchool of Education
Good teaching is imbued in principles of learning based on scientific research and information that has been acquired from observations and analyses of actions in the world. Social scientists and others who try to discover the complexities of teaching and learning frequently focus on variables such as students’ characteristics and abilities, teaching behaviors, communication, organization, and measure of students’ learning. From kindergarten through graduate instruction,good teaching requires one to possess the knowledge, skills and disposition to create meaningful learning environments.
Good teachers know that scientific research has identified simple truths about connecting teaching to learning. Effective teachers apply these principles to the learning situation in both creative and technical ways to ensure that students utilize their capabilities to acquire new knowledge. Understanding students and communicating effective are two strategies for effective teaching for all teachers.
Understanding students is a key criterion for teachers to use in the selection and use of the most appropriate pedagogical content . The student’s cultural background and experiences can be expanded and used as the foundation to infuse the knowledge base. Good teaching always conveys to the students ways to build new learning upon previous learning. Good teachers strive to help students become discerning, critical, and life long learners. Good teachers employ the students’ cultural context as a means of accomplishing effective communication.
Communication is the transmission of information through a variety of mediums including lectures/discussions, technology, direct or indirect instruction, and experiences. Good teachers use effective communication skills to establish expectations for students’ performances. In addition, effective communication allows teachers to clarify goals, objectives, evaluation criteria, and outcomes so that the expectations of the teachers are clear to the students. Goals extend theopportunity to delineate expectations, align curricula, and select appropriate materials, methods, assignments, and evaluation strategies. Effective teachers of graduate students organize instructionthat will create active learning and collaborative activities to engage students in intellectual discussions that result in independent learning. Clear articulation of the expectations for courses, assignments, and experiences sets the foundation to ensure that students accomplish the goals.
Knowledge of the students and effective communication are prerequisites for good teaching. Outcomes of good teaching include the acquisition of content knowledge, sequenced instruction, infusion of cultural influences, attention to learning styles, and a viable evaluation construct. Good teaching ensures that learners have acquired new knowledge, skills, and dispositions, which have been integrated to reconfigure and expand the knowledge base.
References:
Davis, Barbara (1993). Tools for Teaching. San Francisco, Jossey-Bass Publishers.McNergney, Robert and Joanne Herbert (2001) Foundations of Education, New York,
Allen Bacon.
The ultimate test of your classroom abilities may well be not how much you have taught, buthow much you have learned and the degree to which your students have learned to learn.
C. Roland Christensenin The Art and Craft of Teaching
15
The Ten Commandments of Teaching
By Marihelen Glass, Ph.D.Professor of Horticulture, School of Agriculturaland Environmental Sciences
Good teaching is as much about passion as it is about reason.
Good teaching is about substance and treating students as consumers of knowledge.
Good teaching is about bridging the gap between theory and practice.
Good teaching is about listening, questioning, being rigid but flexible, fluid and experimenting, and having the confidence to react and adjust to changing circumstances.
Good teaching is about style. Should good teaching be entertaining?
Good teaching is about caring, nurturing, and developing minds and talents.
Good teaching is about strong visionary leadership and tangible instruction support.
Good teaching is about mentoring between senior faculty and junior faculty, teamwork, and being recognized and promoted by one’s peers.
At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards.
GOOD TEACHERS COULD NOT IMAGINE DOING ANYTHING ELSE!
Effective Instruction
By Larry Powers, Ph.D. Associate Dean and ProfessorDepartment of Curriculum and Instruction,School of Education
Many writers indicate that teaching is too often simplified by someone who has the notion that knowledge alone is the prerequisite for effective instruction. This notion is supported by the old adage referred to in the question---what do you need to know to teach a horse? The answer is -- more than the horse! Certainly, good instruction is a complex maze of intentional acts undergirded by rigorous behavioral science research, instructional planning, assessment of what the learner already knows, an in-depth knowledge base of the subject, and the utilization of appropriate methodology (pedagogy). The purpose of this paper is to assist graduate teaching assistants to become effective instructors in the academy. Therefore, the primary focus is to assist the graduate assistant with the development of an instructional paradigm based upon contemporary behavioral science research inclusive of instructional planning, monitoring student progress, and utilization of effective communication skills.
16
Instructional Planning
Prior to teaching any university course, the instructor should review the course description in a current University Bulletin. By reviewing the course description the instructor will ensure that the course syllabus to be distributed to all enrolled students within the first two class meetings is consistent in content established by the academic department. In developing the syllabus a primary starting place for the graduate instructor is to decide what he/she wants his/her students to know. At the very minimum an adequate class syllabus would include: (1) course description from University Bulletin, (2) itemized course objectives, (3) schedule of test dates and course topics including dates, (4) detailed description of all assignments and the point value for final grade, (5) description of instructional strategies, (6) required references and or books, and (7) other specific information students need to know to matriculate through the course in a timely manner. Once the instructor has determined what he/she wants the students to learn a plan should be made to facilitate the process. The plan essentially outlines the teaching methodology to accomplish instructional goals.
Writing behavioral/performance objectives is a major part of preparing any lesson. There are three domains that categorize objectives. According to McNergney and McNergney (2004), behavioral objectives are categorized as cognitive, affective, and psychomotor. Cognitive objectives address mental processes and are expressed with verbs such as identify, write, explain, list, or discuss, etc. Affective objectives address feelings and are expressed using terms such as appreciation, love, fear, anxiety, and/or hate. Psychomotor objectives address physical movement and are expressed using action verbs such as lift, jump, run, or walk, etc. The most common behavioralobjective is cognitive. Behavioral objectives when properly written have three sometimes four components depending upon the writer.
To assist the instructor, an example of each type of objective is provided below.
Instructors need to clarify for themselves what they are attempting to teach students. By shaping/writing it in the form of a measurable objective they must reflect upon it in a way that they clarify it for themselves. When the instructor has a plan, monitoring students progress becomes a strong vehicle to inform the instructional process by letting students know that theywill be held accountable for learning.
BEHAVIORAL OBJECTIVE COMPONENTS
1. Behavior or outcome – clearly states what the learner should know or be able to do.
2. Conditions under which learning will occur – describe the teaching technique or learning intervention.
3. Criteria or standard – describes the level of achievement or the acceptable performance to mastery.
4. Student or learner may or may not be indicated – this is the student or learner.
Cognitive – Given lecture
and group activity the
students will be able to
identify the four components
of a behavioral objective
according McNergney and
McNergney.
Affective – Given group and
individual assignments
students will develop an
appreciation for the food
production system as evidence
by their selection of at least 8
of 10 politically appropriate
responses according to Mager.
Psychomotor – Givendemonstration students will
be to assemble a small engine according to the 25specifications in the Briggsand Stratton Manual (2004).
17
Monitoring Student Progress
To ensure that all students perform up to their maximum potential, the instructor must develop and implement an instructional monitoring system. It is important and plausible to indicate the details of the instructional monitoring system in the course syllabus. It is not only necessary to monitor the performance of each student; it is also important to let them know their performancesare constantly being monitored and each student is systematically apprised of his or her progress.
This raises a basic question – what do students need to be apprised of in relation to their performances? The instructor should evaluate, grade, and return all student work by the next class meeting. When student work is not returned in a timely manner it loses its utility as a positive impact on the student. Returning student work late also sends the wrong message to the student. When work is returned late students interpret this as the instructor’s lack of professionalism. Returning work late reduces the overall impact of its importance. The instructor should systematically meet with each student at specified intervals during the semester. During these visitsthe student should be kept up-to-date on his or her performance and provided substantive feedback on how he or she can improve. Students should be apprised of their attendance and the extent to which attendance will impact final grading. The best plan and monitoring system will fail if the instructor does not have effective oral and written communication skills.
Effective Communication Skills
Effective instructors are good communicators both orally and in written. Instructors tend to focus on the group; however, effective instructors tend to focus on the individual student. The literature is clear that we work with groups but we teach individuals. Effective instructors must be able to relate to the learning of individual students. This means that in order to effectively teach the material the instructor must be able to make connections with individual students. In other words, learners must believe/perceive that the instructor is attempting to communicate with them.
Effective instructors are skilled at communicating learning expectation and setting attainable goals for learners. How can the instructor communicate this perception to the learner? Effective instructors learn and refer to students by name soon after the class starts. During class sessions the instructor should frequently call upon students to interact within the context of the subject matter.When students do not respond correctly to in class questions the instructor should not chastise thebut provide clues and tips to encourage them. Students tend to respond more favorable to positive reinforcement in class. Effective instructors never use sarcasm or embarrass students.
According to Slavin (2004) “communicating expectations for success and reinforcing success when it occurs are two of the most important skills a teacher exhibits.” Instructors must communicate insuch a way that they are able to acknowledge student failures in a supportive environment and in the context of goal setting and improvement. Developing effective communication skills is an integral part of learning and implementing effective instructional strategies. According to Slavin (2003) “the link between what the teacher wants students to learn and students’ actual learning is called instruction or pedagogy.”
Summary
Effective instruction is a complex social, cultural and interpersonal interaction/communication between the instructor, and learner. The instructor must be an effective planner and be familiar with instructional strategies that best communicated the pending subject. The instructor must be able to access what the student already knows and be able to clarify for himself what he is attempting to teach. The effective instructor is able to motivate students through success and use failures positively as building blocks for improvement. Effective instructors are able to set learning objectives and assess when they have been accomplished. The effective instructor has passion for his subject matter and enjoys working with students.
Additional Resources include:
What Is Good Teaching? By Diane M. Enerson – Linked with permission from The Penn State Teacher II: Learning to Teach; Teaching to Learn, a publication of Schreyer Institute for Teaching Excellence at Pennsylvania State University.
18
Traits of Effective Teaching
By Richard A. Jackson, Ph.D.Adjunct Assistant ProfessorDepartment of Curriculum and Instruction, School of Education
What is an effective teacher? In large measure, we identify effectiveness by input and outcome measures, along with the performance of students on various testing criteria. We often tend to generalize student performance as a simple measure of teacher effectiveness. A forceful argument can be made that the upward change in a students’ performance on an examination is not the only measure to identify teacher effectiveness.
Some of the traits of a good teacher now being explored as effectiveness measures include:
Additional information is available at the following link:
Traits of Effective Teachers
Borrowed with permission from Teaching at The Ohio State University: AHandbook 2001.
Published by the Office of Faculty and TA Development, The Ohio State University
Some practices to avoid include:
• Harsh and humiliating reprimands that involve very negative verbal feedback: Teachers sometimes give harsh reprimands when they have lost emotional control in response to misbehavior.
• Threats: A statement that expresses the intent to punish if the student does not comply with the teacher’s wishes.
• Group punishment: This occurswhen the entire class or group ispunished because of the misbehavior of an individual.
• Student motivation: Knowing
when and how to intervene. A
teacher must decide whether a
student is off task or misbehaving.
• Use of the principle of least
intervention: When simple or
routine classroom behavior is being
handled, such misbehaviors should
be handled with the simplest, least
intrusive methods of prevention
or correction measures that
will work.
19
The teachers got right down to business. They began class promptly and were well organized.
They taught at an appropriately fast pace, but stopped regularly to check student comprehension and engagement.
They used a variety of instructional strategies rather than lecture alone.
They focused on the topic and their instructional objectives and did not get sidetracked. Their explanations were clear.
They used humor that was in keeping with their individual styles.
They practiced good classroom management techniques, holding the attention and respect of the group.
They interacted with students by providing immediate answers to questions or comments and corrective feedback when needed. They praised student answers and used probing questions to extend the answers.
They provided a warm classroom climate by allowing students to speakfreely and by including personal humor or other attempts to relate to students as people.
They used nonverbal behavior, such as gestures, walking around, and eye contact, to reinforce their comments.
Although many people believe that good teaching is impossible to define in any general way, a large body of research suggests that certain characteristics are consistently associated with goodcollege teaching as viewed by students, other teachers, and administrators. In a study of winners of the Alumni Distinguished Teaching Award at Ohio State (Ebro, 1977), observation of classes identified the following characteristics of effective teaching, which strongly parallel those found in other studies:
Joseph Lowman (1996) describes two main dimensions of effective college teaching that emerged in his studies: intellectual excitement (enthusiasm, knowledge, inspiration, humor, interesting view-point, clarity, organization) and interpersonal concern/effective motivation (concern, caring, availability, friendliness, accessibility, helpfulness, encouragement, challenge). Other studies (see, for example, Chickering and Gamson, 1991) consistently identify knowledge of subject matter, organizational skills, enthusiasm, clarity, and interpersonalskills as marks of the effective teacher. The amount of agreement across studies suggests that the characteristics of good teaching are not mysterious or extremely discipline-specific. They can, and have been, identified by researchers, students, and professionals alike. Inspection of these characteristics fails to support another commonly held belief about teaching:
“Good teachers are born, not made.” While certain characteristics, such as humor and interpersonal skills, seem to come easily to some people and not others, people are not born with knowledge of a given discipline or competency in the use of instructional strategies. Furthermore, those who exhibit these qualities most consistently state that they work hard at attaining them and are very conscious of their actions and their effects.
These highly conscious teachers are examples of what Donald Schön (1983) has termed the “reflective practitioner,” the professional who acquires expertise by learning in the action environment. In a study of Ohio State faculty (Chism, 1988), a model of faculty growth in teaching emerged that suggested that effective teachers develop by maximizing what they learn
20through experience. They engage in cycles of learning during which they try a practice, observe its effects, and decide how and when they will use a similar practice. The process is often carried on without a great deal of conscious attention and rather unsystematically by most teachers. What distinguishes those who learn best, however, is the very level of consciousreflection and the quality of information they bring to bear in determining the effects of a practice in a particular context. The best teachers know not only what they are doing, but whyit is working and why it is likely to work in one kind of environment and not in another.
Although they may have some natural personality characteristics that support their success, they also work very hard at their teaching and continually try to improve.
Teaching Styles
Borrowed with permission from Ohio State University Teaching Handbook, Chapter 3.
A number of writers have observed differences in style among teachers. They classify them according to a number of dimensions that represent how the teachers approach their students, the ways in which they think learning takes place, and personal strengths and preferences. Lowman (1996), for example, observes that exemplary college teachers “appear to be those who are highly proficient in either one of two fundamental sets of skills: the ability to offer presentations in clearly organized and interesting ways [intellectual excitement] or to relate to students in ways that communicate positive regard and motivate them to work hard to meet academic challenges [inter-personal rapport]. All are probably at least completely competent inboth sets of skills but out-standing in one or, occasionally, even both of them” (p. 38). Grasha (1996) delineates five teaching styles:
Expert — is concerned with transmitting information from an expert status; challenges students to enhance their competence.
Formal Authority — is concerned with the acceptable ways to do things and providing students with the structure they need to learn.
Personal Model — believes in teaching by personal example; oversees and guides students to emulate.
Facilitator — emphasizes the personal nature of teacher-student interactions; guides students toward developing their capacity for independent action.
Delegator — is concerned with developing students’ capacity to function autonomously; encourages independent projects.
Grasha advocates an “integrated model” of teaching and learning styles, recognizing that individual teachers will naturally exhibit different styles, but stressing that teachers must cultivate certain styles so that they can use approaches that are appropriate to the instructionalsituations and kind of learners they encounter. For example, he observes that a blend of the Expert-Formal Authority styles works best with learners who are dependent and less capable with the content. Grasha advocates that teachers reflect on their stylistic approaches and make conscious decisions about these. His book, Teaching with Style, provides many exercises for faculty to use in thinking about styles of teaching.
What Can Graduate Students Do To Be More Effective TAs?
Linked with permission from Washington University TA Handbook (See Page 6 of PDF file) with credit given to the University of California at San Diego for providing the original article from which it was derived.
Additional Resources include:
What Is Good Teaching? By Diane M. Enerson – Linked with permission from The Penn StateTeacher II: Learning to Teach; Teaching to Learn, a publication of Schreyer Institute for Teaching Excellence at Pennsylvania State University.
21
Modes of Teaching
By Brenda Hall, Ph.D.Assistant ProfessorDepartment of Human Development and Services,School of Education
Modes of teaching refer to the manner or ways of teaching. It is essential to link the way an individual teaches to his or her understanding of learning. Students in academic settings must be encouraged to know how and why to think for themselves, how to make and support individual judgments, and recognize the vital connection between content and skills development. Learning is inspired by sentiments of compassion, fairness, and a fervent desire togain the intrinsic and pragmatic values of education. It is crucial for students to build this foundation for the pursuit of knowledge and growth in a world that is changing so quickly and where career opportunities are becoming more complex.
Modes of teaching must inspire an active exchange of ideas, knowledge, and experiences that enhances the learning of others and self. Based on this notion, there are several guiding principles for selecting the ways of teaching. These include:
Teaching assistants can provide students with experiences that help them to rethink their existing ideas, knowledge bases, and skills, creating new skills, and developing their full potential. Specifically in the classroom this requires that teachers create an interactiveenvironment, promote an exchange of a wide variety of information (theory, concepts, ideas, research, experiences) and encourage ownership and application of content. In addition to lecture other specific modes of teaching include:
Collaborative learning groups - The key concept in the collaborative learning group is “shared responsibility.” This is a version of small group work but the major difference is that allmembers of the group must contribute equally and most of the work is done in class, following specific instructions. The collaborative groups are designed so that students must integrate their work and function as a team.
Research projects - These can be assigned individually or as a large class project. By involving the entire class in a project and working through the research process, students can take ownership and have a “hands-on” experience regarding research. It is useful to have an end result such as a workshop or research presentation so that students can share their data and results with another audience.
Case study - This mode of teaching requires application of content to specific experience. Students are expected to apply understanding of theories and concepts to a practical situation. These are particularly helpful for those classes related to professional training programs.
Concept checks - These are a series of assignments designed to facilitate student learning, especially as it relates to reading assignments. A variety of formats can be used. Students may be asked to respond to specific questions, locate and summarize related research, identify and critique web-sites. It is a good way to ensure students are comprehending the readings.
Learning is
developmental,
interactive.
Learning is student
centered, uses prior
knowledge and
capitalizes on context.
Knowledge is viewed as a social construct, contextual and relative.Learning occurs through constructing knowledge with a social context or group.
The learning
environment must
be one where students
actively participate,
searching for meaning
and asking questions.
22
Large/small group discussion - One way to implement these modes of teaching is to have students responsible for leading a discussion. The instructor can model appropriate ways to present information and involve the students in discussion. These discussions can be facilitated by individuals or by small groups.
These modes of teaching allow for connections among theoretical, conceptual, and practical learning. Students exposed to a variety of teaching modes help to create a supportive, positive learning environment.
Additional Resources on Teaching Modes includes:
Ohio State University Teaching Handbook - Linked with permission from Ohio State University. Topics covered include:
Dimensions of Effective Teaching
By Richard A. Jackson, Ph.D.Adjunct Assistant ProfessorDepartment of Curriculum and Instruction,School of Education
There are many elements to consider if one is to be an effective teacher. These include:
• Planning and goal setting – What are the goals of the course, class, or lesson to be taught?
• Teaching or classroom environment – What is the structure of the teaching environment? Is it one dimensional and multi-dimensional? Are there various delivery systems and instructional methods available, or is the instructor limited to traditional lecture and demonstration?
• Cultural considerations – Are there cultural elements that need to be considered? Is the classroom a multicultural or single cultural environment? Are the students functioning in their native language or are they learning a second language? Can the students relate the lessons being taught to their own backgrounds and experiences?
• Classroom management – Are there basic classroom management issues that need to be considered? Student discipline issues, cultural values, and religious backgrounds all can impact successful classroom management.
• Student motivation and interest retention – What techniques will be employed to develop and maintain student interest in the subject matter and motivate student learning?
Additional information is available at the following link:
Effective Teaching - Linked with permission from University of Georgia TA Handbook.
◆ Active Learning◆ Lecturing◆ Student Feedback
◆ Leading and Managing Discussions◆ Building Rapport◆ Creating Closure
23
Teaching Methods and Active Learning
By Jane Davis-Seaver, Ph.D.Associate ProfessorDepartment of Curriculum and Instruction, School of Education
Perhaps the most effective teaching method is the hands-on approach that requires students to become actively involved in the learning process. This is easy to accomplish in a lab setting, oran art, music or physical education setting. These disciplines are inherently hands-on. It can also be accomplished in lecture classes however, by doing one or all of several things.
First, you can begin the class by asking a question, then dividing the class into small groups for a short discussion. One person from each group can summarize the conversation of his or her group, and when you begin your lecture, the students are already actively involved. A second method for actively involving students in a lecture is to punctuate your lecture with timely questions and call on several students to respond to each one, (not just one student per question). A third method is known as the call and response wherein students actively enter the lecture itself by repeating or responding in a repetitive way to your comments. For example, if you are reviewing the characteristics of a butterfly and comparing them to a moth, you can ask “Does a butterfly fly at night?” and all the students can respond “No!” You can say “Does a moth fly at night?” and the students can respond “Yes!” You should break this pattern from time to time, however, to make sure that the students are actually listening to your questions.
Another way to do this is to start a sentence and have one or several students finish it for you. Grouping students within the class for discussion of topics brought up in your lecture while you walk around and listen to the conversation is an effective way of checking to see if they understood what you have said to them.
The lecture method of teaching can be enhanced by the effective use of technology. A lively and colorful PowerPoint presentation can help students think through difficult material. However, the instructor should be careful not to read the slides to the students but to add to and explain the information on the slides. It is also helpful for students to have individual copies of the outline form of the presentation to take notes on. That way they can pay more attention to what you are saying instead of trying to copy the slides. Short videos, DVD’s or other visuals that accompany your lecture should enhance, not replace, your role as the instructor.
Additional information on teaching methods and strategies can be found at the following links:
In the Classroom - Linked with permission from JohnHopkins University.
Alternative Strategies and Active Learning - Linked withpermission from “Teaching at Carolina,” a publication ofthe University of North Carolina at Chapel Hill.
Whatever method you choose,adequate and careful preparationis vital. All materials should beprepared ahead of time and bereadily available. All technologyshould be ready and on standbywhen class begins, and you shouldbe present when students comeinto class. Not all surprises can beanticipated, but careful and thorough groundwork can eliminate most of them. Whenyou are well-prepared, you canthen be enthusiastic about yourtopic and students will have confidence in your knowledgeand ability as an instructor.
24
Tying Teaching Methods to Objectives
By Dawn C. Waegerle, Ph.D. Associate ProfessorDepartment of Curriculum and Instruction,School of Education
One of the most difficult things a teacher must do is to make learning mean something, not just for a test, but for use later in life. Knowledge itself is the outcome of learning, but general knowledge built on rote, short term memory, fades quickly and may not be used to facilitate later learning. There are a number of models that teachers use to help bring sense to their instruction. One is a revised Bloom’s Taxonomy of Learning, which ascribes levels of learning to cognitive processes. The link below will take you to a web-site that explains the concept more fully.
http://faculty.washington.edu/krumme/guides/bloom.html
Another philosophical approach comes from Constructivist approaches where teachers and students plan and make decisions about content, activities and approaches to learning content.
No one of these theoretical approaches is the right one to use all the time with all content. Some work better than others viewing the students, their needs, and the learning that must occur.
Each of these approaches does present an opportunity for the teacher and the learner to develop a depth of learning and understanding that takes them beyond pure memory. The teacher that can cause “big picture” learning to happen, is the most effective teacher.
In order to determine which of these teaching models to follow based on the course objectives, teachers must think about what the objectives describe and then determine the best way to present the content. They must think about who the potential students are that will be taking the class. The prior experiences and knowledge that they bring to the desk have a great deal to do with the instructional choices made. Try to design the course around the needs of the students. What are the students like and what do they know? Are they traditional age students or adult learners? Individuals of different ages have different learning styles and needs. All of this requires thought and planning. It is best to try to make your teaching flexible to meet the needs of the learners, the setting, the number of students in your class, and the primary purposes of the lesson.
Rosenshine has given us Six Teaching Functions. (Rosenshine, 1988). These functions give a skeletal guideline for effective instruction, particularly for content that lends itself to more direct instruction.
Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge
25
Teaching Functions:
Constructivist models lend themselves to inquiry learning, cooperative grouping, instructional conversations, and cognitive apprenticeships. This form of instruction is based on social cognitive theories of learning. Observational learning is one of the ways that this constructivistapproach uses this technique. Through observational learning, we learn how to perform behaviors. This requires attention, retention, production, motivation and reinforcement.
Some common elements of constructivist perspectives include the beliefs that the learning environment presents:
The teaching approach used can be effective if it is matched to the needs of the learner and the content to be taught. As a teacher develops lessons and teaching strategies tied to objectives,thought must be given to the types of materials and content used for teaching enhancement. These materials must:
It is important to remember what teaching strategies worked well when you were a student, but don’t design your teaching strategy solely on the style of learning you prefer. Thought and reflection prior to instruction will help create learning environments that work for most students and give the teacher the satisfaction of a class well taught.
Additional information can be found at the following link:
The Penn State Teacher II: Learning to Teach; Teaching to Learn, a publication of Schreyer Institute for Teaching Excellence at Pennsylvania State University (linked with permission):
Articles to select from include: (click on links below)
• Teaching with the Lecture Method - Effective Explanations--John P. Lowe
• Teaching with Collaborative Activities and Small Groups
• Preparing Effective Collaborative Activities
• The Process and Product of Collaborative Activities or Three Men and an Egg
• Commonly Asked Questions about Teaching Collaborative Activities
Review and check previous lesson’s work and check to see that students understood content prior to moving to the next concept.
Present new material, making sure to tell the students what will be taught. In other words, describe and review the objectives for the lesson, then teach in small steps, providing examples.
Provide for guided practice, where the students can demonstrate what they are learning or understanding from the lesson.
Give feedback and correctives as needed.
Provide independent practice, wherestudents can demonstrate what they know.Review as needed to tie new learning to old knowledge.
• Complex, challenging, environments and authentic tasks• Social negotiation and shared responsibility as a part of learning• Multiple representations of content• The understanding that knowledge is constructed • Student-centered instruction (Driscoll, 1994)
Be appropriate for defined objectives.
Provide adequate instruction for required skills.
Be sequenced logically and chunked meaningfully.
Be clear and understandable.
Be relevant to learners' needs.
Use media and technology that encourages efficient management.
Allow adequate opportunity for practice and constructive feedback.
Provide relevant assessment tied to performance objectives.
26
Classroom Situations To Consider
By Judie Bucholz, Ph.D.Adjunct Assistant ProfessorDepartment of Human Development and Services,School of Education
1. Be Professional. You are no longer a student and will command more respect from the students if you dress in professional attire and carry yourself as a professional. You should not hang out with the students at the wall or the plot or go to parties where your students might be. Your language should be professional and not heavy in slang. Keep your biases in check.
2. Be Prepared. Students will know if you know the material or if you’re bluffing. Do your homework and prepare for the classes in advance. If you don’t know the answers to questions the student’s pose, let them know you’ll find the answers and get back to them and be sure you do.
3. Use Various Forms of Course Delivery. Students learn in many ways. Lecture is not the only method of course delivery. Use technology in the classroom and encourage the students to use it as well. Many times the publisher of the text will provide PowerPoint slide presentations to compliment the course, some have videos available, and others have web-sites available to the students for other learning activities. Ask your advisor about the options in the course you are teaching.
4. Absenteeism. It is not unusual for students to skip a class here and there. An attendance policy clearly stated in the syllabus will eliminate many issues associated with attendance. Students should be informed how their grade will be affected by attendance. Consistent application of the policy and reminders of the policy will reinforce the standards.
5. Plagiarism. Plagiarism is not tolerated by any institution of higher learning. Some students may not understand what constitutes plagiarism and may need to be reminded of the proper procedures for citing another person’s work.
6. Textbooks. Some students try to get through a course without buying a textbook. The importance of the text to the student’s successful passing of the class should be emphasized early in the course. There are a variety of sources on the web and in the local area that sell textbooks, new and used, some even cheaper than the bookstore. Cost and availability shouldnot be prohibitive factors in getting a textbook. Remind the students of their options as well as responsibilities.
7. Inadequate Writing Skills. Students without adequate writing skills should be referred to the Center for Student Success or Student Services as soon as possible.
8. Disruptive Students. Swift action sets the tone that disruption will not be tolerated. If a student becomes disruptive and will not listen to you, report him or her to your advisor. An altercation in the classroom will undermine your position and authority. Let the advisor handle the situation.
9. Personal Issues. Some students think the classroom is a place to vent their personal issues. Rather than allow a student’s personal issues to overwhelm a class, students should be referredto agencies appropriate for the issue e.g., counseling center, financial aid, registrar’s office, etc. When a student is venting, ask him or her to speak to you after class and make the referral. Be careful how you shut the student down. Do it tactfully and appropriately. Do not join in when a student is criticizing or displaying negativism. You will lose the respect from the students.
27
10. Tardiness. It is the student’s responsibility to report to class on time, allowing time for parking, traffic and other issues. Coming to class late is an unnecessary disruption. A clear statement on tardiness should be in the syllabus and the consequences enforced fairly and equitably. You as the Teaching Assistant should not be late for class. In fact, early is better. When you cannot avoid being late, notify someone who is able to notify the class before it starts. You do not want to give the students the impression you do not care about the class or about them.
For additional information:
Common Teaching Situations: Teaching and Learning @ UW - Linked with permission from Teaching and Learning at The University of Washington, a publication of The University of Washington.
Articles to select from this section include: (click on links below)Presenting InformationLeading DiscussionsConducting LabsTeaching Foreign LanguagesLeading Quiz Sections
TutoringCritiquing Student ProjectsTeaching Problem SolvingStudent Writing
28SECTION IV
Orientation at N.C. A&T State University
Getting Started
By A. Ayanna Boyd-Williams, Assistant Dean School of Graduate Studies
At the beginning of each semester, the School of Graduate Studies presents an orientation and training session for all graduate students who have either applied for or were offered a teachingassistantship. As mandated by the State of North Carolina General Administration, all departments hiring graduate assistants are required to have their graduate assistants attend the orientation and training sessions provided by School of Graduate Studies prior to the first day of class.
In addition to the orientation and training program, your academic departments may supplement these training efforts with such activities as laboratory safety orientation, faculty mentoring, weekly colloquium sessions dealing with teaching techniques, learning styles, technical topics, and required courses. Other departments require teaching assistants to participate in an initial orientation session with the course faculty. These sessions acquaint the teaching assistants with faculty expectations, grading standards, and specific methods of laboratory instructional delivery. Some departments require their students to take a teaching methodology class as well as a course in class management prior to becoming a GTA. Graduate Teaching Assistants in the English department are required to take English 770, which is a seminar, designed for student presentations and discussion.
Funding to supplement the cost of the GTA Orientation Program is provided by the National Science Foundation Student Transition and Retention Program (STAR) as part of its mission to recruit, retain and prepare the next generation of under represented minority professors in the sciences, mathematics, engineering and technology.
The workshop consists of two half-day segments and focuses on topics such as Duties and Responsibilities; Compensation; Effective Teaching; Roles and Expectations, Performance Evaluation; Classroom Management and Diversity, Professional Portfolio Development and Professional Ethics.
Please click on link to view a sample current and previous training program information. http://www.ncat.edu/~gradsch/orientation.htm
29
Checklist for Teaching
Planning Ahead of Time
Getting off to a good start requires planning ahead. Well before the semester begins, check with the supervising professor in charge of the course to confirm or clarify expectations for your role(s) in the course.
The following list will give you some ideas about what you may want to ask people in your department before the first day of class:
Questions to ask the department chair or graduate coordinator
• Terms of your contract written in the letter of intent: What are the possible duties? Do I have a choice of courses to GTA for? What is the usual length of time to serve as a GTA? Are there limits on the number of semesters I can be employed as a GTA? Is there a reapplication to be a GTA each year or is my GTA appointment automatically renewed?
• Office space and facilities: Do I have a choice of office space? What facilities and supplies (telephone, computer, photocopier, or other job supplies) are provided?
• Employment opportunities: Are there summer GTA opportunities? Is it possible to hold another part-time job at the same time as the assistantship? What other means offinancial support are available within the department?
• Training for new GTAs: Does my department offer orientation or training for new GTAs? Is the University Teaching Seminar in August required? Who coordinates the GTAs? Who supervises my course?
• Evaluation process of GTA’s performance: Is my teaching observed and assessed by faculty or lead-GTAs? Do I have access to the results of my evaluation? Are written performance standards available? Is the student evaluation form available for my information? When are student evaluations given during the semester?
Questions to ask the course supervisor
• Goals of the course: Are there course prerequisites? What are the course learning outcomes? What is the level and range of abilities of typical students? What are the expectations for student performance?
• GTA Structure: Is my section a highly structured course with each GTA required to cover the same information and give the same tests, or is there more latitude in determining the material?
• Course/Meetings: What is the place and time the class meets? Are GTAs expected to attend lectures?
• Specifics of your section, lab, or other duties: What are my responsibilities for preparing lectures? Evaluating student work? Getting or creating quizzes, tests, and assignments? In general, how much time will these responsibilities take?
• Course policies and materials: Is there an attendance policy? Plagiarism policy? Disabilities policy? What is the department procedure for handling student requests to drop or add the course? Getting the class list? Getting or creating a course and/or section syllabus? What are some first day activities? How do I post grades? How do lab or recitation grades contribute to the students’ course grades? Are there assigned textbooks and readings? Does the course have a web page?
• Department procedures: What are department procedures when I am sick or have another necessary absence? What is appropriate dress when teaching?
30
Questions to ask experienced GTAs in your department • Role GTAs play in the life of the department: Are we required to attend faculty meetings? Serve on
committees? Socialize? What are the means of information about departmental policies and activities? Getting things done in the department, e.g., copying, getting coffee, selecting a major professor?
• Amount of departmental guidance and support for GTAs: Are there weekly GTA meetings? Do we attend course lectures? Are mentors available?
• Approximate amount of time a GTA spends: How much time will I spend preparing for class? Meeting with students during office hours? Grading papers and tests?
• Experiences other GTAs have had with the course you will GTA: Is this a difficult course for undergraduates? On what areas of the course do they need the most help? What are students’ attitudes towards class?
Planning Ahead of Time
Getting off to a good start requires planning ahead. Well before the semester begins, check with the supervising professor in charge of the course to confirm or clarify expectations for your role(s) in the course.
Once you are clear about your teaching roles and responsibilities, here are the next things to think about as you prepare to teach:
Goals
Whether you are planning a ten-week course, a fifty-minute section meeting, or a twenty-minute office hour, it will help you and your students if you think about your teaching and learning goals. For any of these interactions with students, plan ahead by asking yourself:
For example, as a lab assistant your goal might be to have students solve problems for themselves. With this goal, your task is to design activities that will lead students to take appropriate independent steps with an experiment rather than relying solely on step-by-step instructions in the lab manual.
You can anticipate that students who have previously worked only with carefully prescribed lab procedures may have some difficulty working in the lab more independently. Therefore, you should provide them with guidelines for making decisions as they work through the lab, and monitor students’ decision-making in their lab groups in order to assess their progress.
You will need to decide in advance how to determine the effectiveness of these activities in helping students to solve problems on their own. For example, will it be apparent from their lab write-up? Or will you need to have students document their decision-making process separately from the lab manual, so you can judge their problem-solving process in addition to the final results of the experiment?
The Syllabus
The value and utility of a good syllabus should not be underestimated. The time you spend planning the course and writing a syllabus will have far-reaching and time-saving benefits throughout the semester. A good syllabus will answer many of your students’ questions about your expectations, your role in the course, and their responsibilities. Typically the syllabus includes information on learning goals, course content and materials, a timetable for class meetings (including reading, assignments, due dates, examination dates, etc.), and evaluation procedures. The supervising professor generally develops the syllabus; however, you may be involved in the process.
If you are teaching quiz sections or labs, you may not be involved with development of the syllabus for the course as a whole, but students will appreciate receiving a syllabus providing information for the portion of the course that they have with you. In your section or lab syllabus, provide clear and specific information about policies and expectations (for example, participation, plagiarism, make-up examinations, absences, late assignments, incompletes, and extra credit). Include your office location and hours so students know where and when to find you. You may also find it useful to offer "online "office hours, so students know your policies and timelines for responding to their e-mail messages.
For more information on how to develop a course syllabus, click on this link borrowed from Pennsylvania State University.
What do I want students to learn? What challenges to learning are students likely to face? How can I help students meet those challenges? How will I be able to tell what they have learned?
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Classroom Guidelines
Many of the classroom policies you develop to manage your classroom have the potential to affect students’ grades. When developing policies, first check with your department or supervising professor to determine if there are set rules to which you must adhere. Whether you use departmental policies or create your own after talking with experienced GAs and professors, be sure to clearly state your policies on your course syllabus. In all cases, you are required to make clear at the beginning of the term exactly what elements will be evaluated. It is not appropriate, for example, to include classroom participation in your final evaluation if your students have not been advised of this requirement. When developing classroom rules, keep in mind that it is always easier to loosen up tight policies than to introduce stricter policies midway through the semester.
Attendance
Students are expected to attend class meetings as scheduled. As an instructor, you decide how to evaluate attendance in determining students’ grades. Before doing so, check to see if your department has a policy regarding attendance. Excuses for absence from class are handled you and the student, and you may refuse a student’s request that an absence be excused or require the student to submit proof of absence (e.g., a doctor’s note).
Late Assignments
Accepting late assignments with no penalty is unfair to students who meet the deadline and have less time to perfect their work. To discourage late work, establish clear consequences for late assignments and discuss those consequences with the students at the beginning of the term. For instance, you may lower the grade on a late paper so much per calendar day, or you may add extra requirements to late papers. You may also establish a point (e.g., one week; once the next assignment is due) after which you will no longer accept late work. If your supervisor does not already have a policy in place for late work, talk with experienced GAs about their policies.
Cheating
The university has an established system for dealing with those who violate its conduct regulations. If you become involved in such a case, you should contact your supervising professor for assistance in handling the situation.
It is wise to find out before you give exams or start receiving students’ work just how your supervising professor would like you to handle instances of academic dishonesty. Often the professor will wish to take the leading role in dealing with any problems that arise, and he or she should be able to assess whether the incident should be reported to the Dean.
If you are proctoring an exam and notice that a student is using unauthorized reference material or copying from a neighbor, you should attempt to halt that activity at that point or note the students involved and handle the matter after the exam ends.
Plagiarism
If you receive term papers or reports that you suspect are plagiarized (i.e., copied in whole or in part from some other author), you should make a reasonable effort to identify the source of the copied material before discussing your suspicions with the student. In some cases, you will find that the student does not understand the distinction between appropriate use of sources and outright plagiarism. Often your counseling and guidance can help you resolve the issue with the student.
If after speaking with the student, you believe he or she has knowingly plagiarized all or part of the assignment, you must follow university procedures in dealing with the student. Although this is an unpleasant business, it is unfair to the students in the class who have done their work honestly to allow others to get away with cheating.
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The best way to avoid plagiarism, however, is to prevent it. Below are some suggestions for preventing plagiarism in your classroom:
When giving a writing assignment, discuss plagiarism and its consequences. To help those students who simply do not understand plagiarism (e.g., they think it only means copying an entire paper or section word-for-word; they come from a culture that has a different attitude toward using the words/ideas of others), provide examples of various types of "borrowing" and discuss whether each is plagiarism.
When developing a major assignment, include several steps along the way so students have to work on the assignment early and turn something in to you on specific dates. For example, if you want them to write a term paper or create a poster on a topic of their choice, you could also include another two steps, such as a project proposal and an outline of their projects. This strategy minimizes procrastination and gives you a chance to see what the students are working on and guide them a little. Because of time limitations and fairness, you have to be careful to limit the scope of the feedback and give the same amount to all class members.
Make it clear in the assignment instructions that you expect students to hand in all their preliminary workings together with the final draft of their project: their notes, doodlings, outlines, web and library printouts, preliminary computer drafts with notes and crossings out, etc. This material itself will not be graded, but will show the path the project took and demonstrate that the complete project was thought through and created rather than being downloaded whole from the web. Remind the students several times not to throw away their preliminary notes and drafts. Do not accept assignments that have almost no preliminary workings, and check that what is submitted relates to the final draft.
Alter assignments from one semester to the next to decrease the likelihood that students will borrow papers from others who took the course in previous semesters.
Make assignments specific to your course. For example, rather than asking students to write a paper on Stephen Jay Gould’s contributions to the field of science, ask them to write about how Gould’s book The Structure of Evolutionary Biology supports or conflicts with the principles discussed in your class.
Additional Resources on Preventing Plagiarism:
Can We Solve the Problem of Plagiarism? –linked from EXCHANGE, a collaborative publication of the following partners:
The National Co-ordination Team (NCT)The Learning and Teaching Suppor Network (LTSN)The Institute for Learning and Teaching (ILT)The Joint Information Systems Committee (JISC)
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Graduate Teaching Assistants As Writing Teachers
Linked with permission from the University of California at Santa Barbara, Office of Instructional Development.
Recommended Reading on Teaching Writing Skills:
Elbow, P. Writing Without Teachers. New York: Oxford University Press, 1973.
Fader, D. N., with Duggins, J., Fenn, T., and McNeil, E. The New Hooked on Books. New York: Berkeley Medallion Corporation, 1976.
Fader, D. N., and McNeil, E. B. Hooked on Books: Program and Proof. New York: Berkeley Medallion Corporation, 1970.
Holt, J. “How Teachers Make Children Hate Reading”. The Norton Reader, Eastman, A. M., et al. (Eds.). New York: W. W. Norton and Co., Inc., 1977, pp. 189-198.
Marcus, S. “Teaching Editing in Composition Classes: A Somewhat Confluent Approach”. California English, 1978, October, Vol. 14, No. 5, pp. 4-5.
On-line Resources on Including Writing Across Disciplines:
Including Writing in Instruction linked with permission from The Ohio State University. Click on link and go to Chapter 5, pages 11-12 of PDF file.
Writing Across the Curriculum linked with permission from University of Wisconsin – Madison.
Writing to Learn by Professor Erika Lindemann, as part of the monograph series “For Your Consideration,” published on-line by the University of North Carolina at Chapel Hill.
Establishing the Classroom Climate
By Kimberly Richards, Ph.D.Department of Human Development and Services,School of Education
Setting a positive classroom climate is perhaps the most important aspect of the teaching process. Though climate or tone is conveyed from the first day of class and is important to develop this tone over the first few class meetings, maintaining the classroom climate is a consideration for the instructor throughout the period of the course.
A positive classroom climate develops when instructors construct environments where all students are respected, given equal consideration, dealt with fairly, and have equal opportunity to understand and develop mastery of course subject matter. Humanistic environments cultivate a positive emotional atmosphere so students are able to develop a sense of connection,inquisitiveness, empowerment, and scholarly excitement. Inclusive environments are vital as well as learning will increase when students feel appreciated, safe, supported, and encouraged. Some tips for establishing a positive classroom environment are provided below.
Get to Know Your Students
Students are more likely to behave respectfully and learn more readily when the teacher has a genuine interest in their students. Students can be asked the first day of class to write their names, details, such as phone number and e-mail address, and professional goals/interests, or even a short autobiography. The instructor can refer to this information throughout the term. If class size permits, have students introduce themselves verbally.
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Communicate Interpersonal Sensitivity
You may have more positive experiences with students as you become aware of issues affectingstudents of various backgrounds. Instructors that are warm, empathetic, respect the students, and enthusiastic are likely to motivate students and build positive relationship with their students. Even if students demonstrate negative emotions, it is important for instructors to still exhibit warmth, respect, and empathy.
Allow for Student Input into Course Framework
Student input into the formulation of the class framework maximizes the chance that they will perceive the course as pertinent and valuable.
Use a Variety of Instructional Strategies
Students in your classes will have an array of learning styles. Develop a full repertoire of instructional strategies so you can reach as many students as possible and enhance the learning process of the students.
Promote and Provide Multicultural Viewpoints on Issues and Experiences
By presenting views and materials from a variety of perspectives you can promote a multitude of viewpoints on issues and experiences for your students. For example, if the topic is “Epistemology,” the content should include various ways of knowing/epistemological experiences,that is Euro-American, African-American, Native-American, and Asian-American ways of knowing can be included in the discussion and included with equal importance. It would also be important to include for example, the experiences and views of people with different socio-economic and gender statuses.
Have High Student Expectations
The instructor should have high expectations for all students, not just students from particular membership groups.
Provide all Students the Opportunity to Participate
Develop a system to ensure that all students are called on or provided with opportunities to participate if they wish to do so.
References:
Sandler, B., Silverberg, L. & Hall, R. (1996). The Chilly Classroom Climate: A Guide to Improve the Education of Women. National Association for Women in Education.
Saunders, S. & Diana Kardia. (2002). Classroom Climate For Graduate Teaching Assistants. Center for Research on Learning and Teaching. University of Michigan, Ann Arbor.
Tulane University. (2000). Teaching Resource Manual. Teaching Enrichment Program New Orleans, LA 2000.
Wright, J. (2002). Teacher Tips for Managing Group Behaviors. Intervention Central.
Additional Resources on Classroom Climates:
In the Classroom - Linked with permission from John Hopkins University. (Click on link above and scroll down to section titled “Establish A Classroom Climate.”)
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Course Planning and Design
By Paul Ankomah, Ph.D.Associate ProfessorDepartment of Human Performance and Leisure Studies, School of Education
Course Planning: This stage involves identifying potential sources of information and the types of information to be collected from each source. Potential information sources include: the University Bulletin, the College/School, Department, Faculty, Students, Professional Associations, Practitioners/Employers, etc.
1. University Bulletin: You may obtain information on the resources available to both students and faculty and how to access these resources.
2. College/School: From this source, you will gather information on the conceptual framework that guides all departments and programs within this unit. Also from this source, you will obtain information on accreditation standards and other requirements established by some education governing bodies. Information from this source is very critical in the course design phase. For instance, in the School of Education, the conceptual framework guiding all departments and programs is referred to as DART (Diversity, Assessment, Reflection and Technology). Your course design should be guided and reflected by the conceptual framework of your particular College/School.
3. Department: From your department, you may obtain information about individual or specific program accreditation requirements and standards, certifications, pre-requisites, available resources, etc.
4. Faculty: Faculty, especially those who have taught the course before you, may be an excellent source of information for course planning. Such individuals can share with you their personal experiences and also provide you with suggestions and ideas on how to structure the course, recommendations on textbooks and actual copies of course syllabi. Faculty interactions should not be restricted to only those that have previously taught the course. They should be extended to include faculty in your department/college/university teaching different courses and faculty from other universities teaching similar courses. Views and advice form such diverse sources will greatly enhance your course.
5. Professional Organizations (including Accreditation and Certification)/Practitioners/Journals: From professional organizations you will learn about specific standards and expectations required of your students. Practitioners/ potential employers will provide you with an overview and information on expected skills required of potential and future employees. Journals will help identify the current state of the literature and knowledge in the area. Cumulatively, all these sources enhance your ability to structure and design a course that is relevant, up-to-date, stimulating and comprehensive.
Course Design:This stage entails creating thecourse syllabus. You will need todecide upon the components ofthe syllabus. The components may comprise of:
1. Goals for the course.
2. Specific Learning Objectives:These refer to the desired learningoutcomes.
3. Activities to be used:Refer to activities that you will use tofacilitate student learning. Examplesinclude, lectures, guest speakers, role-playing, student presentations(individual/groups), course projects,discussions, seminars, field trips,interviews, etc. It is important to usedifferent activities and strategies for instructional delivery because of thedifferent learning styles of students.
4. Assessment:The purpose is to demonstrate thatstudents actually learned what youclaim they did learn in the course.Some forms of evidence that may be used to support your assertioninclude: test/exam results, portfolios,copies of assigned projects, studentself-assessment evaluations, certification exams, reflectivejournals, pre and post exit interviews.In other words, employ a variety ofassessment methods to evaluate student learning. Using just testgrades may not provide a sufficientand comprehensive learning profile of any individual student. Assessment results can provide an invaluable piece of information for course planning, restructuring, and re-design.
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References:
Fairweather, James, A. (1996) Faculty Work and Public Trust: Restoring the Value of Teaching and Public Service in American Public Life. Boston, Massachusetts: Allyn & Bacon.
Haworth, G., & Conrad C. (1997). Emblems of Quality Education: Developing and Sustaining High-Quality Programs. Boston, Massachusetts: Allyn & Bacon.
George, P. (1995) College Teaching Abroad: A Handbook of Strategies for Successful Cross-Cultural Exchanges. Boston, Massachusetts: Allyn & Bacon.
http://catalyst.washington.edu/planning/portfolio_design.html (retrieved: 2/6/04). Designing a Portfolio Assignment.
http://online.fsu.edu/learningresources/handbook/instructionsatfsu/. Instructions at FSU: A Guide to Teaching and Learning Practices (retrieved: 2/6/04).
Additional Resources for Planning and Preparing for the Classroom are linked below:
Course Planning and Teaching – Linked with permission from “Teaching at Carolina,” a publication of the University of North Carolina at Chapel Hill.
Planning a Class Session – Linked with permission from The Penn State Teacher II: Learning to Teach; Teaching to Learn, a publication of Schreyer Institute for Teaching Excellence at Pennsylvania State University.
Planning What You Are Going To Teach – Linked with permission from the University of California at Santa Barbara, Office of Instructional Development.
Preparing To Teach – Linked with permission from University of Georgia.
Preparing for Class – Linked with permission from John Hopkins University.
The First Day of Class – Linked with permission from Iowa State University.
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Suggestions for the First Day of Class
By Etta C. Gravely, Ph.D.Associate ProfessorDepartment of Chemistry, College of Arts and Sciences
Prior to going to class, obtain a validated class roster from the web site. Check the roll. If students are not on the roster, they must produce a validated receipt to remain in the class. Inform students to go to the registrar’s office if they are not on the roster. Non-validated students must not be permitted to remain in class.
Introduce yourself to the students and inform them of your office location and office hours which should be written on the course syllabus. Use a student questionnaire to obtain back-ground information on the student, the preparedness of the students (previous courses taken relevant to the discipline), present course load, what the student perceives as his/her talents, hobbies, weaknesses and strengths, their method of learning, and what grade the student expects to obtain from the course. Review the course syllabus, which should include the following:
Allow students to converse in pairs to obtain information about someone they do not know. Have each one to introduce the other. Use the questionnaires to identify various majors and ask students of each major to raise their hands so that they can identify others in their majors in the event they want to form study groups for some of their classes. Emphasize that preconceived beliefs about the class is detrimental to their success.
Have students complete a form indicating that they understand the syllabus and that it was explained to them. Also ask them to sign a form permitting or not permitting the instructor to speak with their parent/guardian about their progress in the class.
Inform students of emergency exits and where they will assemble outside the building in case ofan emergency. Inform them they are not to return to the building until instructed by you to do so. If the emergency requires that students assemble inside a facility, designate a person to lead the student to that location while the instructor will follow the last student out.
• Activities to be engaged in, how they will be
evaluated and due date for each activity.
• Date for make-up work.• Indicate co-requisites for the course and if they are
graded as separate courses or part of the present course.
• References including multimedia available.
• Sample of an examination.
• Sample of a quiz.• Sample of homework or special project, if applicable.
• Safety rules and regulations contract for laboratory.
• Attendance policy.• If freshman- Study strategies for succeeding in
the discipline.• University policy on issuance of Incompletes and
the dates for removal.• Sources for tutorial assistance and other types of
assistance.
• Your name, office location, office hours, office
telephone number and e-mail address.
• Catalog course description.
• Course goals.
• State Department of Public Instruction
Goals, if applicable.
• Praxis goals, if applicable.
• Performance objectives/goals or their location if
included in the textbook.
• Outline of subject matter (Point out if
arrangement is different from textbook).
• Name of textbook, edition, author and
publisher. Point out special aids and
features of the textbook and any
supplementary materials provided
with the textbook.
• Method of evaluation.
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Tips for Conducting The Class
By Godfrey A. Uzochukwu, Professor, LSSDirectorInterdisciplinary Waste Management Institute
In order for graduate students to effectively and confidently carry out their responsibilities as teaching assistants it may be helpful for them to consider the following advice:
Class policy, grading, attendance, participation, assignments, quizzes, examinations, and office hours should be explained to students on the first day of class.
Students should be encouraged to write in class.
Speak clearly and loud enough while conducting the class. The whole classmust be engaged in discussions.
Classroom time management is very important. Know when to start and when to stop.
Develop a study guide, hold review sessions before examinations, compose reasonable examination and quizquestions, give adequate time for examinations and quizzes, be available to answer questions, grade fairly, look for creativity and innovation, return graded work promptly, and let students know their grades at all times.
Dress appropriately, smile big, and
wear a name tag.
Provide the following personal
information about themselves to
students: Full name, hometown,
education, experience, and hobbies.
Obtain the following information
from students: Graduation date,
contact information (e-mail, phone
numbers, etc), course background
(science, mathematics, English, etc.
already completed), extracurricular
activities (band, choir, football,
basketball, etc).
Course Materials (textbooks,
workbooks, and laboratory books)
must be carefully reviewed with
students.
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Diversity in the Classroom
By Muktha Jost, Ph.D. Assistant ProfessorDepartment of Curriculum and Instruction, School of Education
Much like the proverbial blind brothers attempting to understand the different parts of the elephant, much confusion, ambivalence, and contradiction awaits those wanting to open the diversity door for true understanding. What you see beyond the door depends very much on the lens you wear or the fact that your eyes are closed.
What you learn with your eyes closed is that diversity is a cumbersome issue that makes your already challenging teaching life even more difficult. If you have your eyes open, you may be viewing diversity issues through the lens of –
The Root of Diversity Issues:
The Elephant in The Room
While all the above ways of looking at diversity sheds light on the different parts of the elephant, they seldom illuminate the whole elephant, and it becomes just what it is in the classroom – a huge elephant that we mostly ignore because we don’t understand it.
At the heart of all the above diversity issues is a paradox of the U.S. political, social, economic,and philosophical context: equality, fairness, and democracy for the majority culture on one end and domination and oppression toward minority cultures on the other. The current approach to addressing diversity issues is like attempting to cajole an elephant into your home through the front door. What makes the attempt futile is the push and pull between the two extremes of the paradox; the stresses and tensions caused by the inequities; the anger and sadness at the limited successes of the crusades and struggles by minority cultures; and the disappointment at the subversion and cooption of diversity issues.
Barriers to Understanding the Diversity Elephant
• Fear of the elephant - Much of the dialogue on race, racism, institutional racism and internalized racism stems from fear, lack of knowledge, divisive propaganda, and human frailty. A true educator must go through this maze in order to understand them and then find a place of knowledge and compassion.
• Racism v. Institutional Racism - The dialogue and debate about racism is confined to the personal level: what is done by one person to another because of personal hatred or prejudice. What follows from this perception is that if we work on individual feelings of racism, then the problem is addressed. What is a thousand times more powerful and a thousand times harder to understand is the power of institutional racism. This is the power that has been vested systematically with institutions, organizations, and society through a history of separation, exclusion, and oppression of minority cultures.
• Institutional Racism - Institutional racism manifests itself in ways and places that actually double its power and makes people believe that social disparity exists because minorities are inferior. For instance, it is institutional racism that has prevented minorities from having a fair and equal education, deprived them of equal housing or health care, and lead to
Teaching styles (Lecture? Group discussion? Cooperative learning? Quiz? Project?Service learning? Student-designed assignments?)Learning styles (Sensory or intuitive learner? Visual or verbal? Sequential or global? Inductive v. deductive? Active v. reflective?)Race (African-American or Black? Latino or Hispanic? Native American or Indian American? Stereotypes, differences, preferences)Gender (what are the inherent differences between male and female? Can they learn content the same way?)Culture (individualistic v. cooperative)Disability (special needs, inclusion, curriculum modification, adaptation of learning context)Sexual preference (right v. wrong, human rights, right to
lifestyle)Religion (Christianity, Islam, Hindu, pacifism v. terrorism, moral v. immoral).
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deplorable statistics on prison population, school suspensions and dropouts, special education classes, and the achievement gap. At the other end of the paradox, corporate boardrooms, gifted education, academically advanced contexts, and places of power are filled with members of the majority culture leading many, including minorities, to believe that they are not up to par.
• Internalized racism - Another outcome of institutional racism is internalized racism. Minorities living and breathing in the environment created by the subjugation and oppression of minority cultures eventually internalize those feelings of inferiority that are related to issues of self-esteem, self-confidence, depression, and anxiety.
Scaling the Walls: A Look Back
Once you understand the barriers and give the diversity elephant its rightful place in your classroom, the issues and challenges of diversity may not seem as insurmountable. There is one little course, however, that you have to go through yourself before you make any alterations to your syllabus, lesson plans, or assignments. It’s a look back at the history of the education of dominated cultures: Native Americans, African Americans, Asian Americans, and Hispanic/Latino Americans. While there are numerous resources, a slim book (127 pages) by Joel Spring called “Deculturalization and the Struggle for Equality: A brief history of the education of dominated cultures in the United States” is an excellent one.
As an educator at NC A&T you must be aware of the collective story of these cultures, especially African-American culture, if you plan to feel any satisfaction in your diverse classroom. Educational policies in the United States have historically served mainstream society and were often formulated with the notion of minorities, their language, culture, traditions, and religion, as inferior. The reading gives you a clear understanding of the systematic efforts to deculturalize the people from their cultures and the effects of that insidious process in society today. It also provides historical information on what was systematically denied to these cultures – democracy, equality, respect, and access to education. Issues of immigration, colonization, slavery, constitutionalrights, justice and legal cases, citizenship, etc., aretruthful pointers to the challenges in the classroom whenit comes to diversity issues. For centuries, educational policy used the following methods of deculturalization (Spring, 2004):
The popular discourse in society is that all things are equal now. Nothing can be farther from the truth. After 50 years of desegregation with Brown v. Board of Education, the judgment is that public schools are not successfully educating African-American and Hispanic-American students. One of the reasons attributed to this colossal educational failure is that schools were integrated without appropriate diversity training for teachers, principals, and administrators. Other reasons include institutional racism, racism, internalized racism, and various social inequities.
At the Top of the Wall: A Look Within
From this place of understanding, your view of yourself is likely to be altered. Where do I standon the race circle? Where am I on the color continuum? What are my attitudes toward minoritycultures (if you are white)? What are my attitudes about myself and people from other dominated cultures (if you are minority)? What is the nature of the content I am trying to teach? Is the content that I’m trying to teach completely reflective of the culture of the dominant group? Can my learners connect to the curriculum? Can they connect to me? How am I different from my students? How are they different from each other? What are my beliefs about teaching and assessment?
1. Segregation and isolation
2. Forced change of language
3. Curriculum content that reflects culture of dominant group
4. Textbooks that reflect culture of dominant group
5. Denial of cultural and religious expression by dominated groups
6. Use of teachers from dominant group
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Bridging the Gaps
The diversity elephant is in full view now, and you begin to see the gaps. The gaps are spaces between you the teacher, your students, and those that create the curriculum or content that you are trying to teach. Many of those spaces are so challenging that they cannot be addressed in a semester or two, which is the time frame that you are likely to be involved in the lives of your students. Many others though can be understood and addressed through reflection, action research, and appropriate action.
Action Research
The disconnects or gaps that can be addressed often come in areas of prior knowledge and experiences, language, communication styles, racial and ethnic identities and histories, cultural value systems, and assessment. The writing, reading, and communication skills that students bring into the classroom are a result of their K-12 experiences, and you’ll gain valuable insights if you spend any significant time in those classrooms. While you cannot change those classrooms, coming to grips with those deplorable conditions can help you address the needs of your students in ways that build bridges between you and your students.
Many of us in higher education make the mistake of running to the ‘literature’ for help. When it comes to diversity issues, the literature is often too diluted, too narrow, or too universal. The best strategy is to go to the source: your students. Observe them, ask them, poll them, goad them, but make every effort you can to understand them. If they are strong on one learning style, introduce another to them. If you have a preference for group discussions, try a lecture for a change. Ask them what they value, and ask yourself where you internalized your values. Ask them about their reading habits and check your syllabus to see for a connection between their reading habits and your expectations. If the gap is too wide, discuss it in class.
Know your Curriculum Thoroughly
Most of the dialogue about diversity centers on teaching styles and learning styles and ignores the tremendous role played by the curriculum. Like one master teacher says, make your course curriculum centered. Ultimately, your students are in the class to learn content, and the best way to communicate that content so each student understands it is a logical approach. Before you even begin to design the course, examine the curriculum. Ask yourself how well you know what you are trying to teach. Who are the people who contributed to the curriculum? What are their values and priorities? How is it connected to the needs of the students?
Are the goals of the course mostly related to knowledge, skills, or attitudes? Each of the three categories call for different approaches in teaching and different methods of assessment, and it is only at this level that the teaching style and learning style comes into play. For instance, if you are teaching psychological principles related to motivation, which falls mostly in the category of attitudes and knowledge, then a lecture followed by an objective test is probably the least effective. If your curricular goals include the teaching of skills, then hands-on teaching with a performance assessment is better than a lecture.
Integrate Categories of the Curriculum to Teaching Methods and Assessment Methods
Do everything you can to make the curriculum come alive for students. This process begins with the goals of the course. If the plan is to take a trip to Paris, then make it explicit in your syllabus. Then explain to your students how you are planning to get everyone to Paris from Greensboro, North Carolina. Your syllabus is essentially a road map of that trip. Most of us will not undertake a trip without knowledge of the cost, but our students often sign up for courses without considering the price they have to pay that semester to successfully complete the course. Explain to your students what it ‘costs’ to take the course, what your role is, and what role you expect them to play. Most importantly, explore together how you’ll know when you’ve reached your destination (assessment).
Once you come togrips with the diversity elephant, other issuesbegin to fall in place.Your understanding ofthese issues will begin
to have a profoundeffect on the interest,
achievement, andmotivation of your
students.
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References:
Spring, J. (2004). Deculturalization and the Struggle for Equality: A brief history of the education of dominated cultures in the United States. New York: McGraw Hill
Diversity: A Selected and Annotated Bibliography
Prepared by R. Johnson with Diane M. Enerson and Kathryn M. Plank at Pennsylvania State University.
Borrowed with permission from The Penn State Teacher II: Learning to Teach; Teaching to Learn, a publication of Schreyer Institute for Teaching Excellence at Pennsylvania State University.
Although cognitive psychologists have long been interested in diverse learning styles, the debate about accommodating social diversity and creating multicultural classrooms in institutions of higher learning began only recently. Still in its infancy, research on the educational impact of socio-cultural differences has developed as a result of two things: larger, better organized, and more visible minority populations on American campuses; and, perhaps more importantly, increasing diversity among those actually doing the teaching and research.
The bibliography below brings together a number of challenging and useful materials on diversity and multiculturalism in higher education. Besides being descriptive, each annotation is intended to provide the reader with a sense of the educational purpose the book or article could serve. Although several sources address cognitive diversity alone, most are concerned with the connection between students' approaches to learning and their socio-cultural backgrounds. For balance, one critique of the multicultural movement has also been included.
Because issues of multiculturalism arouse strong emotions, we must address these issues with considerable patience and provide ample opportunities for dialogue. Our hope is that the bibliography below will provide you with one such opportunity, and we look forward to your reactions, comments, and suggestions.
Border, Laura L. B., and Nancy Van Note Chism, eds. Teaching for Diversity. New Directions for Teaching and Learning, no. 49. San Francisco: Jossey-Bass, 1992.
Capello, Doris Correa and Paul G. Kreuzer. ‘“Don't Teach It to Us; Teach It to Them’: Teaching Cross-Cultural Literature to a Multicultural Class.” In Teaching a "New Canon"?: Students, Teachers, and Texts in the College Literature Classroom, edited by Bruce A. Goebel and James C. Hall, 96-114. Urbana, Ill.: National Council of Teachers of English, 1995.
Chism, Nancy. “Taking Student Diversity into Account.” In Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 9th ed., by Wilbur J. McKeachie, 223-37. Lexington, Mass.: D. C. Heath, 1994.
Crawford, Mary and Roger Chaffin. “The Reader's Construction of Meaning: Cognitive Research on Gender and Comprehension.” In Gender and Reading: Essays on Readers, Texts, and Contexts, edited by Elizabeth A. Flynn and Patrocinio P. Schweickart, 3-30. Baltimore: Johns Hopkins University Press, 1986.
D'Souza, Dinesh. Illiberal Education: The Politics of Race and Sex on Campus. New York: Vintage, 1992.
Davis, Barbara Gross. “Learning Styles and Preferences.” Chapter 22 of Tools for Teaching. San Francisco: Jossey-Bass, 1993.
Davis, Barbara Gross. “Responding to a Diverse Student Body.” Part 2 of Tools for Teaching. San Francisco: Jossey-Bass, 1993.
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Goebel, Bruce A. “‘Who Are All These People?’: Some Pedagogical Implications of Diversity in the Multicultural Classroom.” In Teaching a "New Canon"?: Students, Teachers, and Texts in the College Literature Classroom, edited by Bruce A. Goebel and James C. Hall, 22-31. Urbana, Ill.: National Council of Teachers of English, 1995.
Laube, Linda. “Gender, Assessment, and Writing Instruction.” In Teaching a “New Canon”?: Students, Teachers, and Texts in the College Literature Classroom, edited by Bruce A. Goebel and James C. Hall, 148-63. Urbana, Ill.: National Council of Teachers of English, 1995.
Martin, Warren Bryan, ed. New Perspectives on Teaching and Learning. New Directions for Teaching and Learning, no. 7. San Francisco: Jossey-Bass, 1981.
Metzger, Mary Jane. “A Journey Defined by Place: Anti-Racism in the College Classroom.” In Teaching a “New Canon”?: Students, Teachers, and Texts in the College Literature Classroom, edited by Bruce A. Goebel and James C. Hall, 67-80. Urbana, Ill.: National Council of Teachers of English, 1995.
Steele, Claude M. “Thin Ice: 'Stereotype Threat' and Black College Students.” The Atlantic Monthly (August 1999): 44-54.
Sternberg, Robert J. “Thinking Styles: Keys to Understanding Student Performance.” Phi Delta Kappan (January 1990): 336-71.
Tatum, Beverly Daniel. “Talking about Race, Learning about Racism: The Application of Racial Identity Development Theory in the Classroom.” Harvard Educational Review62 (Spring 1992): 1-24.
Tobias, Sheila. They’re Not Dumb, They’re Different: Stalking the Second Tier. Tucson, Ariz.: Research Corporation, 1990.
Wertheim, Margaret. Pythagoras’ Trousers: God, Physics, and the Gender Wars. New York: Times Books, 1995.
44SECTION V
Helping Students Learn - Overview
By R. Trent Larson, Ph.D.Associate ProfessorDepartment of Human Performance and Leisure Studies,School of Education
Learning is a dynamic process of making sense of the real world. It requires a purposeful effort on the part of both the instructor and the student. To build an environment conducive to learning, the instructor must develop a genuine interest in students and come to value the whole of students’ experiences (cultural, linguistic and historical). These experiences represent a wellspring of knowledge and information and provide a foundation for planning subsequent learning activities. Likewise, instructors should bring their own appropriate life experiences to the classroom to stimulate student interest and understanding of salient concepts.
To help students learn, instructors must also teach them to value knowledge whether obtained through formal or informal activities. As they come to value knowledge, students will see what they lack and become motivated to learn more in these areas. The key is to make learning relevant and connected to the real lives of students. Through observation, dialogue and self-reflection, students come to a greater understanding of the world around them. The focus of the instructor should be to assist students in discovering their purposes for learning, where to go to find adequate information to make good decisions and how to become contributing citizens, even advocates for change in the community.
There are a number of strategies or outcomes that instructors should consider in order to foster student learning and these must be addressed within a conceptual framework. Such a framework should consist of the following elements: diversity, an assessment system, student self-reflection and the utilization of appropriate technology. Attention to diversity assists the teacher in presenting information in a format that encourages learning. This means developingan awareness of differences in students due to culture, gender or other personal issues. An assessment system provides the instructor with regular updates on the progress of students in the course. With ongoing assessment, evidence of student achievement is monitored and adjustments in instruction (e.g., new teaching strategies) can occur. Self reflection exercises such as reflective logs or diaries can help students better understand the concepts learned and the type of learning styles most preferred. Lastly, technology serves as a basis for stimulating student interest, understanding and involvement. Teaching the use the Internet and other related technologies empowers students to seek information on their own. Computers serve as a useful tool tracking performance within and without the classroom.
With a conceptual framework in place, the instructor becomes prepared to incorporate various strategies to encourage the learning process. Some of the concepts/strategies that could be important in this process include: learning styles and preferences, cooperative learning, seven principles, time management and how students learn.
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Helping Students Learn
By Richard A. Jackson, Ph.D.Adjunct Assistant ProfessorDepartment of Curriculum and Instruction, School of Education
Depending on the course and the lesson to be taught, there are numerous strategies one can use to help students learn. In general, the following tools and techniques will have a positive effect on student learning.
(1) Require students to explain their answers. Pose questions during the instructional process. Do not simply accept a brief answer or response to a question. Ask the student to explain their reasoning for their answer and to justify their answer. Higher order questions require students to apply, analyze, synthesize and evaluate concepts.
(2) Reframe your questions or break them into smaller parts. Teachers often need to adjust thedelivery of their lesson depending on the needs of the students and their ability to understand the content. Where students seem unsure, you may need to provide prompts or clues. You may even need to reframe the question or present it in a different way. This is especially true if the subject matter is complex.
(3) Other strategies to help students learn include:
Additional information is available at the following link:
Helping Students Learn – Linked with permission from Iowa State University TA Handbook - Section III (scroll about a fourth of the way down the article)
Press students to think. Make
them explain and justify their
answers.
Monitor for comprehension
rather than just procedural
correctness.
Select various types of
feedback and rewards such
as verbal praise, awards,
rewards, etc.
Use mistakes and re-d
oing
work as learning
opportunities, not punishment.
Select various procedures
for monitoring and judging student performance.
Decide how and when to
give feedback and/or rewards.
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How Students Learn
By Richard A. Jackson, Ph.D. Adjunct Assistant ProfessorDepartment of Curriculum and Instruction, School of Education
Students learn in a variety of ways, and one of the challenges every teacher must face is determining what is the best approach for each lesson taught. Making that decision involves an analysis of a number of factors – Is lecture the best approach? Should a combination of lecture and demonstration be used? Does the lesson lend itself to demonstration, or is that approach impractical for the subject matter? Would a student best learn by practice and repartition?
Determining the best teaching method and instructional delivery system to be employed is a fundamental question that must be answered before effective teaching can occur. Students learn best by building on information and/or knowledge they already have acquired. Mastering new information occurs when they integrate what they already know with the new material, thus expanding their knowledge base.
The techniques of learning work successfully once the basic fundamentals occur. Take a chemistry experiment or physics exercise. Once one understands what is happening on a theoretical level, the experiment reinforces the knowledge by verifying that which is expected or known.
Practice and repartition are approaching teaching tools in some instructional settings. This method is typically used in settings where eye-hand coordination or other dexterity-based skills are required.
In order for learning to be effective, there must be a feedback system in place between the student and the teacher. It is extremely important that the student receive progress feedback from the teacher and understand the level and quality of their learning.
Additional information is available at the following link:
How Students Learn - Borrowed with permission from Ohio State University - Teaching Handbook
Learning Styles and Preferences
By R. Trent Larson, Ph.D.Associate ProfessorDepartment of Human Performance and Leisure Studies,School of Education
According to Litzinger & Osif (1992), learning styles are described as “the different ways in which . . . adults think and learn” (p. 73). Each individual possesses a unique set of behaviors or strategies to acquire, process and apply new information. Litzinger & Osif (1992) also indicate that this learning process depends on several processes including cognition (how one acquires knowledge), conceptualization (how one processes information) and affective (one’s motivation, decision-making styles and emotional preferences also characterize learning styles). Many researchers (e.g., Kolb) have identified different types of learning styles.
Kolb (1984) placed learning styles along a continuum ranging from concrete experiences (learning by putting concrete ideas into practice), reflective observation (learning by observation or thinking), abstract conceptualization (using abstract thought to consider relationships), and active experimentation (learning by participating in activities or experiments). Kolb observed that while individuals move from one learning style to another over the course of time, they usually settle on one style they prefer over the others.
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Some students prefer a particular type of learning style involving the senses. They may be visual learners, auditory learners, kinesthetic learners or tactile learners. Visual learners want to see the information in front of them (e.g., a movie over the Internet or a PowerPointpresentation to view pictures). Auditory learners enjoy providing verbal feedback to questions,listening to speeches through web-sites, or collaborating with other students on projects that require someone to read the directions while the others perform some operation. Kinesthetic learners prefer “hands-on activity” and participate in projects involving a computer (especially the mouse and keyboard). Tactile learners require extensive input using their hands and brains.They might, for example, use computer-drawing tools to illustrate a product or idea, or use a tablet to produce an art creation. Other students like seeing the overview of a concept or problem and require the big picture to gain a complete understanding. Some prefer to view concepts or processes from a step-by-step perspective.
In contrast to learning styles, preferences refer to the conditions under which students prefer to work and learn. These may refer to things such as the arrangement of the classroom, student groupings or whether the instruction is teacher driven or self-taught via independent learning. An observant instructor will detect which preferences work best with particular students.
Learning styles and preferences are also knowable through diagnostic tests and personal observations. The salient point regarding teaching is that, although students have preferred learning styles and preferences, it may be unrealistic to expect to meet everyone’s needs entirely. Therefore, the best approach is to provide instruction using a variety of strategies during each class period and throughout the semester to attempt to satisfy the needs of as many different types of learners as possible.
References:
Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
Litzinger, M., & Osif, B. (1992). Accommodating Diverse Learning Styles: Designing Instruction for Electronic Information Sources. (pp. 73-82) In Linda Sharito (Ed.) What is Good Library Instruction Now? Library Instruction for the 1990s. MI: Pierian Press.
Other resources on Learning Styles:
Learning Styles - Linked with permission from “Teaching at Carolina,” a publication of the University of North Carolina at Chapel Hill.
Principles for Good Practice in Undergraduate Education
By Kimberly Richards, NCC, SACC, Ph.D.Assistant ProfessorDepartment of Human Development and Community Services,School of Education
Chickering and Gamson (1991) formulated seven principles for good practice in undergraduate education after undertaking a meta-analysis of 50 years of educational research. Though the seven principles they developed relate to undergraduate education, these principles can be applied to learning at any level. These principles imply a collective and constructivist learning environment. Learning is enhanced in collective constructivist environments as working with others can increase student involvement in learning and knowledge construction. Using these principles provides an approach to education that makes learning more relevant, evocative, and meaningful for the student. Students take co-responsibility for their knowledge and skill acquisition and the educator becomes a guide to help students gain/construct new knowledge.
These seven principles are briefly described below and examples for implementing the principles are provided so that the Teaching Assistant can become familiar with the types of activities that can be used to enhance the classroom experience for both the students and the educators.
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Encourage student-faculty contact.
Student-faculty contact in the classroom and, perhaps even more importantly, outside of the classroom, can provide the motivation for a student to pursue his/her professional and personal interests. Individual contact with the student encourages reflection, critical thinking, and independent learning, which is learning for the love of learning. This contact can enhance student self-worth and can help a student through academic, professional and personal uncertainty. Below are listed some ways to increase individual contact with students:
Encourage Cooperation Among Students
Learning can be heightened and reinforced when students work together to construct knowledge. Students sharing ideas and knowledge and responding to each other help develop thinking abilities and deepens students’ knowledge and understanding. Students working together strengthens student participation in the learning process. Educators help create positive interdependence but emphasize individual accountability of students. Some techniques that can be used to facilitate cooperative learning are:
Good Practice Encourages Active Learning
Active learning promotes the appreciation of both knowledge construction and knowledge itself. The educator can provide scaffolding for the students such as brief lectures, individualizedinstruction, prepackaged information, and assignments, and with this scaffolding students can then create their own knowledge. Active learning gives students control and ownership of the learning process and the knowledge they create. Active learning can take on a variety of forms of both individual and group work in and outside the classroom. Though through the use of active learning students are more likely to understand, retain, appreciate, and apply this knowledge to real life situations, many students may feel anxiety and even resentment at having to construct their own knowledge as most students are use to being spoon-fed knowledge. Students may perceive that the instructors who have active learning classrooms are not doing their jobs. One way of preventing this misunderstanding is to explain to the students your philosophy of education and have them read some articles that speak to active learning and its benefits. The following ideas can help you develop an active learning classroom:
Communicate with students on a personal level, for example, learn about their educational and career goals.
Personalize feedback on student tasks.
Be visible.
Learn students’ names.
If possible arrive to class early and stick around after class.
Serve as an informal mentor to students.
Involve students in professional activities
such as presentations, conferences, research, and writing.
Have on-line time with students such as through discussion boards/chat facilities.
Advise students about professional opportunities.
Communicate with students through the e-mail.
At the end of each test/task have students comment on how they feel they are doing and how the class is going.
Group assignments, problem solving, reviewing, and testing.
Activities that encourages students to get to know each other, such as students sharing their viewpoints on topics discussed in class.
Create learning communities/teams.
Make use of peer evaluations.
Have students explain difficult ideas or teach each other.
Have students give classroom and public presentations of their papers, projects, discussions, etc.
Break up into small groups for discussions and other activities.
Have games, skits, and panel discussions.
Lead by example – team teach classes.
49
Good Practice Gives Prompt Feedback
Most students want and appreciate appropriate and timely feedback. This feedback helps students to access their levels of knowledge and focus their learning efforts on suitable topic/areas and sources of information. Feedback is important in that it helps students acquire the greatest benefit from their education. This feedback allows the student to reflect on not only their knowledge base, but for example, who they are as individuals; that is, their believes, values, culture, career choice, and identity. Ways to provide feedback are:
Good Practice Emphasizes Time on Task
Time on task refers to both the time a student is engaged in learning and the student’s use of time management. Time on task helps the student learn both efficiently and effectively and helps instructors teach effectively. For example, students who use their time ineffectively may interrupt the teaching process and, as such, hinder other students’ ongoing learning. Learning time management skills is a practical way for students to prepare themselves for both continuing academic studies and for the ‘real world’ . Effective use of one’s time is a key element in having successful careers and positive personal relationships. Time expectations need to be made clear for students in order to establish the basis for high levels of functioning for all involved in the learning process. Ways to help students stay on task are:
✰ Provide students with or have students identify field work opportunities to participate in, such as, job shadowing, service learning, practicum, internships, apprenticeships, activities they participate in.
✰ Encourage students to apply ideas learned or constructed in the course and reflect on the implementation process.
✰ Encourage students to challenge ideas.
✰ Give students real-life situations to analyze and explain or assign projects with real life application.
✰ Encourage students to suggest curriculum.
✰ Make subject material more relevant bymaking course content related to the local community or home.
When possible provide immediate and direct feedback on classroom activities/events. Return papers, assignments, and testing material the following week they were handed in. Provide student evaluations throughout the semester/quarter. Provide meaningful written comments.
Give homework and quizzes even if they are upgraded.Have classroom exercises that provide immediate feedback. Schedule individual student conferences to discuss student progress. Have students reflect on and record their progress. Contact students who miss classes.
� Have well defined guidelines and due dates spelled out in the syllabus and go over timelines in class.
� Refer back to the syllabus on occasion throughout the term to see if class is on track.
� Assign realistic time values for each task.
� Let students know the minimum amount of time they should spend preparing for class and working on assignments.
� Encourage students to prepare papers/assignments and presentations well in advance.
� Help student develop time management skills when they fall off task.
� Students can be asked to identify how they can best use their classroom time.
50
Good Practice Communicated High Expectations
When instructors indicate that they believe all students have the potential to achieve academic success, students may then be encouraged to set high expectations for themselves. This philosophy indicates that the instructor believes in the good of all students and can become a self-fulfilling prophecy for students that feel respected. Communicating high expectations needsto be followed up by creating humanistic environments where it is possible for students to attain and maintain high standards of academic support and student behavior. The following techniques may help the students live up to high expectations set by the instructor:
Good Practice Respects Diverse Talents and Ways of Learning
The diversity of student epistemology in any given class would require instructors to construct classes in ways in which students have a variety of ways of learning/discovering knowledge and indicating the depth of their knowledge for assessment purposes. Each student should be provided with the chance to highlight their knowledge, skills, and talents and to learn in ways that make sense to them. Instructors need to identify diverse classroom methods and practice them. This expands the educators teaching skills toolbox. In essence, educators that recognize the diversity of epistemology create a climate that acknowledges and respects cultural diversity.
These principles and the examples provided can be useful guidelines for the Teaching Assistantin transforming the classroom into a vital and vibrant learning community. This, in turn, will augment and facilitate the student learning process. While instructors are responsible for the outcome of their learning communities, students also become responsible for their education and this empowers the student not only as a learner, but also as a member of the academic community, and as a member in the community at large. Such andragogy provides the learner with both direction and freedom and can liberate the learning processes of the student and create students that can empower themselves and others.
Bibliography
Chickering, A.W., and Gamson, Z.F. (1991). Applying the Seven Principles for Good Practice in Undergraduate Education. In New Directions for Teaching and Learning. San Francisco: Jossey-Bass Inc.
State University of West Georgia. (2003). Faculty Manual. The State University of West Georgia, Carrollton, GA.
California State University Bakersfield. (2003). Constructivist Learning Environments. Faculty Teaching and Learning Center, California State University, Bakersfield.
Additional Resources:
Seven Principles for Good Practice: Enhancing Student Learning - Linked with permission from the University of Delaware TA Handbook – as adapted from The Seven Principles Resource Center, Winona State University, Winona, Minnesota.
✰ Support students in living up to classroom expectations.
✰ Provide students with examples of outstanding student work.
✰ Recognize students who do extraordinary work and provideother positive reinforcement.
✰ Encourage students to always be at their best.
✰ Expect students to participatein the learning process.
✰ Make course expectations clear.
Engage as many ways of learning as possible.
Let students know it is okay to speak up when they do not understand.
Frequently change the methodology of material delivery.
Use diverse teaching activities to address student diversity.
Make use of multimedia presentations to enhance the learning of all students.
Develop learning contracts with students in order to provide students with alternative learning methodologies.
Encourage all students to share their viewpoints during classroom discussions.
Set activities that relate to the local community/background of the students.
Select a variety of types and options for student assessment.
Allow students to identify the ways they would like to be assessed.
51
Cooperative Learning
By Jane Davis-Seaver, Ph.D.Associate ProfessorDepartment of Curriculum and Instruction,School of Education
Cooperative learning can be accomplished in several ways. The central purpose of those ways, however, is the same. Many students enjoy working in groups; they tend to do higher quality work, retain more information, and raise the overall level of learning for the whole group when they work in cooperative or collaborative groups. Advantages for the teacher are that more coverage of subject matter can be done, more students are actively engaged in the topics, and the students take over the responsibility for accomplishing the tasks required. It is important, however, for the groups to spell out exactly what is expected from each group member, to be ure the work is divided fairly, and that all members are satisfied with the final project before it is submitted for evaluation. Each group member should clearly understand that any member who does not uphold the goals of the group, does not attend the group meetings and does not hand in high-quality work on time may be removed from the group by the other members of the group. Evaluation of group projects should be done by rubric.
Working in pairs is perhaps a good way to begin for those students who are not accustomed to working together. The possibilities for problems are minimized when students can establish their own pairings. However, at times it may be more efficient for the instructor to assign the pairs.
“Jigsaw” is another way to establish cooperative groups. The advantage of this strategy is that a lot of material can be covered in a short amount of time. A key to making this work, however, is that at the end of the project or research adequate time be given to presentations, and hand outs for everyone must be given. “Jigsaw” means that subtopics under a larger topic are divided among several groups. Each group researches or creates a part of the larger presentation, and when all group work is done, each group presents their work to the rest of the groups. For example, a large topic in an education class might be Teaching Methods. Several students can collaborate on the Montessori Method, another group can research teacher-directed methods, and a third group could research student-directed methods. Each group would present their findings and provide hand-outs for the other groups. All students, however, would be responsible for knowing the information found by all the groups.
Groups can be formed in several ways. One quick and easy way is to have students “count off.” That is, each student says a number. Then, all the 1’s are in a group, the 2’s are in another group, the 3’s in another, etc. Another way is to have students choose a group according to their interest in or knowledge about the topic the group will be working on. Another way is to have students analyze the task, and then choose their members according to whom they feel can best meet the goals of the project. For example, if artwork is going to be required, the group will want to have a member who is talented in that area.
Additional Resources on Cooperative Learning:
Cooperative Learning - Linked with permission from the University of California at Santa Barbara, Office of Instructional Development.
Reading Resources:
Cooper, Jim (1990), Cooperative Learning and College Teaching: Tips from the Trenches, The Teaching Professor, 4 (5).
Crowley, Mary and Dunn, Ken (1993). Cooperative Learning at Dalhousie, a workshop presented at Dalhousie University.
Fennell, Hope-Arlene (1994) Cooperative Learning: Students' Perceptions and Preferences, The Lakehead University Teacher, 4 (1).
King, Alison (1993), From Sage on the Stage to Guide on the Side, College Teaching, 41 (1).
Millis, Barbara (1993), Cooperative Learning, a workshop presented at Dalhousie University.
Sego, Arlene (1991), Cooperative Learning: A Classroom Guide, Info-Tec, Cleveland, Ohio.
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Adults as Learners
By Judie Bucholz, Ph.D.Adjunct Assistant ProfessorDepartment of Human Development and Services,School of Education
Part of being an effective instructor involves understanding how adults learn. Malcolm Knowles, who pioneered the field of adult learning, identified the following characteristics of adult learners:
◆ Adults are autonomous and self-directed. Effective instructors actively involve adult students in the learning process and serve as facilitators for them. They get adult perspectives on topics and let the students work on projects that reflect their interests. Effective instructors allow the adult students to assume responsibility for presentations and group leadership. Instructors act as facilitators, guiding students to their own knowledge rather than simply supplying them with facts. Effective instructors show adult students how the class will help them reach their goals.
◆ Adults have accumulated a foundation of life experiences and knowledge that includes work-related activities, family responsibilities, and previous education. Adults need to connect learning to this knowledge and experience base. Effective instructors can help do this by drawing out the student’s experience and knowledge that is relevant to the topics in the course. Effective instructors relate theories and concepts to the students and recognize the value of experience and sharing of experiences in the learning process.
◆ Adults are goal-oriented. When adults enroll in a program, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and well defined. Most adults who are motivated to go to school do so primarily because they have use for the knowledge or skill being sought. Effective instructors show how the course will help them reach their goals early in the course. Effective instructors are organized in the delivery of the course and reach the objectives outlined in the syllabus.
◆ Adults are relevancy-oriented. They want to see a reason for learning something. Learning must be applicable to their work or other responsibilities to be of value to them. Effective instructors identify objectives for adult students before the course begins; theories and concepts should be related to a setting familiar to adults. Allowing adults to choose projects that reflect their interests and experience can bring relevancy into the classroom.
◆ Adults are practical, focusing on the aspect of a lesson most useful to them in their work. Adultsmay not be interested in knowledge for knowledge sake. While adults may tend to learn new concepts more slowly, they compensate for this by being more accurate and making fewer trial and error ventures. Effective instructors show adults how the lesson will be useful to them on the job or their other responsibilities.
◆ Adults, and all learners, need to be shown respect. Effective instructors acknowledge the wealthof experiences that adult students bring to the classroom. Adults should be treated as equals in experience and knowledge and be allowed to voice their opinion freely in the class room. Shared lessons in life can prove an invaluable learning experience.
Educators must remember that learning occurs within each individual as a continual process throughout life. People learn at different speeds and in different ways. Effective instructors recognize this and incorporate different methodologies in their classrooms.
It is natural for some adult learners to be anxious or nervous when faced with a new learning situation and many adults take errors personally. Positive reinforcement by the instructor can enhance learning and overcome anxiety.
Learning results from stimulation of the senses. In some people, one sense is used more than others to learn or recall information. Effective instructors present materials using technology and other sources that stimulate as many senses as possible in order to increase their chances of teaching success.
Sources used:
“30 Things We Know for Sure About Adult Learning” by Ron and Suzan Zembe.
“Principles of Adult Learning” by Stephen Lieb.
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Time Management in the Classroom
By Muktha Jost, Ph.D. Assistant professor, Department of Curriculum and Instruction,School of Education
The key to time management in the classroom starts with a good, clear, and interesting syllabus. The syllabus is your road map to the course and should include simply written sectionson goals of the course, topics covered, textbooks and other materials required, methods of instruction, methods of assessment, grading scale, calendar, academic honesty and integrity, and information about the instructor (office hours, phone number, e-mail, etc.)
For a semester filled with learning, take the first class and focus it on getting to know your students and giving them opportunities to get to know each other. Communicate the best waysto get in touch with you, ways to reach you and ask you for help, what you expect from them, and what they can expect from you. If you can, learn the names of each and every one of your students (depending on class size). For large class sizes, a digital camera can be handy to store pictures of students.
Before the semester starts, design the course calendar. Make sure that each class meeting is at least outlined with readings and activities. Make it a habit to assess continuously whether the class activities are in sync with the goals of the course and the work assigned to the students. Once you design and circulate the calendar, stick to it and announce any changes that you may have to make to the calendar.
Before the class, spend time prepping the class space. Arrange it in ways that can make the kind of communication and interaction that you want possible. When you design the agenda for the class, make sure that you are matching it to the attention span of learners, interest in the topic, prior knowledge about the subject, and familiarity with teaching methods. Breaking up the class in segments for mini-lectures, group discussion, activity, reflection, etc are very effective in conveying content in the time provided. If you are using technological tools, make sure that they are set up and ready before class, and that you have a back up plan when the tools fail.
Communication related to assessment is important when it comes to using class time effectively. Grade student work promptly and return with constructive feedback to students. This will help with student confusion or anxiety about their performance in your course.
While it’s important to keep your eye on the clock and make those transitions to the next segment, do keep in mind that there are teachable moments that must be seized at the expenseof time. In addition, being around a few minutes before class begins to greet students and answer questions, and staying after class to clarify questions and provide help can give that extra support to those students hesitant to take class time for their needs.
Additional Resources include:
Time Management in the Classroom - Linked with permission from John Hopkins University. (Scroll down to near the bottom of linked page to locate the Time Management section.)
The Role of Motivation & the Classroom Environment – Linked with permission from Ohio State University. (Section begins on Page 2 of linked PDF file)
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SECTION VI
Multiple Instructional Strategies, Situations, Techniques, Technologies, and Tools
Teaching with Technology
By Karen Smith-Gratto, Ph.D.Associate ProfessorCenter for Professional Development, School of Education
In order to insure that all students are provided with the opportunity to learn, learning environments must be designed in ways that allow learners to approach learning in diverse ways. First and foremost we need to understand that all learners are unique and interact with the content based upon their experiences. Once we understand this, it becomes clear that educational environments need to include a variety of techniques and tools to enhance student learning.
Students come to the learning environment with their own experiences that affect how they interpret the content. Students’ cultures, previous school experiences, and previous interactions with the concepts will impact how much they interact with the material. How well students learn and understand content is also influenced by the way the student approaches learning (learning style), what type of intellectual approach a student uses, and the student’s motivation to learn the subject at hand.
If we want students to “learn” then we have to provide experiences that address not just one way of learning but multiple ways of learning and different levels of motivation. By planning the learning experiences to take the differences of students into consideration, there is a higher probability of student success. In this section, we will examine different ways to address student diversity through the use of multiple teaching strategies that incorporate a variety of techniques, technologies and tools.
Technology includes not only equipment and media but how we plan, deliver, and evaluateinstruction. In order to insure that we use instructional time effectively, systematic planning is essential. While this section emphasizes the use of media and equipment, the importance of the previous sections in which planning was discussed can not be overemphasized. In the previous sections you learned that knowing the goals and objectives of the instruction were important to establish so that the planning, delivery, and ultimately the evaluation of student learning is consistent. Once we have established what students will be expected to know we can choose the appropriate tools to help students achieve success. Media and technology are just tools that can be employed to enhance learning.
The courses I remember the most are the ones where the professor talked, usedvideos, did demonstrations, used overheads and did other things to save us fromjust listening to him droning on.
- Graduate student
55Media (Audio-Visual Aids)
This section will be divided into the following types of media: Visual, Audio and Motion. These types of media can be delivered through a variety of means. Visual media includesnon-projected and projected media. Chalk and white boards; posters; flipcharts (easels); photographs; models; and real objects are examples of non-projected media. Projected media includes overhead projection, filmstrip projection, slide projection and the use of Liquid Crystal Display (LCD projectors) units. Audio can be delivered via tape, sound CD, and computer. Motion media can be presented using both projected and non-projected means. The most familiar means of delivering motion media is through the use of the television often combined with the use of a video tape player (VCR). The LCD projector can project motion media via a connection between the projector and a television, VCR, video camera, or computer.
Later in this section you will learn about diversity among learners. Perceptual preference is one way that we can address diversity. Some students prefer auditory means, others prefer visual stimulus, and still others must be kinetically involved in the learning environment. Support for the use of different media and the development of different media by students as a learning activity is also supported by Howard Garnder’s work in multiple intelligences. The variety of media is one way to address different learning styles and multiple intelligences.
Visual Media
Visual media can help instructors by providing a concrete reference for abstract information. Visuals run along a continuum from photographs which are the most realistic to drawings that are easily identified with concrete objects, to symbolic graphics, and finally to verbal symbols. Most visual forms can be delivered in both non-projected and projected formats. Regardless of the delivery method, there are specific characteristics that need to be considered when choosing or creating visuals. General visual design principles need to be followed in order to avoid distracting or confusing students with the visual.
Visuals can help students understand material or can interfere with that understanding. The application of visual design principles can help insure that the visual will contribute to student understanding. You can refer to some of the books and web-sites in the Resourcesection to gain a fuller understanding of what those principles are. One of the most important to consider for instructional purposes is simplicity.
When the principle of simplicity is applied to visuals it serves as a guide to making the visual easy for students to interpret. For example, let’s suppose we are teaching students to identify different types of columns. We have two visuals available for use: a photograph of a building with ionic columns and trees and people in the picture and a drawing of an ionic column. For introductory purposes, the drawing would be best. Once students have been introduced to different columns using the simpler representation, the photograph could be used to help students transfer what was learned to the more complex representation.
56When one uses visuals that incorporate text it is essential to have legible text. The following elements need to be considered when using text in visuals:
Auditory Media
Auditory media provides learners with an additional means of learning material. We are used to listening to lectures, but audio materials can be used for other types of learning experiences. The first content areas that we consider as appropriate for auditory media are foreign language and music. However, auditory media can be used to provide auditory instruction for individual learners. Radio broadcasts, recordings of speeches, sound effects, and music can be used in other content areas when appropriate.
Motion Media
For the purposes of this discussion, video and animation are motion media. Video and animation can be delivered via VCR, laser disc, DVD player, and computer. In general, video can provide step by step demonstrations of skills, case studies for analysis, or direct instruction. Animation can present simplified examples of complex processes that would be difficult to capture with video.
Font style – Plain and simple (for projected media use sans serif style fonts)
Font size – Should be large enough to be seen easily by students sitting in the back of a classroom when used with large groups. If the fonts are small, the graphic should be used for small groups only. When using PowerPoint or other projections, font size should be at least 14 point for ease of reading by students when projected.
Use a combination of Upper and Lower case, not all upper case. Text that is all upper case is more difficult for readers to decode.
Foreground/background contrast – the color of text should be quite distinct from the background color. The use of textured backgrounds (such as bricks) can hinder the clarity of the text. When using textured backgrounds make sure the text stands out clearly or box the text with a solid color background of sufficient contrast.
Special considerations for projected media (like PowerPoint):
❍ Use key phrases and words rather than paragraphs.
❍ Use about six lines per slide (do not crowd lines on the screen).
❍ Use graphics, animation, video to support topic.
❍ Motivational graphics and animationshould be used sparingly.
❍ Use screen transitions/animations when changing concepts (do not usefor every screen).
❍ Use text animations to gradually introduce information.
❍ Use sound effects sparingly as they can distract learners.
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Chalk or white board
Real objects
Flip Chart or Easel
Poster
Photographs andDrawings
• Write only short phrases or words.• Write with side to board (half facing
board and half facing students).• Print or write clearly.• Appropriate for full class presentation as
long as text is large enough to be seen in the rear of the classroom.
• Pass small objects.• Point out specific details for notation
by students.
• Write only short phrases or words when not prepared prior to instruction.
• Write with side to board (half facingboard and half facing students).
• Print or write clearly.• For prepared visuals, a pointer or ruler
can help focus students’ attention to specific elements within the visual.
• Appropriate for full class presentation as long as the text is large enough to be seen in the rear of the classroom.
• Place where the poster will be steady (holding up by hand is inappropriate). Posters are best placed on an easel, on a chalkboard tray, or tacked to corkboard.
• Regular size photographs and drawings are best used for small groups and by individual learners.
•Note key points or equations during lecture.
• List student ideas as students produce those ideas during discussions or brainstorming.
• Use as reference point during lecture.• Use to stimulate student discussion
or analysis prior to direct instruction.• Demonstrate operation or use of object.
•Note key points or equations during lecture.
• List student’s ideas as students produce those ideas during discussions or brainstorming.
• Have students use in small groups for making notes to present to class.
• Have visuals placed on easel (for example a graph, photograph, or drawing that helps clarify the topic).
• Use to introduce new topic.• Use to close topic.• Provide a reference point during lecture.• Provide a starting point for student
discussion.
• To stimulate discussion among students.• To have students analyze information
from the photographs or drawings. • To provide concrete reference for
students when being introduced to a concept or reviewing a concept.
Chart of Media Use Applications and Suggestions
Media Techniques Uses
Non-projected
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Overheadtransparencies
LCD Projections
ELMO Projections
AuditoryCDs, tapes, and radio
MotionVideo tape
DVD
• Follow visual design principles.• Follow the elements for using text in
PowerPoint stated above.• Prepare graphic and extensive text
overhead transparencies in advance of class.
• Use permanent pens when creating transparencies in advance.
• Can be used to project video tapesfrom VCR or computer based information.
• Can be used to project photographs,drawings, small graphs, maps, tables,and real objects. This allows large class use of these items.
• An ELMO projector can also be used to switch between projecting real objects, and photographs, and video and computer based materials.
• Make sure that volume will reach all students and that the sound is clear.
• Can be shown using a VCR with a television or with an LCD projector (check to see if the projector needs speakers when used with the VCR).
• Can be shown using a DVD player ona television, or DVD player with LCD projector, or computer with DVD drive with LCD projector.
• Use to provide visual focus during lectures.
• Use blank transparencies to make notes during student discussion and/or brainstorming.
• Use blank transparencies for students to put problem solutions on to share and discuss with classmates.
• PowerPoint presentation to supportlecture.
• Interactive PowerPoint presentation(designed with built in discussion questions for students).
• To show videos for demonstration purposes.
• To show animations to demonstrate complex concepts.
• To show video case studies for analysis.
• Refer to photographs, drawings, and real objects for uses.
• To provide examples of pronunciation.• Individualized study.• Analysis activities.
• Present new information.• Provide demonstrations.• Provide video case studies.• Provide vicarious experience through
documentaries and dramatizations.• Provide individualized instruction.
• Same as video tape.
Media Techniques Uses
Projected
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Computer-based animation
Computer-based video
• When not used for individualized instruction, the animations are projected using an LCD projector.
• When not used for individualized instruction, the video can be projected using an LCD projector.
• Present a simulation of a process (like cell division).
• Present a motivational animation.
• Same as video tape.
Media Techniques Uses
Motion
Computers and Instruction
Computers can be used to help students address a variety of objectives. Taylor (1980) divided computer use in educational settings into three major categories: tools, tutors, and tutees.
Tools are applications that can be used by instructors or by students to create products. Word-processing is the most common of these. However, depending upon the field of study others are just as important. Auto-cad, graphic programs, and statistical analysis packages are just a few that are appropriate in different areas of study.
Tutees are primarily programming languages and authoring software. Use of tutees is dependent upon the area of study.
Tutors as a category covers a variety of software that can be considered instructional:
Drill and practice software is software that provides students with practice for skills that have been previously taught. For example, a program that provided students with practice solving equations. An example of a drill and practice program can be found at:
http://science.widener.edu/svb/tutorial/sigfigurescsn7.html (Significant Figures).
Notice the program presents problems for the student to solve.
Tutorial software as a specific category under tutors describes software that is used to introduce new information and requires learner input to which the program responds in ways that helps the student master the material. For example, students are presented with animations and audio that explains different types of chemical bonding. Students would watch the animations as a voice would tell them what was happening. The next text might be used to describe how one would complete chemical equations based upon what was shown in the animations. Examples of equations and their solutions would be provided. Throughout the introduction of the materials students would be asked questions to evaluate their understanding of the concepts. When students demonstrate understanding, the tutorial would introduce another type of bonding or more complex equations to solve. When students respond incorrectly, the tutorial would reteach the information in a different way. An example of a tutorial that provides pretesting (question by question) and presents information when asked for or as reteaching can be found at: http://www.biology.arizona.edu/immunology/tutorials/immunology/main.html(Introduction to Immunology).
Simulations are also a type of tutor.
One type of simulation shows students how something works and does not require student input. An example of this can be seen at http://www.med.ucla.edu/wilkes/inex.htm(The Auscultation Assistant) which is a web-site that allows medical students to hear heart and breathing sounds of different types.
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The second type of simulation is one that can be considered problem-solving. Students are given “real world” or “authentic” type problems to address. These can be simple problems in which the student provides information for variables and then sees whether the solution succeeded. An example of this is a “Gas Simulation” which can be found at: http://intro.chem.okstate.edu/2001ACS/MoLEGasLawManual.pdf. The web address gives directions on how to use the simulation and the link to the simulation. Students input information and then see how that impacts the gas molecules.
Simulations Problem-solving software also falls under the category of tutors. Students are presented with logic problems or other types of problems such as visual analysis problems (similar to jigsaw puzzles). These are simulations when they use “authentic” or “real world” situations so that this area overlaps simulations. An example of problem-solving software (which is also a game) is found at: http://www.shockwave.com/sw/content/picturepyramid and is called Picture Pyramid.
Simulations Games are also considered under the tutorial category. Consider a game such as hangman (there are computer versions). Games have individuals compete either against themselves, the computer or another person. Usually there is a score.
As you can see from the above categories, software often combines elements for different categories. A tutorial can have elements of drill and practice and problem-solving combined with the direct instruction. Drill and practice can be combined with game elements to make it more palatable to students. Taylor’s categories did not include the use of the Internet. As can be seen from the reading above, his categories show up on the Internet. The tutors are quite evident but so too are tools. Students can access a variety of databases from disks, intranets, and the Internet (the government ERIC database is just one example). The use of the Internet includes more than the publicly accessible information and programs, it also includes courses that must be accessed using logins and passwords. One such program is BlackBoard.
Platforms such as BlackBoard are used for on-campus course support or on-line course delivery over the Internet. BlackBoard contains several tools that can be used for either purpose. All students registered in the class are usually automatically enrolled in the course shell for the appropriate semester. This allows the instructor to e-mail students without looking up addresses. If the instructor prepares students and requires that they log into BlackBoard (for face-to-face courses), announcements can be placed that appear when the student opens the course. In addition, there are live chat capabilities (synchronous conversation), discussion board capabilities (asynchronous conversation), course document areas, assessment (quiz and test) capabilities, and the ability to place student grades in a format that students can access.
As a support for face-to-face courses, it can be used to post the syllabus, provide live links to web-based materials that students will use in the course, and provide a common location for assignments and additional course documents.
While the delivery method is different from face-to-face delivery similar concerns about active student involvement apply. As an on-line delivery system, usually all materials are placed in the shell, including quizzes. However, some instructors choose to put all materials on a CD and have the students use the shell only for uploading assignments and participating in on-line discussions.
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Incorporating Instructional Technology
By Karen Smith-Gratto, Ph.D.Associate ProfessorCenter for Professional Development, School of Education
Systematic planning of instruction is one of the elements of instructional technology. This has been discussed previously so in this section, how to consider the use of media and other technological tools will be addressed. Once you know what your goals and objectives are for the instruction (which can include state or professional organization standards), you establish learning activities. Not all goals and objectives require the use of media or technology, however, by examining the type of learning expected, you can best determine what type of media or technological tools would be appropriate. In addition, the learning activities and methods chosen will also influence the choice of the most appropriate media or technological tools. Refer to the Chart for Media Use and in the section on Computers and Instruction to help determine which are most appropriate.
Additional Resources on Teaching and Learning
Brightman, H. J., & Bahda, Y. K. (n.d.). Master Teacher Programs. Retrieved: February 14, 2004. http://www.masterteacherprogram.com/ This source provides basic information about teaching and learning styles.
Campbell, L., Campbell, B., & Dickinson, D. (2004). Teaching and Learning Through Multiple Intelligences. 3rd ed. Boston: Allyn and Bacon. This book provides concrete examples of activities that can be used to help students access learning through the use of different learning activities.
Chang, D., Dooley, L., & Tuovinen, J.E. (2002). Gestalt Theory in Visual Design – A New Look at an Old Subject. Paper presented at: Seventh World Conference on Computers in Education. Copenhagen, July 29 – August 3, 2001. Retrieved: February 14, 2004 http://crpit.com/confpapers/CRPITV8Chang.pdf This article provides insights into using this theory to improve the visual design for instructional materials.
Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S. E. Instructional Media and Technologies for Learning. (7th edition). Upper Saddle River, NJ: Merrill-Prentice-Hall. This book provides theoretical and practical information about the use of media and computers ineducational settings.
Indiana University. (2004). CTL Learning Styles Site. Retrieved: February 14, 2004. http://www.indstate.edu/ctl/styles/ls1.html This web-site provides information about learning styles.
Lajoie, S. P. & Derry, S. J. (Eds.). (1993). Computers as Cognitive Tools. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. This book discusses how computers can be used to address higher level learning objectives.
Leflore, D. & Smith-Gratto, K. (1999). Using learning theory to improve instructional computer presentations. American Association of Behavioral and Social Sciences Journal, 2.Retrieved: February 14, 2004. http://www.aabss.org/journal1999/f16Leflore.html This article provides theoretical and practical ways to design PowerPoint presentations to encourage active participation by students.
Lever-Duffy, J., McDonald, J. B., & Mizell, A. P. (2003). Teaching and Learning with Technology.Boston:Allyn and Bacon. This book provides information about using media in educational settings with emphasis on computer uses.
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Multimedia Educational Resource for Learning and Online Teaching (MERLOT). Retrieved: February 15, 2004. This is a data base created for university instructors in many differentfields.The sites listed as instructional sites are reviewed and described. This is an excellent resource for finding computer-based resources to enhance learning.
New Horizons for Learning. (2002). Multiple Intelligences. Retrieved: February 14, 2004. http://www.newhorizons.org/strategies/mi/front_mi.htm This web-site provides information about Gardner’s theory of multiple intelligences.
Shin, S., Smith, S. & Job, K. (n.d.). Visual Design of Web Pages. Retrieved: February 14, 2004. http://www.people.memphis.edu/~kjob/wbi/Index.html#indextopofpage This web-site provides information about visual design principles. While the authors say that the principles are for the design of webpages the principles apply to other forms of visual media, too.
Teaching Methods & Instructional Strategies – Linked with permission from University of Georgia.
Teaching with Technology – Linked with permission from The Penn State Teacher II: Learning to Teach; Teaching to Learn, a publication of Schreyer Institute for Teaching Excellenceat Pennsylvania State University.
University of Delaware - Center for Teaching Effectiveness
Full-length articles on these topics were linked with permission from the TA Handbook -
• Interactive Lecturing • Audiovisual Aids • Instructional Technologies • Student Participation • Internal Student Involvement • Active Student Involvement • Questioning Strategies
• Instructional Discussion • Choosing Groups • Laboratory Instruction • Demonstrations • Teaching Problem Solving Skills
(See also University of Washington)• Problem Based Learning
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Teaching Through Discussion
By Marihelen Glass, Ph.D., CPHProfessor of HorticultureSchool of Agricultural and Environmental Sciences
Class discussion can be a powerful tool for teaching and learning, but good discussions rarely happen by accident. Discussions should be interesting, lively, and most important — used as an effective tool for helping students learn. Good discussions are prepared in advance. As the instructor, you need to prepare yourself before a discussion takes place.
Good discussions are purposefully led. Develop strategies to keep the discussion moving.
Draw connections between the day’s discussion and other topics students are learning in the course. Good discussions are assessed. How will you determine what students learned from the discussion? Leave time at the end of class for students to write key points from the discussion orlist important questions that remain for them.
Develop continuing assignments or quiz questions based on class discussions. Good discussions lead to more discussions. How will the next discussion build on the learning created in this discussion? Use students’ end-of-class comments or written responses to help you plan the next discussion. Then emphasize connections between the new topic and earlier discussions.
Reference:
Teaching and Learning Bulletin, Center for Instructional Development and Research. University of Washington.
For further information on facilitating class discussions, see Frequently Asked Questions about Discussion, link provided with permission by Indiana University.
What do you want students to learn from this discussion?
Clarify your goals for the discussion.
Plan guiding questions for the discussion.
Design activities that will prepare students to discuss.
Provide focused study questions before class.
Post guiding questions prior to the discussion.
Ask students to respond to the guiding questions, in writing or in small groups, prior to the discussion.
Ask follow-up questions that
allow students to develop or
clarify a response.Be aware of the effect of
non-verbal cues such as eye
contact, gestures, posture, and
position in the room.After the discussion, provide a
record or summary of key points
as they have emerged, either
orally or on the board.
Before the discussion, work with
the students to set ground rules
for participation, courtesy, and
inclusiveness.
During the discussion, ask
questions that establish what
students understand
(comprehension and review)
before asking them to do more
complex or original thinking
(apply or critique).
Pause 5-10 seconds after a
question so that students have
time to formulate thoughtful
responses.
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Planning A Class - Guidelines for Lectures
By Kenneth H. Murray, Ph.D., PEAssociate Vice Chancellor of Academic Affairs and Dean of Graduate Studies
Below are slides from a PowerPoint presentation that outline how to plan a class session by organizing the lesson and creating board notes that allow students to more easily follow the lesson.
Planning A Class
Lesson Organizationand Board Notes
ExCEEd Teaching Workshop 13-18 July 2003
Planning A Class
A Structured Methodology for Organizing a Class
✰ Formulate learning objectives
Develop in-class learning activities.Prepare a lesson outline.Prepare “board notes.”
Develop out-of-class learning activities.Select reading assignments.Develop homework assignments and projects.
ExCEEd Teaching Workshop 13-18 July 2003
65A Structured Methodology for Organizing a Class
✰ Formulate learning objectives
Develop in-class learning activities.Prepare a lesson outline.Prepare “board notes.”
Develop out-of-class learning activities.Select reading assignments.Develop homework assignments and projects.
ExCEEd Teaching Workshop 13-18 July 2003
Prepare a Lesson OutlineIdentify major topics to be covered or learning activities to be performed.
Typically 5 - 8 per class.Should address the lesson objectives.
Determine the hierarchy of concepts.
Determine a logical sequence.
Plan visual aids and demonstrations.
ExCEEd Teaching Workshop 13-18 July 2003
Some IdeasFor sensory learners, include practical exampleproblems (with real numbers).For visual learners, use sketches, graphs, pictures, demonstrations, and video clips.For inductive learners, work a problem or show an application first then develop the theory.For active learners, use small group exercises in class, and allow students to collaborate on homework.For global learners, discuss the relevance of the subject and relate it to concepts from other lessons and courses.ExCEEd Teaching Workshop 13-18 July 2003
66Example Lesson Outline
Prepare “Board Notes”The entire classroom presentation recorded accurately on paper.Generally one board per topic.Plan use of colored chalk.
Illustrates hierarchy of ideas.Enhances clarity, especially for graphics.Adds distinctive character to the class.
ExCEEd Teaching Workshop 13-18 July 2003
Blank “Board Notes” Sheet
I. IntroductionII. In-class assessment quiz; review as
necessaryA. “Big Picture” where Work-Energy
fits into EM302B. Scaler/Dot products
III. Characteristics of Work-Energy Method
IV. Derivation of W-E relationship from Newton’s Second LawA. Signs on energy termsB. Can use this relationship to solve
for one unknownV. Identify forces/moments that “do
work” and that “do not work”
VI. Determine work due to:A. WeightB. Kinetic frictionC. Springs (students do this and
others for homework)VII. Unbalanced wheel on ramp example
to demonstrate sign of work term. Use group work.
VIII. Little Red Wagon (LRW) example solving a problem using entire W-E relationshipA. Read the problemB. Draw the methodC. Apply PriciplesD. Use math to solveE. “Does the answer make sense?”
IX. Homework/Next class
EM302, Lesson 16: WORK-ENERGY 1
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Content of Board NotesAll lesson content that you intend to discuss in class.May include:
Administrative announcements.Visual aids and demonstrations.Questions.Transitions.
ExCEEd Teaching Workshop 13-18 July 2003
Why Are Transitions Important?Integrate discrete topics into a coherent whole.
Establish relationships between topics.
Establish relationships between a given topic, prior knowledge, and the “big picture”.
ExCEEd Teaching Workshop 13-18 July 2003
68Using “Board Notes”Preparation:
Facilitates lesson organization.Serves as a rehearsal for class.
Use for reference during class.Frees up your hands.Frees up a lot of RAM.
Use a record of what you taught.
ExCEEd Teaching Workshop 13-18 July 2003
A Structured Methodology for Organizing a Class✰ Formulate learning objectives
Develop in-class learning activities.Prepare a lesson outline.Prepare “board notes.”
Develop out-of-class learning activities.Select reading assignments.Develop homework assignments and projects.
ExCEEd Teaching Workshop 13-18 July 2003
Approximate Analogy
ClassroomAssessmentTechnique
Approximate AnalogyBoard Notes are to a Class Presentation
as _________________ is to __________________
ExCEEd Teaching Workshop 13-18 July 2003
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Notes on Effective Lecturing
By Mrs. Susan M. PayneResearch AssistantSchool of Graduate Studies
In your role as a Teaching Assistant, you may be called upon to present a lecture. Your purpose should not simply be to transmit information – a book can do this more efficiently. Think of lecturing as a useful way to provide structure, organize scattered material, pace student learning, and reinforce assigned reading by providing an alternative perspective or source of information. A few tips to make lecturing easier and more effective include:
Remember these points about the style, content, and clarity of your presentation and your students will gain maximum benefit from the lecture.
For further information on lecturing, see Improving Lecturing Skills: Some Insights From Speech Communication, linked with permission by Indiana University.
• Speak clearly and loudly enough to be heard. This may seem obvious, but according to undergraduates, some TAs are ‘mumblers.’ Before you begin, you might suggest that people signal with a raised hand if they can’t hear you.
• Avoid distracting mannerisms including verbal tics like “um” or “you know,” or methodically straightening your notes or adjusting your tie.
• Provide an introduction. Begin with a concise statement, something that will preview the lecture. Give the listeners a “map” of where you are going during the remainder of your presentation. Refer to previous lessons to attract and focus the attention of your audience on what is to come.
• Repeat your points in two or three different ways. Your listeners may not have heard or understood the first time, or they may need more time to write your points down.
• Present an outline. Use the chalkboard, an overhead transparency, or better yet – a handout. Then be sure that you refer to the outline as you move from point to point in your lecture so the students do not get ‘lost’ or lose sight of the big picture.
• Emphasize principles and generalizations. Research suggests that these are what people really remember—and they are probably what you really want to teach.
• Include examples or concrete ideas. Use specific examples that help both understanding and remembering.
• Use short sentences. Very long or overly complex sentences are more difficult to understand when listening than when reading.
• Stress important points. This can be done with your tone of voice and by being explicit (e.g., “Write this down”; “This is important”; “This will be on the test.”).
• Pause often. Don’t rush through your material. Give your listeners time to think and to write.
• Make eye contact with each student at least once during the lecture. This personalizes the lecture and increases a student’s sense of involvement.
• Do not read from your lecture notes or from your presentation slides if it is a PowerPoint presentation. Use a set of guide notes to make certain you cover all intended items.
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Teaching Laboratory Sections
By Vallie Guthrie, Ph.D.DirectorGreensboro Area Math/Science Education Center (GAMSEC)
The purpose of laboratory instruction is to allow students to actively participate in real science experiments and processes of science, and to allow them to discover science phenomena for themselves. Lab classes help students gain competence in the following science processes:
Genuine discovery or problem solving laboratory experiences are generally preferred to the structured ‘cookbook-type’ exercises. The discovery/problem solving activities allow students toconstruct their own knowledge and to minimize the idea that the scientific method is a magical route to scientific discovery. It becomes, instead, a method whose effectiveness is determined to a large extent by the care with which disciplined, but often quite ordinary persons find answers to ordinary as well as extraordinary problems.
Typical Daily Activities in the ClassroomStart and end on time.
Take roll every class period. Keep your roll book up-to-date and in a secure location. Make a photocopy of the pages periodically and keep at home or another safe place as a backup. Students cannot receive credit for completing an experiment if they did not attend the class and perform the experiment themselves under the supervision of the assigned instructor.
Prepare yourself well and outline in writing (being very specific) what you are going to teach. Share your plans with an experienced colleague or mentor and practice before the lesson.
Outline your goals for the class period on the chalkboard or overhead for the students to follow. This provides a focus for students as the lesson unfolds.
Start each class with a brief recap or summary of the previous class. This may include returning corrected lab reports to students, reviewing the purpose of the experiment, providing answers to key activity questions and exercises, and summarizing scores made by the class.
Then initiate an ‘assessment of prior knowledge’ activity or question to determine what/how much students already know about the subject matter to be taught or experiment to be performed in the forthcoming class period.
When using the chalkboard or overhead projector, make sure it is clean, uncluttered, and easily visible by all students in the room.
When lecturing or discussing material with the class, stand to the side so students can view what you have on the chalkboard or overhead.
Look into their faces as you talk and look for signs of comprehension, confusion, problems, etc. as you cover the material.
If students do not ask questions, plan your lessons so that you can ask THEM questions along the way to determine if they are getting a grasp of the material you are covering.
1. Stating and delimiting problems2. Controlling variables3. Controlling conditions4. Making measurements5. Tabulating and interpreting data
6. Completing laboratory reports7. Drawing conclusions8. Solving problems related to experiments9. Developing laboratory techniques
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Make sure your voice projects so everyone in the room can hear adequately.
Remember that students retain only 10% of what you say in a lecture, but by showing some visual element or action you can increase that retention to about 30%. By involving them in some activity related to the learning that retention of knowledge increases to about 50%. Students learn/retain the most (around 90%) when they are teaching other students. Design a strategy for getting students to work in study groups where they can learn from each other.
Conclude each class with a prepared summary. This means you should stop “teaching” about 10 minutes before the end of class so that you have time to summarize what you have covered that day and answer any questions that arise. For lab classes, allow enough time for students tocomplete the experiment.
Evaluate yourself after each class and keep a record of your findings. Make note of errors so you will not repeat them in future teaching of same concepts. Also note what you did exceptionally well. Review your prepared notes and mark anything that left students confused or where you noticed problems. This will help you prepare for the lesson differently next time.
Reviewing the Experiment for the Day
The Pre-Laboratory Discussion is designed to introduce the experiment for the day, its objectives,and to share safety tips, laboratory tips, etc. Be careful not to tell the students so much that theydo not have the enthusiasm to carry out the experiment. The following are the components of the pre-laboratory discussion:
Safety Tips
Clean Up Procedures
Write the TITLE of the experiment and the PURPOSE on the board.
Review the OBJECTIVES for the experiment.
Give a definition of terms and explanation of the under-girding science of the experiment.
Provide safety tips (see below).
Review clean-up procedures and requirements.
Decide and announce whatis due at the end of the lab and what to do if they cannot complete the entire experiment in the specific time period.
Safety is the NUMBER ONE priority in the laboratory! The instructor must closely monitor students by moving through the room as experiments are being conducted. NEVER leave students alone in the
lab when experiments are taking place.
Students and instructor must wear goggles if there will be any heating, hammering, etc.
The hood must be turned on if there is any heating and all heating must be done under the hood.
No solids should be poured into the sinks. The sinks willbe checked before and after each lab.
Cleaner laboratories are a 2003-2004 focus! They will be inspected after each laboratory class and a condition report will be prepared and provided to the chemistry chairperson each week.
It is easier to require students to clean -up after themselves than to do it yourself.
All glassware should be washed.
All bottles/jars should be wiped with a paper towel to remove spills. All desktops should be wiped down.
All lids and tops for chemicals must be returned and screwed on tightly.
All equipment should be returned to desk drawers or other designated areas.
The hood should be turned off.
Every student must turn in the lab report for the experiment performed that day before leaving the lab.
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Teaching Tips
Lost and Found
If any personal items (textbooks, notebooks, calculators, etc.) are left by students, leave them with the secretary in the department each day. Inform students that this is the procedure and they should check with the secretary if they are missing an item.
Accidents and Incidents
Quizzes and the Final Examination
Teaching Laboratory Sections - Linked with permission from Iowa State University.(Scroll about half way down through linked article to locate this section)
Move around the classroom and monitor students as they perform experiments and procedures. Move from group to group and observe. Ask questions. Look for safety in progress. Look for examples of students not having read the experiment or for students who have the answers and are not doing the experiment. Review the wording of the answers to questions the students are writing. When you note an answer that is not correct or well stated, ask the student to review the answer again.
Some type of laboratory report should be required of all students and for all experiments completed in the lab. Laboratory reports or notebooks must be corrected by the instructor and returned to each student on a regular basis. Students need constant and periodic evaluation of their work in order to know whether they correctly understand the required course work or not.
All accidents and incidents must be reported to the department chair as soon as they occur.
Write down the name, SS#, local address and phone # of the student(s) involved, the course # and section #, date, time, name of instructor, and title ofexperiment. Then describe exactly what
happened and what you did in response.
Students are not to be allowed to use profanity, be disrespectful, or pose any danger to the instructor, their classmates, or themselves during class. The instructor should address all such cases by writing it up and notifying the chairperson or supervising instructor.
A first aid course will be provided by the course coordinator at an agreed upon time/place and all instructors are required to attend.
For laboratory classes, two quizzes will be given on the dates listed in the schedule of experiments. An experiment is scheduled after each quiz. Each instructor will write the quiz for each class and remind students of quizzes during the pre-laboratory discussion two weeks prior to each quiz.
Make sure students have received their corrected experimental papers prior to each.
The final exam covers all experiments done in and out of class. It is given on Tuesday and Thursday of the last week of the semester at the time the class regularly meets. There should be a review session for the finalexamination.
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Safety Considerations
By Etta C. Gravely, Ph.D.Associate ProfessorDepartment of Chemistry, College of Arts and Sciences
To achieve safe conditions for students in the classroom and other laboratory workers in the laboratory setting, evacuation routes should be prominently and permanently posted in every classroom, laboratory and other appropriate locations throughout the building. If this is not prominently displayed so that the Graduate Teaching Assistant (GTA) can direct the students as to where they are to exit the building and assembly outside of the building, the GTA should request that the building representative or safety officer provide the information to them.
GTAs should know the location of and how to operate the fire exits, telephones and alarms in the buildings where they are teaching. For each group exiting, designate one or two persons to be responsible for counting those present after exiting and report the information to the individual in charge. No one should return to the building until the individual in charge authorizes the students to do so.
Before doing demonstrations in the classroom, the GTA should review the Material Safety Data Sheets (MSDS), which provide information on the hazards and precautions for chemicals that are normally used in an industrial workplace. Please note that some of the information included in an MSDS may not apply to the chemical when it is used, handled or stored as a laboratory chemical. Consult the ACS Publication “Safety in the Academic Laboratories” for a list of the Common MSDS Errors regarding academic settings.
Proper ventilation is essential for demonstrations producing airborne toxic substances (dusts, mists and fumes) that are considered to be chronic toxins. If someone needs medical attention,call campus security, the laboratory technician in charge, and the medical personnel at the Sebastian Health Center (334-7880). The laboratory technician will arrange for someone knowledgeable to accompany the victim to get help in the event of an accident. Report all accidents and near misses to your supervisor and the building safety officer. Maintain records ofall accidents, including those requiring only minor medical treatment. If a student causes an accident or a near miss, require the student to write a report indicating how the student thinks it could have been prevented. File this report with your supervisor and the building safety officer.
The laboratory instructor must be in the laboratory during the entire laboratory period.Do not allow untrained students or visitors to work with chemical. Prior to each laboratory session, discuss with the students the possible hazards involved in the specific experiment. Model appropriate protective equipment and insist that each student wear the same protective equipment. Inform students to report unsafe acts engaged in by other students to you.
Apprise students of the location and use of safety equipment and facilities such as exits, safety showers and eyewash fountains. Ascertain from each student the chemicals that they are known to be allergic or sensitive to. Also inquire if students have any medical conditions that may be complicated by exposure to certain chemicals.
During the pre-laboratory discussions, model or illustrate the set-up of equipment required for the experiment. Illustrate the proper method for detecting the odor of a non-toxic chemical.
Laboratory Safety Guidelines
(Extracted from the Student Safety Contract, Department of Chemistry, N.C. A&T State University)
Conduct yourself in a responsible manner at all times in the laboratory.
Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.
Never work alone. No student may work in the laboratory without the instructor present.
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Do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.
Any time chemicals, heat, or glassware are used, students will wear laboratory glasses or goggles. There will be no exceptions to this rule! Safety glasses are provided for each student upon checking into the laboratory. It is the student’s responsibility to bring the safety glasses to each lab.
Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages.
Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose or baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.
Contact lenses should not be worn in the laboratory.
Be prepared for your work in the laboratory. Read and complete all pre-lab assignments prior to coming to the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
Observe good housekeeping practices. Work areas should be kept clean and orderly at all times. Bring only your laboratory instructions, lab notebooks, worksheets and/or reports to the work area.
Dispose of all chemical waste properly. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink.
Keep hands away from face, eyes, mouth, and body while using chemicals. Wash you hands thoroughly after performing all experiments. Clean, rinse, and wipe dry all work surfaces and apparatus at the end of the experiment. Return all equipment clean and in working order to theproper storage area.
Dispose of all broken glassware in the designated glass receptacles only.
Experiments must be personally monitored at all times. You will be provided a laboratory station at which to work. Do not wander around the room, distract other students, or interfere with the laboratory experiments of others.
Students are never permitted in the chemistry storeroom or the chemical preparation area.
Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.
All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you.
Never return unused chemicals to their original containers.
Never use mouth suction to fill a pipet. Use a rubber bulb or pipeter.
Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately.
If a chemical should splash in your eye(s) or on your skin, immediately flush with running water from the eyewash station or the safety shower for at least 20 minutes. Notify the instructor immediately.
Exercise extreme caution when using a gas burner. Take care that hair, clothing, and hands are a safe distance from the flame at all times. Never reach over an exposed flame.
Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always turn off the burner or hot plate when it is not in use.
Heated materials and glass remain very hot for a long period of time. Do not place any hot apparatus directly on the laboratory desk. Always use the wire gauze pad.
NEVER sit on any laboratory counter surface! All aisles must be kept clear.
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Strategies to Enhance Learning
By Anthony Graham, Ph.D.Adjunct Assistant ProfessorDepartment of Curriculum and Instruction, School of Education
It is important that Graduate Teaching Assistants (GTAs) vary their instructional methodsand styles in the classroom to meet the needs of all learners. The GTA should set a goal toeducate all students and their charge should be to find ways to include students in the learningprocess rather than ways to exclude them.
The biggest error that most teachers make is they teach the way that they learned best. Thus, ateaching assistant who learns best through visual representations will often rely heavily on visual aids in the classroom. While this method may prove beneficial to some students, it can be dreadful to others. Consequently, you must make a conscientious effort to create a classroomenvironment that welcomes all students to the table of knowledge.
Central to this idea of teaching all students are learning styles. There are two learning styles with which students possess when they enter the classroom -- analytic learning styles and relational learning styles. Students who are analytic learners feel comfortable using small piecesof information to build a larger picture. These students tend to focus on facts, and typically feelmore comfortable working individually. Those students who are relational learners feel more comfortable beginning with the large picture and breaking it down into smaller parts.
In order to reach each student regardless of learning style, GTAs must address the various learning modalities, or receptive learning styles, within their classroom instructional methods. There are three learning modalities that GTAs should recognize and address in their pedagogicalpractices: visual learning styles, auditory learning styles, and tactile (kinesthetic) learning styles. The classroom should be arranged in a manner that each student has the opportunity to receive information through one of these learning modalities.
Although this task may seem overwhelming, GTAs can address these learning modalities with various teaching strategies that they implement during the planning stage of their courses. They should recognize that students who are visual learners prefer to receive information pictorially. Thus, classroom instruction that involves television or movie clips, paintings, drawings, charts, graphs, timelines, Internet sites, and drama/stage productions will help these students “see” the main idea of the instruction.
Those students who are auditory learners will prefer to listen to material rather than readabout them. Class lectures and discussions will benefit these students, as well as music or radio excerpts, speeches, and debates. Students who are kinesthetic learners prefer to be physically involved in the learning process, because they learn through touching, moving, and manipulating objects. Effective classroom instruction for these learners involves role playing, hands-on activities like labs and experiments, creating productions like plays or movies, or conducting fieldwork.
Graduate Teaching Assistants who develop thoughtful lessons that are sensitive to each ofthese learning modalities into their classes often see the greatest gains in their students’ performances. Students in these instructors’ classes often discuss how “fun” the class was orhow engaged they were in the learning process, because the GTA kept the students at the center of the instruction rather than catering to his/her individual preferences. In addition,these GTAs put much thought and consideration into their lesson planning for the course. Inorder to address these students’ needs, it is imperative that you give much thought and consideration about the various mediums that you can use to address students’ learning modalities. Thus, GTAs who prepare properly will prevent their students’ poor performance.
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Demonstrations
Graphs, flow charts
Projections
Trajectories
Vector diagrams
Sketches
Numerical examples
Overhead transparency
Teacher-led lectures
Interactive lectures
Verbal directives
Descriptive problems
Descriptive projects
Group discussions
Class discussions
Peer conferences
Instructor conferences
Lab experiments
Poster presentations
Peer teaching
Graphing
Proof work
Project building
Problem-solving activities
Manipulatives
VISUAL
AUDITORY
KINESTHETIC
Demonstrations
Simulations
Concept maps
Flowchart
Colored chalk
Films/Movies
Teacher-led lectures
Interactive lectures
Class discussions
Group discussions
Panel discussions
Guest speakers
Peer conferences
Instructor conferences
Lab experiments
Manipulatives
Categorizing activities
Creating pictures, drawings, and graphs
Peer teaching
Class presentations
Games
Poster presentations
Field Observations
Storyboards
Paintings
Drawings
Films/Movies
Television clips
Multimedia presentations(PowerPoint, Frontpage)
Speeches
Teacher-led lectures
Interactive lectures
Panel discussions
Class discussions
Group discussions
Case study discussions
Debates
Peer conferences
Instructor conferences
Field experiments
Role playing
Movie productions
Interactive games
Writing assignments(journals, one minute papers)
Research
Peer teaching
Dance/movement
Drama productions
Table of Suggested Instructional Activities for Learning Modalities
Discipline Mathematics/ Physical Sciences Humanities/Engineering/ Social SciencesTechnology
Modality
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In addition, effective GTAs use various strategies in their classroom to create a sense of community with their students. To achieve this end, you may want to consider the following ideas:
� Involve students in the planning of your course: Make the course truly “student centered” by learning from the students what they want to learn within the course and how they would like to go about learning this information.
� Begin with what students know: Rather than assuming that all students are on the same playing field, determine exactly where students are in regard to course knowledge. Once accomplished, the effective Graduate Teaching Assistant can begin to plan creative and challenging lessons that will move the students from where they are to where the instructor (and the students) would like for them to be.
� Make material meaningful and relevant to the real world: The effective Graduate Teaching Assistant is able to connect the course content to the world in which students live. When students can make these connections, then the course material becomes |more meaningful to their lives.
� Allow immediate application of knowledge: Once students have been introduced to the course content, provide opportunities for them to apply that knowledge. Application exercises reinforces the content material. The key, however, is that the application exercises should be meaningful and authentic to the students’ lives.
� Provide immediate feedback: Students need to know how they are doing and where they need to improve. Effective Graduate Teaching Assistants provide ongoing feedback to their students that encourages them to reflect on their work and promotes positive change in their work behaviors. Thus, providing immediate, honest, and ongoing feedback benefits all learners.
These specific strategies used in conjunction with varied pedagogical practices can help students learn at a maximal level, which is the outcome of all effective instruction.
Additional Resources:
Strategies to Enhance Learning - Linked with permission from University of California – Santa Barbara, Office of Instructional Development.
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Teaching Strategies for a Diverse Student Body
By Gloria M. Palma, Ph.D. Associate ProfessorDepartment of Human Performance and Leisure Studies, School of Education
Currently, culturally and linguistically diverse students in the classrooms face barriers and challenges to their academic success on a daily basis. Providing excellence in the classroom is difficult if the instructor and students have different styles of communication, cultural beliefs, and modes of interaction. In order to minimize these barriers to academic excellence in a classroom characterized by a diverse student body, the following teaching strategies are suggested:
In addition to learning style preferences, students also have differences in terms of gender, sexual orientation, religious beliefs, learning abilities and disabilities, and minority vs. majoritysocial status. Teaching strategies that address these differences are outlined in charts that are linked below to provide you with ideas on how to organize and plan instruction to address these differences:
Linked with permission from University of California – Santa Barbara - under Chapter 3 - Strategies to Enhance Learning – are the following articles:
Gender socialization Students with minority statusStudents with learning disabilities Addressing value conflicts in the classroomSexual orientation and religion Non-native speakers of English (ESL)
Set high expectations for all students and specify task outcomes in terms of learning.
Be sure to communicate clearly when giving directions and new information.Monitor student progress and provide immediate feedback relevant to student work.
Feedback should be clear, specific, and task-related and should be given to all students regardless of race, gender, or color.
Provide class activities that require “teamwork” or “cooperative learning.” Working in a group setting will build the students’ self-confidence and interpersonal skills.
Provide opportunities for active learningthat can be pursued independently or with peers. Class activities that require application of theories or concepts learned in class will motivate the students to engage in class work rather than sitting still listening to the instructor’s lecture the whole time.
Use a variety of teaching styles. Students have individual learning styles and learn best in different ways. Although some students may be visual learners, others may use more of auditory or tactile modes of learning.
Be culturally responsive as an instructor. Make ways to learn more about the diverse cultural and linguistic backgrounds of your students.
Encourage students to ask questions.
Provide lecture outlines or copies of PowerPoint presentations. Some students may need time to write class notes during a lecture. In order to avoid important points missed during a lecture, handing students an outline of the instructor’s lecture presentations will be very helpful.
Give reasonable extended deadlines for class projects.
Try to rephrase directions or instructions if unclear to students.
Use instructional materials that are accurate and free of stereotypes.
Utilize the resources within the classroom among various cultural and linguistic groups.
Encourage peer assisted learning and/or group studies.
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Using Your Voice Effectively
By Robin Guill Liles, Ph.D.Assistant ProfessorDepartment of Human Development and Services, School of Education
Of importance to most teaching assistants is responsible pedagogy surrounding a specific contentarea; and in most university environments, these young academicians are uniquely poised to facilitate undergraduate learning. However, in addition to their teaching assignments, graduateteaching assistants will often find themselves engaged in other academic activities, ranging from commitment to their own graduate studies, to teaching and research assistance for faculty, to providing basic support services for departmental, school, university and professional activities.
On any given day, Graduate Teaching Assistants may wear many academic “hats,” whereby it is reasonable to assume that they can experience feelings of confusion about their multiple academic roles. (Massy & Wilger, 1994) Thus, helping Graduate Teaching Assistants recognize and develop “effective voices” to move their professional lives in a positive and productive directionis important.
Common wisdom suggests that open dialogue is helpful in accomplishing many, if not all, of our daily tasks. Open dialogue has been operationalized across two primary domains, specifically,respectful speaking and reflective listening. Like most professionals, Graduate Teaching Assistants may employ these dialoguing skills in multiple contexts, including self-discovery, interpersonal relationships, teaching and learning, as well as other professional activities.
However, developmental theory suggests that the process of self-discovery, or what may be generally referred to as identify formation, is fundamental to positive interpersonal behaving, regardless of the nature of the relationship. If developmental theory holds true, then graduate teaching assistants may wonder that their greatest personal and professional responsibilitiesnecessarily spring from this process of self-discovery. Moreover, Graduate Teaching Assistants should understand that self-discovery is a dynamic and fluid experience, inevitably filtered through life learning and experiences. Finally, developmental theory dictates that individuals who positively and courageously engage in the self-discovery process are rewarded with a strong sense of personhood, and with a clear and resilient vision of their personal values and beliefs.
This vision can be profoundly useful to Graduate Teaching Assistants when negotiating the real and often bewildering challenges of “wearing many hats.” In confusing situations, exacerbated by their professional inexperience, Graduate Teaching Assistants may be left with nothing more than their personal values and beliefs to inform their thinking and decision-making, and to pilot their behaviors\and actions. Graduate Teaching Assistants whose values and beliefs hold them to an ethical standard which exceeds simple punishment avoidance or rule implementation, and who strive to do the greater good, are bound to speak with a more effective voice.
For practical purposes, Graduate Teaching Assistants are most likely to find their professional time spent in preparing and engaging in their own graduate studies, and in planning andteaching their undergraduate classes. Massy and Wilger (1994) reported that one difficult reality which may occur in academia is that faculty work alone. Such autonomy has long been viewed as providing faculty and young academicians with the scheduling flexibility necessary to cultivate academic creativity and productivity, as well as personal initiative.
Unfortunately, highly autonomous environments can also generate feelings of professional isolation, as well as impugn collegial communication and collaboration. These negative consequences may be further aggravated by other regrettable academic characteristics, including discrete and specialized teaching and research interests and departmental politics. Inexperienced Graduate Teaching Assistants are particularly vulnerable to the negative consequences stemming from more autonomous and less interactive environments, which may practically translate into no more expert assistance and guidance than a prescribed textbook andan erstwhile syllabus. Within these environments Graduate Teaching Assistants’ efforts to activate and utilize their effective voices may be largely unobserved or outright ignored.
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By contrast, supportive academic cultures typically portray qualities intended to facilitate both professional growth and development among faculty, as well as student learning. Teaching is largely perceived as a collegial and cooperative activity, wherein faculty are about the business of helping one another sharpen and polish their teaching skills and practices, which naturally gives way to improved student learning experiences.
Supportive cultures also encourage respectful and reflective dialogue among faculty and young academicians whose professional opinions and personal worldviews may differ. Such dialogue advances professional and personal growth and development, and precludes the stagnating effects often associated with overly civil and essentially inauthentic social veneers. Finally, the generational chasm which can exist among senior and junior faculty and Graduate Teaching Assistants is narrowed in supportive academic cultures. Senior faculty are more likely to regard junior faculty as the future of the academic program, department, school, and university. Similarly, senior and junior faculty are more likely to deem Graduate Teaching Assistants as pivotal to the daily running of the program, department, school, and university. Of additional importance in bridging the generational chasm is the necessity of positive role modeling among University administrators. Within supportive academic cultures, it is reasonable to assume that Graduate Teaching Assistants’ efforts to activate their effective voices will not only be observed, but encouraged and valued.
Bronfenbrenner (1979) posited that both personal and professional development evolves in context, and is a function of bi-directional interactions occurring between an individual and his or her contextual influences. If we characterize having an effective voice as an important and useful professional characteristic within academia, then we are obliged to define the individual and contextual pieces which necessarily work together to engender an effectivevoice. It is suggested here that three elements must co-exist to help the Graduate Teaching Assistant create and refine his or her effective voice.
First, the Graduate Teaching Assistant ought to have a clear vision or his or her personal values and beliefs. This vision provides the Graduate Teaching Assistant with the solid footing crucial in guiding his or her professional thinking and behaving, regardless of which “hat” he or she may be wearing. Second, the university should define a supportive academic culture as one intended to maintain a healthy balance between creative professional autonomy, collegial cooperation, intergenerational collaboration, and student learning. Finally, growth-focused interaction between theGraduate Teaching Assistant and members of his or her academicculture must occur. In most if not all cases, such interaction becomes a function of open dialogue, framed by respectful speaking and reflective listening.
In conclusion, the Graduate Teaching Assistant’s ability to use his or her voice effectively increases the probability that he or she will be able to grow and develop, both personally and professionally At the heart of every educational venue is the aim to help others as they advance through life. Thus, helping the Graduate Teaching Assistant recognize, expand, and refine his or her effective voice may be deemed a worthy goal across supportive academic cultures.
References:
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.
Massy, W. F., & Wilger, A. K. (1994). Overcoming ‘hollowed’ collegiality. Change, 26, p. 10.
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SECTION VII
Grades and Classroom ManagementTesting and Grading
By Karen Smith-Gratto, Ph.D.Associate ProfessorCenter for Professional Development, School of Education
Introduction
One of the responsibilities of teaching is evaluating student learning. There are many ways to do so, not just paper and pencil testing. In fact, the best grading (or evaluating of student learning) should incorporate more than paper and pencil tests. The learning objectives or standards (often set by professional organizations and/or the state) are always the foundation for deciding what assessment methods and techniques will be used to determine what a studenthas learned. Assessing student learning must reflect what students are told they are expected tolearn. If the learning objectives are clearly articulated and followed, the design of appropriate graded assignments and tests should logically follow. The articulation of how and when studentlearning will be evaluated should be included on the syllabus, so that students have a clear understanding of what is expected. Informed students are more successful students.
Planning in advance how student learning will be evaluated enhances the ability to carefully consider how to make sure that the activity or test actually addresses the learning objectives forthe course. In addition, for such things as performance tests, advance planning enables you to carefully consider the objectives and how to design a grading rubric and activity that encourages fairness and objectivity when you grade students’ work. It is important to have objective criteria by which you can judge the student’s performance, either on tests or on othergraded assignments.
With all assessment activities, we want to grade in ways that accurately reflect the learning objectives (content validity), be consistent over time and between students (reliability), and be constructed in such a way that it does not embarrass or upset students by inappropriate cultural, gender, or ethnic descriptions or examples (without bias). First, to ensure content validity, assignments need to draw directly from the learning objectives and reflect those objectives accurately. (Please note that there are other types of validity – refer to some of the additional resources to learn about those). For example, if we have the following objective: “Students will compare and contrast the underlying causes of World War I and World War II,” an essay that simply has the students describe the underlying causes of either war is not a valid way to assess this objective. However, an essay that follows the exact wording of the objective or even a group assignment that follows the exact wording of the objective would be valid. Reliability should also be a concern. This means that graded assignment should reflect consistency (students who normally do well on most assignments (or the other items on a test) can be expected to do well on the particular assignment (or test item) and students who lack preparation and do poorly on most assignments (or on the other items on a test) will do poorly on the particular assignment (or test item). Another area that should be of concern is that of bias. Case studies and other activities in which language can impact student reaction should be carefully monitored in order to avoid terms, inadvertent slurs, or stereotypes because their emotional impact can influence how well the student does and cause an inaccurate evaluation of student knowledge.
In addition to the consideration one gives to validity, reliability, and bias; it is important to provide feedback to the students as soon as possible after the assignment or test is completed. Assignments and tests should be used in order to help students learn, not just provide grades. By providing feedback, as soon as possible after the assignment or test, the student can review his or her mistakes and began correcting his or her understanding of the material. The longer the wait between completion of the assignment and feedback about the assignment or test the longer the student has to accept his or her incorrect knowledge as correct.
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Grading Assignments and Activities
Learning Activities and Products
One way to accurately and fairly evaluate activities and products is to create a “Grading Rubric” that can be given to students in advance of the activity or production of the product. By creating a rubric, both you and the students will have a clear understanding of what is expected of the student. The rubric helps the grader maintain a more objective point of view than might otherwise be possible without the criteria being spelled out. Rubrics can be structured in a variety of ways. Rubrics can be developed that will address a variety of student performance activities: including but not limited to: laboratory exercises; musical performances;sport activities; and construction steps. Products of various sorts can also be evaluated by using rubrics. Some products that might be developed by students are: models; web-sites; computer programs; papers; and so forth. Regardless of the activity or product assessed, all rubrics require similar decisions and the development of certain characteristics.
Characteristics of Rubrics for Assessing Performances or Products
While these characteristics sound simple, the development of a rubric for evaluating student learning should be thoughtfully constructed. The rubric should reflect what is important for the student to demonstrate. Three examples will be shown.
The first example shown on the next page shows the element of part of the activity (an oral report) that is evaluated. In this example, each element is assigned a specific number of points. Students can not earn more than the stated number of points on a given element. However, if the element assessed is below a particular achievement level (say the student talks so quietly that others can not hear the student in the back of the room) points will be subtracted from the total points for that element (“Appropriate volume and rate” would lose 3 points). Once the activity is finished the points are summed.
The second example (a rubric for a literature review paper) indicates the number of total points that can be assigned for the entire paper). Notice that for this rubric more points can bededucted for some of the items than would add up to the total number of points for this assignment. Using this technique can indicate to students that some errors (like grammar) can result in all points being deducted, even when other criteria is met.
The third partial example (Final Project Evaluation) gives verbal descriptions of each level of performance for each element (or criteria) evaluated. Notice that each level (1 through 4) clearly describes the performance for that level. This format takes more time to develop, but facilitates quick grading because everything is clearly stated.
Must address the
evaluation of at least one
objective or standard
from the course.
May address sub-
objectives that may be
derived from the primary
objective that is
evaluated.
May address additional objectives that are not a
stated part of the course (such as writing style in
an essay or research paper).Must articulate observable
elements of the product or performance.Scoring must be planned
in advance.
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Example 1. Oral Report Rubric that provides the number of points that can be earned when each element is addressed.
Oral Report Rubric
Area Evaluated Points Possible Total Received
ContentPresentation is well organized 10Concepts are clearly expressed 8Main ideas of topic are covered 10Demonstrates Understanding of topic 10(through how presented and responses to questions)PresentationGood pronunciation 5Good eye contact 5Good posture 3Neat Grooming 3Appropriate volume and speech rate 3Does NOT read from POWERPOINT slides 3PowerPoint Slides and other mediaChoice of media is appropriate 5Original media demonstrates good practice (visual design, sound quality, etc.) 5HandoutsAdequately summarize topic from chapter (not PowerPoint slides) 10Includes your conclusions or position on the topic 5Demonstrate good writing and layout 5Learning ActivityActivity reinforces learning and is on topic 10Total Points Earned 100
Developed for CUIN 743 by Dr. Karen Smith-Gratto © 2004
Oral portion should be from 10 to 15 minutes in lengthActivity portion should be from 10 to 15 minutes in length
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Example 2. Literature Review with a table that provides how many points can be deducted for specific elements within the literature review.
Rubric for Literature Review
Your paper starts out with 100 points. Area evaluated explains what will be graded, the next columngives the total number of points that can be deducted for that area of evaluation. The third columnwill show what you earned. You can earn a minus grade but the grade entered would then be a zero(0).
Area evaluated Points that can Points be subtracted for Subtracteditem
Introduction – must establish the importance of the topic Up to 20 pointsBody of the paper should have the following: Up to 40 points! Each article should be summarized ! Logical organization of body – often done by categorizing
articles ! Identify the relationships among articles! Identify the differences in research, theory and/or opinion! Identify gaps in the literature
Conclusion should have the following: Up to 30 points! Summarize the general patterns of the literature reviewed! Describe what research you think would add to and enhance
the research reviewed! Describe how the literature contributes to theory
development or refinement! Explain possible steps in solving identified problems ! Apply the literature reviewed to practice
Writing style – the paper must exhibit the following: Up to 40 points
! Good paragraphing! Transitions between sections of the paper and between
paragraphs! Good sentence structure that reads smoothly Demonstrates good APA format – 1 point per error deducted No limitDemonstrates good grammer – 1 point per error deducted No limit
Demonstrates appropriate use of mechanics and correct spelling – 1 point per error deducted No limit
TOTAL POINTS deducted from 100SCORE FOR ASSIGNMENT
Developed for: CUIN 743 by Dr. Karen Smith-Gratto © 2004
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Shows an inadequatenumber ofcharacteristicsand characteristicsthat are not relevant – anddoes not specificallystate diversitycharacteristics
No explanationor an inadequateexplanationabout why theobjectives areimportant *
*State orDistrictCurriculumGuide forteachers or stated explanation ofimportance forbusiness &industry
Shows an inadequatenumber ofcharacteristicsor shows somecharacteristicsthat are not relevant and/ordoes not specificallystate diversitycharacteristics
The explanationabout why thelesson is important isinadequate *
Shows both anadequate number ofcharacteristicsand all characteristicsare relevant –does notinclude description ofdiversity characteristics
Exhibits at leasttwo of the following characteristics:The importance ofthe lesson iscompletely andadequately stated; theobjectives areall correctlywritten; andthere are sufficient objectives tomeet the need
Shows extensive student characteristicsthat are relevant – thisincludes adescription ofdiversity characteristics
Exhibits all ofthe followingcharacteristics:The importance ofthe lesson iscompletely andadequately stated; theobjectives areall correctlywritten; andthere are sufficient objectives tomeet the need
x2
x5
Example 3. Partial example of project rubric that describes the required elements at each level of accomplishment.
Final Project Evaluation for Multimedia Development and Evaluation
Area 0 1 2 3 4 Weight Total
Adequate Instructional Design Documentation and Thought (Part One)
Audience Not is clearly founddefined (students) - Analysis
The Notinstructional foundneed is established and the objectives are clearly stated and adequate for the content– Analysis and Design
From Complete Form – K. Smith-Gratto © 2002 Developed for CUIN 763
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Testing – Planning the Test
Testing is one means by which we evaluate student learning. Tests should address objectives that can most productively be evaluated by paper and pencil (or computer-based testing – such as in BlackBoard). Usually, several objectives are addressed through testing. It is easiest to develop a sound test by creating a “Table of Specifications” which outlines the objectives or sub-areas of objectives that will be tested. The identification of areas to be tested is only the first step. Next the test developer must determine how many points or what percentage of the test will be assigned to each objective or sub-objective. This is done by determining: 1) how important the objective is when considered in comparison with the other objectives to be tested; 2) how much class time was spent addressing the objective; 3) the number of activities and assignments that addressed the objective; and 4) how much the instructor emphasized the importance of the objective. The determination of weight requires thought and consideration because the decision made here can result in a student who works hard being unfairly assessed. For example: Dr. Who’s class spent 5 days on the impacts of WWII. In that time there were whole class discussions,mini lectures, additional readings, and brief group presentations. On the other hand, students read about the dates of different battles in the text but Dr. Who did not lecture about the dates of the battles nor did Dr. Who tell the students that they were responsible for the dates even though the dates and battles would not be discussed in class. Dr. Who writes the test and students are graded more heavily on the dates than on the impacts of WWII. This would be an invalid assessment of what the students learned.
After determining the total number of points or percentage of the test will address the objectives and sub-objectives the developer might want to consider what level of questions that students will receive. You can refer to Bloom’s Taxonomy for more detail and include those levels on your “Table of Specifications” or you can consider low and high cognitive questions. Low cognitive questions would be those that address memorization or comprehension only. High cognitive questions would involve such things as comparing and contrasting, evaluating, analyzing, and synthesizing information. A low level question might ask what date something happened. A high level question would require that the student know and understand the lower level information and be able to use it in some way. An example of a Table of Specifications follows.
Example of a Table of Specification that provides the number of points per objective and the objective the table is based upon.
Objectives for Table of Specifications
• Explain what hypermedia is.
• Describe what a flowchart is and when to
use a flowchart.
• Describe what a storyboard is and when to
use storyboarding.
• Describe what a script is and when to use a
script.
• Describe linear design.
• Describe non-linear design.
• Compare and contrast menu design with
network design.
• Describe hybrid design.
• Explain the ADDIE model of Instructional
Design.
• Explain what a hyperlink is.
• Explain what an action button is.
• Explain the difference between slide masters
and design templates.• Explain the difference between object
linking and embedding.• List the six kinds of multimedia development
software and give examples.
• Create hyperlinks, action buttons, links to
other applications or programs.
• Draw a variety of lines and shapes in
PowerPoint.• Create a slide master for PowerPoint.
• Create a design template for PowerPoint.
• Create a data sheet, a Graph in
PowerPoint.•Create a PowerPoint that can be
read on a computer without
PowerPoint (Pack and Go and
web-based).
87Table of Specifications Quiz 2 CUIN 763 Fall 2003
Topic High Low Total
Planning - ADDIE 4 2 6
Planning – storyboard, flowchart, script 2 1 3
Planning - Five basic multimedia design paradigms 3 3 6
Triggers and hyperlinks 1 2 3
Drawing (Chapter 36) 0 1 1
Slide Masters and Design Templates (Chap 37) 0 1 1
Creating Charts, Graphs, Tables, and Equations (Chap 38) 0 1 1
Application Development Packages (Chap 9 and class –
i.e. Lectora, Vox Proxy) 1 1 2
Pack and Go (Chap 39) 0 1 1
PowerPoint to Web Page 0 1 1
TOTAL 11 14 25K. Smith-Gratto developed for CUIN 763 © 2003
Notice that many of the objectives have a performance component. This does not mean that some aspects can not be evaluated via a paper and pencil test, only that a paper and pencil test wouldbe inappropriate for a full assessment of the student’s knowledge. Also, if you look at the objectivesand at the table you will see that some of the objectives have been combined. Usually for a full blowntest this is not a good idea, but you will notice that the “test” is a “quiz”, which is normally acceptedas being of less count in the overall grade than a test. The table was prepared not just to plan the quizbut to provide the students with a study guide. While you don’t need to provide students with a copyof the “Table of Specifications”, it can provide the students with information that can help them besuccessful in choosing what to study and answers the perennial student question “What’s on the test?”.
Constructing and Grading Tests
Test items can be constructed once what will be tested and at what level it will be tested has been systematically established. Test items can be divided into two categories: selected response items andconstructed response items. Selected response items include: True/false and yes/no items; multiplechoice items; and matching items. Constructed response items include: short answer items and essayitems. There are advantages and disadvantages to both general types of questions. One disadvantage ofselected response items is that it is easier for students to guess a correct answer. In order for selectedresponse questions, particularly matching and multiple choice to be effective for assessment, care andtime must be spent in the construction. In general grading selected response items is simple, objective,and reliable. When using constructed response items, guessing on the part of the student is less likely.However, when using constructed response items, a variety of answers may prove to be correct. One disadvantage to using constructed response items is that grading is often more subjective. This isparticularly true because depending upon the question; several answers may be logically supported.
Regardless of the type of item there are certain characteristics in good test writing that apply. Itemsshould be written clearly, using plain unambiguous language. The student should be able todemonstrate knowledge of the content without being confused by the writing. Also, directions for alltypes of items on a given test should be clearly written and descriptive of what the student is expectedto do.
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Selected Response Items
• True/false and Yes/No itemso Use clear concise languageo Avoid using “not” or other words that negate the statemento Use only one main idea or point
e.g. Good – Pack and Go requires that users have a web browser.Bad – Pack and Go does not require that users have a web browser and they do not need to have PowerPoint.
• Multiple Choiceo Clear concise language.
o Use simple sentences and appropriate vocabulary.
o Avoid using “not” or other words that negate the statement. If you use “not” be sure to emphasize the word – for example: “Which of the following is NOT” or “Which of the following is not”
o Do not give clues as to the correct answer.
o The stem (the part of the multiple choice problem that asks a question or problem) should be about only one problem or question.
o The possible answers should be about the same length.
o Avoid answers that are “all of the above” and “none of the above”
o Use random assignment of correct answers for position of (a, b, c, etc.)
o You may have several answers based upon a reading selection. For example, a scenario or case study that the student may analyze is appropriate for higher level multiple choicequestions.
(Example follows).
o Wording of can be a question – such as: “Where is Greensboro located?” or a statementthat needs completion – such as: Greensboro is located in _______.”
o Format of a multiple choice item requires a stem, an answer, and distractors. Stem – the first part of the item (Where is Greensboro located?)Answer – central North CarolinaDistractors – central South Carolina, southern North Carolina, eastern North Carolina, southern South Carolina
e.g. Good stem, answer, and distractors - A habit that develops from imitation is called ________.
a. Discriminative imitationb. Generalized imitationc. Vicarious imitationd. Delayed imitation
Bad stem - When a person imitates someone else and the person who does the imitatingdevelops a habit it is called __________.
Bad answer and distractor combinations –a. Discriminative habitb. Generalized imitationc. A vicariously developed habitd. A delayed imitation and habit
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An Example of a Case Study/Scenario Type Multiple Choice Question –Read the following case study and answer the questions that follow it. (Items 8- 10).
ScenarioJohn is a very good worker and his boss appreciates how hard John works. However, John is a very sloppy dresser. If John’s work required him to be out of sight of customers his boss wouldn’tmind, but John must interact with customers. He is polite and always tries to help customers who need help. Unfortunately, some customers have complained John looks like a bum. In fact, both customers and co-workers have complained about John’s body odor. His boss doesn’t want to fire John. He knows John can be neat and that John doesn’t always have body odor. In fact, John was well groomed when he applied for the job and for the first few weeks on the job.How can John’s boss help John be better groomed?
8. One course of action for John’s boss to take according to what you have learned so far in the course is:A. Use classical conditioning to change John’s behavior by withholding part of John’s pay
each day that John shows up for work improperly groomed.
B. Use operant conditioning to change John’s behavior by withholding part of John’s pay each day that John shows up for work improperly groomed.
C. Use social learning theory to change John’s behavior by withholding part of John’s pay each day that John shows up for work improperly groomed.
9. If John’s boss did withhold some of John’s pay, it would be considered which of the following?A. ReinforcementB. PunishmentC. ModelingD. Stimulus
• Matching itemso Consist items from one related topico Relatively short o Have more responses than items to be answeredo Make order logical in some way (alphabetical, chronological, or other logical
organization)o Make it clear how items are to be matched.
e.g. Good –
Directions: In the space to the left of the state listed in Column 1, write the letter of the city that is the capitol of the state from Column 2. Each city in Column 2 may only be selected once.
Column 1 Column 2____ 1. Louisiana a. Albany____ 2. New York b. Baton Rouge____ 3. North Carolina c. Olympia____ 4. Oregon d. Raleigh____ 5. Utah e. Salem
f. Salt Lake Cityg. Tallahasseeh. Trenton
Bad –
Directions: Match the items on the left with the items on the right.
Column 1 Column 2_____1. Utah a. Salt Lake City_____2. North Carolina b. Baton Rouge_____3. Oregon c. Albany_____4. Louisiana d. Raleigh_____5. New York e. Salem
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Constructed Response Items.
• Short Answero Questions or sentences with blanks at the end are appropriate.o All blanks for all items should be the same length.o Limit the number of words needed.o Plan possible answers in advance (to facilitate more objective grading).
• Essay
o Use essays for in-depth and high level assessment, not fact or comprehension level questions.
o Plan the criteria by which the essay will be assessed in advance. Also consider elementswithin the answer that will be required (but remember if a student logically supports a different answer you may need to give credit). For example, if an essay item is “What event in the 1950’s do you believe had the most impact on American Society? Support your answer with specific examples of the impact.” Notice, one student could say that the launching of Sputnik was the most important and support his/her answer, while another could say that the Brown vs. the Board of Education was the most important event and support that. In evaluating these types of essay questions, you must look carefully at the support provided. As can be seen, this is more subjective than other kinds of questions. Essay questions can be written in a more precise way that would exclude variety in the answers but that can also lower the cognitive level of the question. For example, an essay question that reads “Describe the impact of Brown vs. the Board of Education.” The result of this wording will lend itself to specific information without making the student evaluate events and then provide support for his/her evaluation of the events. The more open-ended questions, requires more thought on the student’s part than the second question.
Course Grading
Now that you have learned a bit about how to establish grading for assignments and create and grade tests, you need to look at the overall structure of grading for the course. When considering how to assign grades for a course you need to consider what the goals and objectives for the course are. First, the objectives should have been designed to allow students to meet the goal or goals for the course. If that is the case then establishing how to determine what gets the most weight in a course becomes easier. For example, in the example of assignments and grading from a syllabus for a graduate course in Educational Multimedia Development and Evaluation, you will notice that some of the assignments provide a foundation for the final assignment which is worth 50% of the grade. For some classes, you can provide students with choices for their assignments and let the students complete a contract (see Additional Resources for How to Develop Contracts). However, when using alternative assignments and contracts, make sure you are meeting the course objectives. The choices should be clearly defined on the syllabus and then individual contracts developed from those choices for the instructor and the student to sign.
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Example of Information from Syllabus that informs students about assignments, testing, and grading policies.
Activities:Class activities will include: lecture, large group discussion, small group discussion, group activities, hands-on activities, and individual activities.Assignments:Practice Multimedia Development Assignments (5% of your grade): You are expected to complete ALL parts of this assignment. You are expected to complete the following tasks to demonstrate that you have the skills needed by saving ALL of the files to a CD: • Audio work:
o Create a voice file to e-mail to meo Create a digital file from the audio tape that I send you
• Graphics work: o Graphic file made by scanning an image sent to you and edited by having the text “practice”
addedo Digital photo file made by you taking a picture of a person holding a sign with the current
date on it (the date the picture is being taken)o A drawing file that you make which includes the following elements:
� freehand crooked line in red� a square with a blue external line around it and yellow inside (yellow square with a blue a
line around it).� a green line circle (no fill color).� A straight violet line� Has Arial text in 12 point font
• Animation work: o Create a gif animation file using Ulead animator using the the gif files: ani1.gif;
ani2.gif; ani3.gif; and ani4.gifo Using the provided PowerPoint file animate:
� The text on the screen in two different ways� Make each drawn object animate in different ways� Include one sound effect
• Video digitizing work: o Create a digital video file from the video tape provided. Add the title practice using a digital
editing program (if you are familiar with a particular program use it - if not, you candownload test editors from Ulead, Adobe, and others) .
o Create a short video file using a digital video camera (you must have a handheld or posted sign that indicates the date the file is created). DO NOT edit in a date.
Web Resource List (5% of your grade): Students will create a list of five useful web resources. The list must exhibit the following: o Be a Word Document with the filename: initials_web.doc (example: ksg_web.doc)o Put your name at the top of the document.o Create a table that looks like the following:
Web-site name and address Web Address Description of the web-site and usefulness.
One web-name In this cell you will describe the resourcehttp://awebsite.address/index.html and why you think it is useful.
Second web-name In this cell you will describe the resourcehttp://awebsite.address/index.html and why you think it is useful.The others should follow the pattern of this table.
Upload your completed document to the Provided Discussion Board in BlackBoard (Name of Discussion – Web Resources)so that your classmates can get the benefit of your research.
92Quizzes (10% of your grade) • Units 1 - 4 • Units 5 - 7 • Unit 10
Short Literature Review Paper (15% of your grade): You may choose any topic related to multimedia in education. This can include: using multimedia in education in some way; developing different kinds of media for educational use; new developments in multimedia; and so forth. Note the following:
• The Literature Review Rubric will be used to grade your paper. Download: litrev.doc from document sharing.
• Paper should be 3 - 5 pages in length (this does not include the title page or the reference list page(s). (If you have three pages - you MUST have THREE FULL pages not 2 1/2).
• You must have at least 10 references.• The references must include professional journals! You cannot use just web-based materials
(see the Literature Review Rubric for the percent of web-sites allowed).
Attendance (10% of your grade): Class activities and instruction will begin promptly at 6 p.m. Roll is taken at 6 p. m. Students who have complete attendance (you can miss or be late for one class) at the end of the semester earn 10%, those who have missed (or were late) two classes earn 8%, and those who missed 3 (or were late) classes earn 5%. Those who miss (or are late) more than 3 classes do not receive any credit for attendance.
Evaluation of an Instructional Web-site (5% of your grade) - You will use the criteria established in the provided evaluation form. You will:
• Choose one instructional web-site from one of the list at: http://www.ncat.edu/~student3/pt3/inweb.html
• Download the evaluation form: filename - eval2.doc• Complete the evaluation form and save it to a file named yourintials_eval.doc (save on
your course assignment CD)
Final Project (50% of your grade): Students will complete a final multimedia/hypermedia project which will enable the students to demonstrate what was learned during the semester. Note the following information:
• See Final Project Rubric.• You will include an instructional design plan.• You will create an instructional web-site that includes multimedia elements.• You will create a Lectora, Hyperstudio, Toolbook, PowerPoint, or other multimedia
authoring tool instructional presentation that includes interactivity and multimedia elements.
• You will write at least a one page reflection in which you explain the following: o What gave you problems when doing the project and how you addressed those problems.o How you have applied some of the theories explored in the course.
You will save the whole project to a CD that will be handed in. The CD will NOT be returned to you.
Evaluation:Grades are on a 4 point scale.3.8 – 4.0 = A (outstanding work that EXCEEDS criteria)3.0 – 3.79 = B (work meets all criteria)2.0 – 2.99 = C (work does not meet criteria adequately)Below 2.0 = F (work is substandard and inadequate to meet graduate standards)
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AudioGrade:GraphicsGrade:AnimationGrade:VideoGrade:
Quiz1Grade:Quiz 2Grade:Quiz 3Grade:
How to Calculate your own grade:
Assignment Weight Total
Practice Average of the items Multimedia to the left X .05Development– Averageof all sections
Web Resource List Grade X .05
Quizzes – Average of the quizzesAverages of all quizzes X .1
Short Literature Review Grade X .15Attendance Grade X .1Evaluation of instructional web-site Grade X .05Final Project Grade X .5FINAL GRADE To determine final grade
add all of the numbers in the far right column
Conclusion
The assignment of grades needs to be systematic and adequately address the goals and objectives of thecourse. Keep in mind that all graded assignments and tests must strive to be valid, reliable, and with-out bias. In addition, a concerted effort must be made to grade each student fairly and objectively. Inorder to meet all of the demands of grading, one should think carefully about what will be assessed,how it will be assessed, and what weight the assessment should take in the course. By thinking aboutthis and including the information in the syllabus, students are given specific information which helpsthem plan for wise time management and prepare for the course properly. The additional resources canbe used to further develop skills for designing assessments that can be used to grade student learning.
Additional Resources on Testing and Grading
Astin, A. W., et al. (2003) 9 Principles of Good Practice for Assessing Student Learning. American Association of Higher Education http://www.aahe.org/assessment/principl.htm Retrieved: March 8, 2004. This web-site provides a list of principles for good assessment.
Atherton, J. S. (2003). Learning and Teaching: Learning Contracts. UK. http://www.dmu.ac.uk/~jamesa/teaching/learning_contracts.htm. Retrieved: March 14, 2004.
Bloom’s Taxonomy. (2003). Learning Skills Program. Counselling Services – University of Victoria. http://www.coun.uvic.ca/learn/program/hndouts/bloom.html Retrieved: March 8, 2004. This web-site provides information about Bloom’s Taxonomy, including verbs that can help indicate the level of test items and objectives.
Codde, J. R. (1996). Using Learning Contracts in the College Classroom. Michigan State University. http://www.msu.edu/user/coddejos/contract.htm Retrieved: March 14, 2004.
Davis, B. G. (2002). Tools for Teaching: Quizzes, Tests, and Exams. University of California, Berkeley. http://teaching.berkeley.edu/bgd/quizzes.html Retrieved: March 10, 2004.
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Grading – Linked with permission from the University of Delaware.
Gronlund, N. E. (2003). Assessment of Student Achievement. 7th Ed. Boston: Allyn and Bacon. This book provides information about validity and reliability of assessments and detailed information about constructing assessments.
High Plains Regional Technology in Education Consortium. (2003). Rubistar.http://rubistar.4teachers.org/index.php Retrieved March 12, 2004. This web-site helps you make rubrics to use for assessing student learning and assigning grades.
Popham, W. J. (1995). Classroom Assessment: What Teachers Need to Know. 2nd Ed. Boston: Allyn and Bacon. This book provides information about validity and reliability of assessments and detailed information about constructing assessments.
Testing – Linked with permission from the University of Delaware.
Walvoord, B. E. and Anderson, V. J. (1998). Effective Grading: A Tool for Learning and Assessement. San Francisico: Jossey-Bass Publishers. This book addresses grading and assessment in higher education.
Evaluating Student Performance
By Gloria M. Palma, Ph.D. Associate ProfessorDepartment of Human Performance and Leisure Studies,School of Education
Evaluation is important to any systematic approach to learning, and should be aligned with instructional objectives and students’ expected progress. Measuring a student’s progress means that evaluation should be conducted in relation to the student’s own abilities without regard to gender, age, cultural status, or disability. In addition, evaluation can be formative or summative.
Formative evaluation is an ongoing process and is conducted while corrections or improvements in student behaviors are still possible. For example, information from quizzes, peer assessment, and self-testing activities permit changes in the learning process while changes can still affect final performance. On the other hand, cumulative evaluation is focused on the extent to which a student has been successful in mastering specific learning objectives. This type of evaluation isusually conducted at the end of the instructional unit. The following measures are cited as evaluation tools that can be utilized to measure student progress and performance:
• Systematic observation with the use of a checklist or a rating scale. This method is often used to observe a student’s expected behavior associated with attitudes, preferences, emotions, values, and interests.
• Written tests to measure cognitive learning to provide a systematic assessment of the student’s expected academic progress. Examples of objective written tests are short-response questions such as true or false, multiple-choice, matching, fill-ins, short essay answers, and problem-solving questions.
• Peer evaluation involving one or more peers evaluating the behavior of another student. Peers can use a checklist or a rating scale in this type of evaluation.
• The use of portfolio as a form of authentic assessment is rapidly emerging because it does not only enhance teacher-students involvement in evaluation, but clearly shows the achievements of the students in relation to the course objectives.
• Other authentic assessment tools that can be utilized in evaluating students’ progress include:
Independent work contracts Task sheetsStudent reflections Workbook pages, and
Teacher’s anecdotal reports Class projects
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Additional Resources on Student Evaluation are Listed and/or Linked below with Permission by the Host Institution:
Classroom Assessment Techniques: A Handbook for College Teachers. Angelo, Thomas A., and K. Patricia Cross. 2nd ed. San Francisco: Jossey-Bass, 1988.
Commenting on Student Papers – Linked with permission from Schreyer Institute for Teaching Excellence at Pennsylvania State University.
Evaluating Student Learning – Linked with permission by the University of Washington, Center for Instructional Development & Research. Sub-topics also linked include:
• Cheating or Plagiarism • Evaluation Methods • Grading
Evaluating Student Performance - Linked with permission from the University of Georgia. Article begins at bottom of first page of linked PDF file.
Evaluating What You've Done – Linked with permission from the University of California - Santa Barbara, Office of Instructional Development.
Evaluating Your Students – Linked with permission from John Hopkins University.
Testing and Grading: Assessing Student Performance – Linked with permission from Ohio State University.
Keeping Records
Keeping Records – Linked with permission from the University of Washington.
Office Hours
By Mrs. Susan M. PayneResearch AssistantThe School of Graduate Studies
The GTA’s office hours are an important extension of the classroom. Most GTAs establish office hours, but students are not necessarily required to come in during those times. Usually office hours are scheduled before the semester begins and announced to the students at the first class session. One alternative is to check with the students about convenient times before establishing your office hours. Some professors may ask that you schedule your office hours at times that alternate with theirs, thus increasing the time that one or the other of you is available to students.
How do you get students to come in? Let them know frequently that they are welcome. Invite them individually. A comment on a paper (e.g., “Please see me about this”) brings about a 75%response. Stress the importance and value of office visits both to you and to them. Most GTAs deal with freshmen and sophomores who are not yet use to personal contact with their instructors at the university. If those first few who come in have positive experiences, the word will spread.
Some GTAs find that posting the answers to quizzes or homework problems on or around their doors is an effective means of attracting students to office hours. While many students may nottake advantage of office hours, on occasion you may encounter those who are overly dependenton you either for assistance with course material or for companionship and counsel. It may be necessary to set limits with these students. You might ask them to try assignments on their ownbefore coming to you for help.
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• Be approachable. The best thing to do when students come in to your office during hours is to make them feel welcome. It takes only a little bit of care to create a relaxed, pleasant atmosphere where communication is natural and easy.
• Be Professional. After you have scheduled your office hours, keep them. Show up on time, and remain for the full office hour period. If you must make a cancellation, notify your students that you will not be in ahead of time.
• Let the student tell you the purpose of their visit. You may suspect some hidden problem, but you should not press the student to disclose. You can help the students if they actively request it, but your responsibility need not extend further than responding to their requests.
• Listen to your students. Give them your undivided attention. The best way to show that you are listening is to reflect their concerns in your own words. This also shows students that you find their concerns important. Students often fear that they are wasting your time. By listening attentively and responding thoughtfully, you can help allay their anxiety.
• Don't be afraid to say, “I don't know, but I'll find out for you.” You should realize that you won't always be able to provide all the answers students may ask.
• Be non-judgmental and try to see situations from the student's perspective. Work with students to achieve positive solutions.
• Be aware of your own limitations. Refer serious problems beyond your expertise to the Counseling Services Department on campus at (336)334-7727 or if the student is seriously depressed or emotional, walk with them to Room 108 in Murphy Hall and stay with them until someone in Counseling Services can see them.
Getting students to come to your office hours isnot always a problem. You may find that many
students will come in, for many different reasons.You should be aware of ways to facilitate a
helpful tutorial session:
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Advising Students
By Rita Lamb, Ph.D.Director of The Center for Student Success
WHY ADVISING?
Academic advising is an essential part of the educationalprocess and an important aspect of the teaching and learning process. The primary function of advisors is to monitor closely the progress of their students while stressing to them their importance of accepting academicresponsibility. Through proper advising, students are motivated to clarify values, set goals, establish priorities,develop management and leadership skills, and understand how the academic system works and their role in it.
WHAT IS ADVISING?
Advising is a developmental process that helps students clarify their life/career goals and to develop educationalplans for realizing these goals. It is a decision-making process that helps students realize their maximum educational potential through communication and information exchange with an advisor.
WHO ADVISES?
At North Carolina A&T State University, students are advised in their academic departments by faculty. Academic counselors advise undeclared students in The Center for Student Success.
WHERE IS ADVISING DONE?
Academic advising takes place in the academic departments of each school and college. Undeclared students receive advising in The Center for Student Success. Advising can also take place on-line.
WHEN IS IT DONE?
Academic advising is an ongoing process. Faculty advisors post office hours of times available for advising. Students may request appointments at other times as needed. On-line advising allows advisement during extended hours.
HOW IS IT DONE?
The advising methods implemented include Individual, Academic Course, Group, Computer and Self-Advising. It is multi-faceted and the responsibility of both student and advisor. The advisor serves as facilitator of communication, coordinator of learning experiences through course and career planning and program progress review, and agent of referral to other campus services as necessary. Academic advising is coordinated through The Center for Student Success.
• Help students define and develop realistic career plans.
• Assist students in planning a program consistent with their abilities and interests.
• Monitor progress toward education/career goals.
• Discuss and reinforce linkages and relationships between instructional program and occupation/career.
• Interpret instructional policies, procedures, and requirements.
• Perform designated educational transactions (e.g., schedule, dropsand adds, etc.)
• Maintain an advising file on each advisee.
• Refer students when academic or other personal problems require intervention by other professionals.
• Inform students of the nature of the advisor/advisee relationship.
• Assist advisees in identifying advisor opportunities.
• Develop a caring relationship with advisees.
• Inform students of special services available to them for remediation, academic assistance, and other needs.
• Refer to the NCA&TSU Comprehensive Academic Advising handbook for additional information.
The Role of the Academic Advisor
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Role of the TA as a Faculty/Student Liaison
By Robin G. Liles, Ph.D.Assistant Professor, Department of Human Development and Services,School of Education
References
Kelly, L., Duran, R. L., & Zolten, J. J. (2001). The effect of reticence on college students’ use of electronic mail to communicate with faculty. Communication Education, 50, 170-176.
Landrum, R. E., & Nelsen, L. R. (2002). The undergraduate research assistantship: an analysis of the benefits. Teaching of Psychology, 29, 15-19.
Martin, M. M., Meyers, S. A., & Mottet, T. P. (1999). Students’ motives for communicating with their instructors. Communication Education, 48, 155-164.
Woessner, R., Honold, M., Stehr, S. N., & Steidel, W. I. (2000). Support and faculty mentoring programmes for medical students in Germany, Switzerland, and Austria. Medical Education, 34, 480-482.
Woessner and his colleagues (2000) found that studentsgenerally prefer to seek academic guidance and advice frompeers rather than professors. These findings are not entirelysurprising in view of the long-held belief suggesting that anatural, perhaps even necessary, divide exists between students and senior faculty. In this respect, Graduate Teaching Assistants may find themselves uniquely poised toact as a liaison between undergraduate students and their senior faculty.
Within the context of most graduate and professionalprograms, there is the expectation that graduate studentsshould strive to develop skills and abilities which distinguishthem as future professionals and educators (Landrum &Nelsen, 2002). Moreover, common wisdom suggests thatteaching assistantships provide multiple opportunities forgraduate students to experience and engage in activitiesimportant to professional preparation. Specifically, GraduateTeaching Assistants routinely observe senior faculty as theynegotiate the demands and complexities of the larger academicstructure, little of which the typical undergraduate student islikely to understand. Similarly, Graduate Teaching Assistantsoften view the academic plights of undergraduate studentswith empathy, which may accordingly “set the stage” forpositive Graduate Teaching Assistants/student interaction.
Undergraduate students vary in their abilities to communicate effectively with senior faculty (Kelly, Duran,& Zolten, 2001). Many reasons may exist to explain thisvariance. However, most educators would agree that studentlearning moves in a positive direction when the student perceives the teacher, instructor, or professor as both caringand approachable. Thus, encouraging effective communicationbetween students and teaching personnel seems important.As a practical matter and as indicated above, it is reasonableto assume that Graduate Teaching Assistantss may experience fewer impediments to positive communicationwhen interacting with undergraduate students and that thisinterpersonal advantage could translate into helping smoothand improve communication between undergraduate students and senior faculty. Facilitating positive
communication is an important trait or characteristic of anacademic liaison.
Martin, Meyers, and Mottet (1999) suggested undergraduatestudents have five primary objectives when communicatingwith senior faculty. These student objectives include: (a)participation (or making evident that they understand coursecontent); (b) relational (or showing they desire a more per-sonal relationship with the instructor); (c) excuses (orexplaining tardy work or disappointing test scores); (d) functional (or trying to improve their understanding ofcourse content); and (e) sycophancy (or trying to get on theteacher’s “good side”). At first blush, these objectives mayappear somewhat transparent, and largely set to serve thestudent in his or her academic pursuits. In other words, student concerns regarding the overall academic picture,including Graduate Teaching Assistants’ and senior faculty’sscholarly activities, as well as the university’s administrative responsibilities, appear under-represented, if not altogetherabsent, among the listed objectives. Nonetheless, professional educators, the rank and file of which GraduateTeaching Assistants aspire to join, cannot lose sight of one fundamental goal – to impart knowledge to the next generation of learners. As an academic liaison, GraduateTeaching Assistants can foster among students a better understanding of the over all academic picture, and engender among senior faculty a greater sensitivity to thedevelopmental nuances of typical undergraduate behavior.
In conclusion, university Graduate Teaching Assistants find themselves set upon a professional course designed to allowthem full admission into academia. Accordingly, GraduateTeaching Assistants can realistically define their academicrole as one which spans multiple academic arenas. Movingcomfortably and fluidly among multiple academic arenas isthe hallmark of the liaison’s role. Graduate Teaching Assistants are encouraged to utilize this exclusive role tofacilitate the teaching and learning occurring between senior faculty and students, as well as to further their ownpersonal and professional growth and development.
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Additional information is available at:
Serving as a Faculty/Student Liaison - Linked with permission from Iowa State University TA Handbook. (Scroll about half way down linked article to locate this section.)
Recommending ESL for International Teaching Assistants
By Jason DePoloLecturerDepartment of English, College of Arts and Sciences
Introduction
Language skills are essential to any individual placed in a teaching situation. The importance of these skills is amplified when the Graduate Teaching Assistant’s native language is not English. Concerns over pronunciation, speech clarity and volume, social interaction, and cultural awareness are only a few of the most important challenges the international Graduate Teaching Assistant will face. Developing sufficient English communication skills is a long and difficult process for ESOL learners. It is recommended that early on in an international Graduate Teaching Assistant’s program of study that he or she consider the proficiency at which English is used. The intention of this chapter is to outline the major concerns of international Graduate Teaching Assistants as well as suggest ways to improve communication in English.
Cultural Awareness
Awareness of the structure and diversity of the United States’ education system is imperative. The educational system of the United States drastically differs from learning institutions abroad. For example, students wishing to pursue higher education or vocational training are taught together in the same programs of study in most high schools unlike the specialized secondary training abroad. In addition, students often come from very diverse ethnic, cultural, sexual, age, and socio-economic backgrounds, which impact the way they learn, and consequently, how they are taught. It is very important to consider the cultural “make-up” of each class and approach instruction from diverse viewpoints. Three important classroom techniques exist that enable an instructor to be aware of student diversity and successfully meet the academic needs of the classroom community:
Multiple Teaching Methods: By implementing various methods of instruction, the international Graduate Teaching Assistant can better address individual student learning needs. The learning styles of students have been, generally, categorized in three ways: visual, auditory, and kinesthetic. Visual learners are more successful when presented with material in texts, charts, graphics, and media. Auditory learners prefer oral explanations, lecturers, and even sound recordings. Kinesthetic learners need hands-on application of the material through explanations of how to apply the learned concepts or even physical manipulation of the lesson when possible. When these different approaches are used in the classroom, a greater number of students will actually learn the material.Student Interaction: Interaction should occur in the classroom in two ways: teacher/student and student/student. The international Graduate Teaching Assistant should be conscious that students not only learn from interaction with the instructor but also through in-class group work. A balance of these two types of interaction ensures diverse student needs are being addressed.Individual Student Needs: The international Graduate Teaching Assistant must be attentive to each student’s needs independent from the rest of the class. Regularly scheduling conferences and meeting office hours provides time for individual problems to be addressed. Because there is never enough time to adequately address all of the students’ needs during conferences or office hours, the IGTA needs to be aware of the various student support facilities available.
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Classroom Communication
Clear communication is essential. Undergraduates notice errors in pronunciation and grammar, which is often a concern for IGTA’s, and this can lead to classroom problems. Another issue is pacing. Pacing is the rate at which a teacher talks. If pronunciation and grammar are an issue, then the IGTA needs to speak slowly enough to allow comprehension to take place. The IGTA must be very careful that he or she is understood by the class. Comprehension can easily be checked by asking the class questions, analyzing the attentiveness of the class, and reviewing exams to check if an inordinate number of students are not grasping the material. If a problem does seem to exist that is rooted to the instructor’s English proficiency, the IGTA should seek help from on-line resources or the University’s ESOL program and lab. In addition, the IGTA should clearly outline on the board, or via overhead, the day’s lesson. This organizational strategy clearly provides students with a reference point that aids in comprehension.
Conclusion
Self-conscious teaching is the key to success for the International Graduate Teaching Assistant. Through monitored and careful practice, the ITA can meet diverse learner needs and even improve his or her proficiency in English. By presenting material in various ways to respond to individual learning styles, clarifying discussions with examples and illustrations, emphasizing and summarizing key ideas, and encouraging both teacher/student and student/student interaction, the international graduate teaching assistant can productively meet the needs of a diverse student body.
The Teacher - Student Relationship
By Patricia Bethea-Whitfield, Ed.D.Rehabilitation Counseling CoordinatorDepartment of Human Development and Services, School of Education
The success of the teaching and learning process depends in large part on the relationship between the teacher and the student. While, the role of the teacher was once viewed as that of the impassive expert, today the teacher is more often viewed as facilitator and collaborator. Far from being a win-lose interaction, contemporary teaching sets up an academic partnership in which the teacher and student are each enriched by the presence and knowledge of the other.
Consequently, the building of rapport is as important in teaching and learning as in any other relationship. From the outset, it will be necessary to accept the goodwill of the student recognizing that the student wants to achieve but may not have the skills or support to do so. Using the therapeutic principals of Rogers (1951), the teacher who demonstrates empathy, respect, and unconditional positive regard can create an atmosphere for growth and change.
Empathy is an especially important part of healthy teacher-student relationships (Mendes, 2003).Being able to understand the student’s experience from his or her perspective requires the teacher to put away his/her judgments and value an issue because it is important to the student. To begin, identify the feeling the student is sharing and use it in a formula: ‘you feel ________ because ____________’ (Egan, 2002).
For example, “you feel frustrated because you do not have the background for this course”. Correctly identifying the feeling is a powerful connecting moment between two individuals but even if the first effort is not accurate, the student will perceive the caring of the teacher.
To further understand the world of the student, teachers need an appreciation for diversity. Maintaining an open attitude to all students can help to create an environment for learning where students from different races, cultures and ethnic backgrounds can share and enrich the learning experience. This openness needs to extend to often neglected individual differences including age as in the case of non-traditional students, rural/urban backgrounds and socioeconomic status as well.
Also, it is important to remember that while the classroom is an ideal place for students to voice their views, the teacher must remain the objective facilitator creating a level playing field for debate. It is never acceptable for students to attack or belittle other students. When the teacher
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models an openness to diversity, students can learn to appreciate the diversity of peers at the university in preparation for the world of work later on.
Along with student-centered teacher qualities, good listening is vital for the teacher-student relationship. First, remove the impediments to active listening such as being distracted or judgmental of the student. Secondly, do not jump to conclusions or generate premature solutions and thirdly, do not blame. ‘You’ statements generally are not effective. For example, ‘you said you were going to come by yesterday. You kept me waiting’ communicates an attitude of blaming. Such a statement would rarely set the stage for productive dialog.
Because what we do carries more weight than what we say,listening will be first reflected in our body language. Egan (2002) suggests a model for nonverbal communication, SOLER, which includes:
Using these non-verbal cues can send a message that the student and his or her concerns are important. This attending is especially crucial because students often feel they are intruding by coming to the teacher’s office or desk after class. Never attempt to do several things at once or engage in any behavior that would make the student feel unvalued by your inattention. If you truly do not have time to meet, use good nonverbal responses as you say so and warmly invite the student to return when you will have the time to do your best listening.
Ultimately, teachers who develop good rapport with their students may find themselves moving into a mentoring relationship as well. Mentoring occurs when professionals are willing to share their career experience and perspectives with students who are looking for direction. Sometimes mentoring takes the form of encouragement, information, advocacy or feedback that can help a student establish a career path. By investing in the mentoring relationship, mentors often find their lives enriched as well (Mullen, 2000). For further information on mentoring, see Adviser, Teacher, Role Model, Friend published by National Academy Press and available on the internet at http://www.nap.edu/readingroom/books/mentor/1.html.
Finally, Egan (2002) makes the point that not all help is helpful. Despite the best efforts to develop quality relationships with students, conflicts can arise. Teachers do not help when theyenable their students. In cases where a student refuses to accept responsibility for meeting deadlines or producing quality work, the teacher does not help who succumbs to requests for grade changes or accepts excessive absences and other manipulations. Learning how to confront without blaming can expedite the management of conflict. To achieve this, focus on the behavior, your reaction to the situation and what you want, avoiding the ‘you statement.’ For example, “Ted, when you miss your appointment, I feel that you are not committed to yourprogram. In the future, I will expect you to call if you cannot keep your appointment.” Helpingstudents to accept responsibility for their choices helps to prepare them for learning and achieving in the classroom and beyond.
References
Egan, G. (2002). The Skilled Helper. Pacific Grove, CA: Brooks/Cole.
Mendes, E. (2003). What empathy can do. Educational Leadership, 61(1), 56-60. Retreived February 24, 2004, from Academic Search Elite.
Mullen, C.A. (2000). Constructing co-mentoring partnerships: Walkways we must travel. Theory Into Practice, 39(1), 4-12.
Rogers, C. (1951). Client-Centered Therapy: Its current practice, implications, and theory. Boston: Houghton Mifflin.
Additional information may be located at the following link:
Managing Student/Teacher Conflicts - Linked with permission from University of Georgia - Handbook for Graduate TAs – Student-Teacher Conflicts Section.
☛ Sitting square/facing the student and maintaining
☛ Open posture (as opposed to crossed arms)
☛ Leaning toward the other person and maintaining
☛ Eye contact while remaining
☛ Relaxed
102SECTION VIII
Professional Development
Overview
By Jason DePoloLecturerDepartment of English, College of Arts and Sciences
Graduate Teaching Assistants play a vital role at any university or college. It is a challenge often met with apprehension due to a lack of prior teaching experience. Primarily, the anxiety does not arise from questioning what to teach, but rather how to teach. However, teaching is a lifelong learning process. Both new and experienced teachers alike can grow and alleviate teaching anxiety through the simple practice of reflective teaching.
Professional development constitutes activities generated by individual teachers, organizations, and schools that aid old and new teachers in learning current and effective ways to teach. Unfortunately, regular professional development opportunities are often not readily available when inexperienced teachers need them. The main focus of this section is to explore ways in which the Graduate Teaching Assistant can use the “self” as a source. Professional development, inherently, is the responsibility of the individual. As academics, new and old teachers possess the critical tools and insight necessary to invent new strategies and methods of teaching simplythrough self-reflection, or cognitively negotiating between what has been done and what couldbe done better. By reflecting on teaching, the Graduate Teaching Assistant can be involved directly in the constant pursuit of positively changing and tweaking his or her teaching methods.Reflective professional development can provide personalized, custom-designed, and self-directedinsight into teaching ability and growth. This can be achieved through professional organization membership, teaching journals, case studies, audio/visual observation, and teaching portfolios.
Professional Organization Membership
By joining a professional organization, often at discounted student rates, Graduate Teaching Assistants can open themselves up to a world of development opportunities. The professional publications of these organizations provide insight into the theoretical and pedagogical practices of a discipline, as well as introduce the Graduate Teaching Assistant to the variouspositions on issues that impact the field. In addition, membership includes invitations to conferences and workshops that lead to new and effective teaching strategies. Each organizationacts as a collective voice with outlets for advocacy of the profession, advanced education and training, theoretical and empirical foundations for learning, and standards of practice.
Teaching Journals
Journals are an integral part of the teaching reflection process. They record observations and changes in teaching perspective. Also, journals provide Graduate Teaching Assistants with an outlet to comment on lectures, class discussions, assignments, and concerns. Ideally, the reflective teaching journal should be designed dialogically. A group of Graduate Teaching Assistant in a given department would keep a teaching journal and then exchange the journals periodically to be responded to through actual writing in the journal by a colleague. This practice creates deeper perspectives of reflection as well as a community of teacher/learners.
Case Studies
Case studies aid in recognizing what other teachers are doing and provide insight into what theGraduate Teaching Assistant can do to improve his or her teaching. The Graduate Teaching Assistant selects an experienced teacher in the department and conducts a mini-ethnographic study of teaching practices. First, the Graduate Teaching Assistant interviews the experienced
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teacher and transcribes responses to questions that give insight into the concerns, pedagogical and otherwise, what the Graduate Teaching Assistant deems significant. This can include questions dealing with the selected teacher’s own early teaching experiences, evaluation procedures, and classroom management strategies. The GTA then collects archival material, such as syllabi, course calendars, assignment descriptions, and sample student work. Next, the student observes the instructor in the class room and documents techniques and student reactions. Finally, the Graduate Teaching Assistant writes the case study, describing and evaluating the teacher’s practices and theoretical viewpoints. Ultimately, the student gains a clearer sense of what an experienced teacher does and how hose strategies and methods can be applied to his or her own teaching.
Audio/Video Observation
One of the most overlooked strategies of self-initiated professional development is revealing what actually goes on in the Graduate Teaching Assistant’s classroom with the objective use of video and audio tape. By videotaping or tape recording a series of classes, the Graduate Teacher Assistant can observe first-hand those things he or she does well and those that need improvement.For example, the Graduate Teaching Assistant may observe the fact that he or she does not circulate around the classroom, use a clear and projected voice, acknowledge a variety of student volunteered responses, or effectively use board space. This type of observation provides insight into other wise unconscious teaching habits.
Teaching Portfolios
Like journals, teaching portfolios provide the Graduate Teaching Assistant with documentation for reflection and revision. In addition, if the Graduate Teaching Assistant plans on a professional career in teaching, hiring universities commonly require teaching portfolios as part of the job application process. Simply put, the teaching portfolio is a structured collection of information about a teacher’s practice in the classroom. It should include the following:
The teaching portfolio allows the Graduate Teaching Assistant to examine what is done in the classroom, what isn’t, and what should be done to ensure students’ needs are being met.
Reflective teaching improves a Graduate Teaching Assistant’s awareness of what is actually going on in the classroom, how it can be better approached, and how it can be improved. It opens up his or her mind to the possibility of change. Finally, it is through change that professional development and intellectual growth occur.
The following sub-sections provide additional information on resources and services to aid you in incorporating reflective practice into your own teaching experiences.
Additional Information on Professional Development for GTAs:
Professional Development of GTAs in the United States – linked from Learning and Teaching Support Network.
• Teaching philosophy
• Details of courses taught
• Peer observation notes/evaluations
• Feedback from learners
• Examples of student work
• Teaching materials, such as handouts, assignments, and exams with written explanations of their content and function
• Teacher writing samples
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•Journaling•Discussion•Surveys•Observation
Reflective Practice
By Patrice J. Faison, M. Ed, NBCTClinical FacultyDepartment of Curriculum and Instruction, School of Education
Today education is in dire need of reform. Educational reform has to begin with changing how we prepare our teachers. In shifting the way we prepare teachers for professional practice, we enable our students to confront, shift, and/or refine the beliefs, knowledge, values, and assumptions that form their personal theories about teaching and learning (Abell, Anderson, and Bryan). Reflection helps beginning teachers untangle the web of deeply entrenched personal theories about teaching and learning.
Prospective teachers no longer view teaching as a predetermined set of rules or “bag of tricks” to apply to any given classroom situation, but as a practice which is grounded in a system of values, theories, and practice (Schon, 1983). Reflective Practice is one of the major changes we must make and will be briefly discussed in this section.
For the purpose heretofore, reflective practice will be defined as ‘thinking about and learning from one’s own practice.’ It can involve talking and keeping a journal, but always involves thinking and acting. Furthermore, from thinking and acting, the teacher is able to experiment with solutions to problems of one’s practice and examine the consequences and implications. From this talking and journal keeping, questions are being developed as to the importance and the effectiveness of the learning experience. The practitioner is also thinking about the effect on student learning and the significance of the activity to impact student learning.
Steps to Becoming a Reflective Practitioner
Reflective practice begins with framing issues of classroom practice and specific experiences in one’s own practice. One must begin to question and examine passionately held ideas and assumptions about their teaching. This will assist in developing and communicating the rationale that underlies teaching strategies that are implemented.
In addition to questioning and examining oneself, others can assist in the reflective process. Students can be of a huge assistance with the reflection process. It is imperative to know if the information you are intending to convey is opaque or confusing to students. There arevarieties of ways feedback can be gathered from students:
These methods can be used concurrently and should be ongoing and permanent in the reflection process. Another factor that can play an important part in becoming an effective reflective practitioner is contribution from colleagues. Colleagues can assist by observation and thoughtful conversations, and providing help with aspects of your practice that you may not be aware. They can also suggest strategies to address particular situations.
By becoming a reflective practitioner, educators will enhance their teaching success and, in turn, help repair our educational system.
References:
Schon, D.A.(1987).Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Abell, S.K., Cennamo, K.S., Anderson, M.A., Bryan, L.A. Coaching Reflective Practice Among PreService Elementary Science Teachers. http://www.ed.psu.edu/CI/Journals/96pap27.htm
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Student Surveys
By Therese CoonGTA at N. C. A&T State University
Graduate Teaching Assistants are practitionerswho should continually evaluate the effects ofhis or her choices and actions on others (students, faculty, and other professionals in thelearning community) and actively seek outopportunities to grow professionally. One way toevaluate your teaching is to seek feedback fromthe students you teach. Many GTAs provide aform for student feedback during and/or at theend of the semester. A couple of examples areprovided for you as a guide, as well as a link to aweb-site where you can create customized courseevaluations on-line.
The first is a survey designed and utilized by ThereseCoon. As you can see, she precedes the survey witha brief note of instruction to the students.
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Survey A
From:
To: Course: Semester:
Date:
Re: Course Evaluation and Recommendations
Thank you for making my first semester as a graduate teaching assistant, and student, an interesting experience!I have enjoyed meeting you and working with you throughout the semester. Your response to this survey willhelp me understand what to keep and what to change to improve the course.
Thank you for taking the time to complete this questionnaire. Please return in to me by _____________________either directly or to my mailbox ______________________________.
1. What was the most useful thing you learned this semester?
2. What was the least useful thing you learned this semester?
3. What would you prefer to see changed about this course?
4. What would you keep in this course?
5. To take advantage of the career fair timing, I pulled up Chapter 7 (The Job Search) and parts of Chapter 6 (Letters) to the front of the schedule. Was this effective for you?
6. The papers, presentation, and final exam made up ~75% of the grade and due dates all fell in last part of semester. Would you recommend spacing these out differently? If so, how?
7. Was lab time useful to you? Were the lab assignments (few) helpful? How would you recommend lab time be worked into the course?
8. I am considering contracting with students for grades. For example, students would need to complete up to 800 pts worth of work. This could be done by homework assignments, class assignments, some number of projects, and mid-term/final exams. The total available work would be worth more than 800 pts. What do you think about this option? Have you experienced this type of grading in other courses?
9. Would you prefer to see more group work or more individual work in this course? Why?
10. What are your thoughts on the use of the various presentation materials used this semester?
Overheads: use more use less about rightPowerPoint: use more use less about rightHandouts: too many too few about rightLecture: too much too little about rightIn-class work: too much too little about rightLab time: too much too little about rightGuest speakers -(campus/industry): too much too little about right
Do you have comments about any of these materials? Are there materials or teaching aids that you recommend that may communicate this material more effectively?
11. What would have helped you prepare better for the major documents?
12. Any facility suggestions you may have?
13. Any other recommendations or ideas that I may not have asked about?
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Another survey sample, reprinted from a newsletter at the University of California-Los Angeles, is included as an appendix item in the Iowa State University TA Handbook (linked with permission from Iowa State University.) You may want to tailor the evaluation to your circumstances and the aspects of your teaching on which you want students to comment. Instead of a numerical rating, you may prefer a more informal survey to collect student suggestions and opinions.
You are encouraged to use this format or design your own at Customized Course Evaluationsthat addresses the elements of the particular course(s) you are teaching.
While most professors distribute a standard Student Opinion Form to students at the end of each semester to gather feedback, this data is not always compiled and available to the GTA ina time frame that allows them to use the feedback for the very next course they teach. By providing your own survey tool in addition to the standard university form, you will be able to study the feedback immediately and determine what aspects of the course and/or your teaching need to be fine-tuned before the next semester begins.
Additional resources on reflective practice for Graduate Teaching Assistants are available by clicking on the links below.
Assessing and Improving Your Teaching – University of Washington, Center for Instructional Development & Research. Sub-topics include:
•Student Ratings • Teaching Portfolio•Peer Observation • Four Elements of Effective Teaching•Faculty Observation
Feedback from your Students - Linked with permission from Iowa State University. (Scroll down about 9/10 of the way through the linked article to locate this section.)
Growth as a Teacher – Ohio State University.Journaling – Inspiring Teachers Publishing, Inc.Professional Reflective Journaling – Patricia E. EagleStudent Surveys of Teaching – Murdoch University
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Instructional Support and Services
What’s offered at NC A&T State University
The School of Graduate Studies offers several workshops each semester designed to prepare graduate students to enter academic or research careers. Funding for the workshops is provided bythe Student Retention and Transition (STAR) Program, which is supported by a grant from theNational Science Foundation. Previous topics included:
Department Training and Resources
Many departments schedule orientation and training activities for new Graduate Teaching Assistantsand/or faculty. In some cases, this orientation involves several days of meetings, interviews, andinformation sessions. Most of these orientation sessions – which may run for an afternoon or forseveral days – take place at the beginning of the fall term. Contact your department about orientation and training possibilities available to you.
Your primary contacts as a Graduate Teaching Assistant will be with the department that hashired you. As a member of the teaching staff of the department, you will find your departmentaloffice to be a major source of advice and assistance.
In most departments, one person serves as the primary adviser for graduate students. In smalldepartments, the chair may handle this function. Elsewhere, another faculty member may be pri-marily responsible for orienting new graduate students, answering their questions, and getting them started on the process of finding suitable major professors. The department’s Directorof Graduate Education may serve as the primary contact person for general questions relating toassistantships. Another faculty member may serve as supervisor for the course in which you havebeen assigned a role as one of the GTAs (in most instances GTAs are, in fact as well as in name,assistants to professors in classrooms and laboratories). A member of the clerical staff may handle classroom or supply allocations.
Developing a good working relationship with all of these departmental faculty and staff members is an important factor in a productive and pleasant graduate experience.
Additional Campus Resources
Academy for Teaching and Learning
Promotes teaching excellence and the scholarship of teaching and learning, by integrating newtechnologies into instruction and adopting multimedia resources to create, support, and manage aresponsive learning community.
Provides leadership in coordinating and distributing technical support services and resourcesfor sound pedagogical practices enhanced by the latest wireless classroom lab, teleconferencing, videoconferencing, and multimedia technologies.
Conducts workshops and holds think share sessions to support pedagogic activities
• Instructional enhancement (Teaching and Learning with Technology)
• Professional and personal development • Technology accessibility and infusion • Assessment and evaluation assistance • Leadership development for professional
growth
• Scholarly exchange of works • Grant writing and reporting • Collaborations and partnerships • Recognition and reward system • Research initiatives • Development of innovative works
“The Teaching Process: A Study in an Active Learning Environment”
“Conducting the Class”“Discussion Class Guidelines”“Lecture Class Guidelines”
“Using Technology to Support Pedagogy”“Using Your Voice Effectively” “Practice Teaching Session” “Creating a Teaching Portfolio”
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Campus Media Centers
Professional Development Center:
• Offers professional developmental workshops• If you need information regarding workshops and any additional information on what
services are offered please contact: Dr. Muktha B. JostProfessional Development Center2105 Yanceyville Street (336) 275-2060 ext. 3027
Bluford Library:Instructional Resources:
Virtual Reference Service
NC Knows is a project, still in its testing phase, to provide chat-based virtual reference services in libraries throughout the state. It is staffed by librarians from various libraries in and outside of the state, who are on call to chat with and assist you regarding your research needs. You will not necessarily be speaking to an A&T librarian.
Clicking on the NC Knows banner will take you to the NC Knows page, where you can learn more about the service, its purpose, and its limitations. Then log in and chat with a librarian to try out the service.
Learning Resources Center:
• If you need information regarding workshops and any additional information on what services are offered please contact:
Dr. Muktha B. JostProfessional Development Center2105 Yanceyville Street (336) 275-2060 ext. 3027
• Academy for Teaching and Learning (Bluford Library-Lower Level) o On-line course delivery faculty development
and training o Laptops, projectors, and electronic devices for
faculty use and training o Arranging and coordinating videoconferences and
other Web cast programs for academic departments o Conducting special workshops on technology
and pedagogy o Training faculty and staff on basic computer
skills and software usage o Coordinating and delivering campus-wide media
services including video production, audio recording, computer, and multimedia applications
• Center for Distance Learning (1020 Wendover Avenue 2nd Floor) o Electronically equipped wireless room for
professional meetings, small classes, seminars, and presentations
o Videoconferencing, and teleconferencing o Coordinate and implement distance learning
activities
• Crosby Hall (College of Arts and Sciences) o Video and audio production o Visual communications o Instructional television o Media streaming (audio and video no the Web)
• McNair Hall (College of Engineering) o eleconferencing o Videoconferencing o Interactive/Web cast classroom
• Smith Hall (School of Technology) o Video and teleconferencing o Distance Learning/Digital Communication
Networks o ISDN videoconferencing (High speed video via
telephone lines) o IP videoconferencing (Internet) o Direct satellite and cable television programs
• Webb Hall (School of Agriculture) o Satellite links o Video services o Photography
• Course Related Instruction • Consultation of Faculty and Librarian over
Library Assignments • Bluford Individualized Instruction Program • Interactive Tutorial• Printed Materials (Guides, Handouts, etc.) • Walk-In/Point-of-Use Instruction
• Archives on 2nd Floor• Interlibrary Loan – Service provides for
GTAs and Faculty. Books and articles can be delivered to Library from other locations.
• Collection Management – Can request the purchase of material from workshops to be cataloged and available in library for use.
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Counseling Services:
• Assists GTAs and faculty with seminars, study workshops, presentation preparation • Assists with Career Development
Further Reading for Professional Development
For more information on teaching and instructional support, locate the following resources at the campus library or local public library or click on the link (if provided) for Internet access:
Active Learning on the World Wide Web, link provided by San Diego State University.
Andrews, J. D. W. (Ed.). (1985). Strengthening the teaching assistant faculty. New Directions for Teaching and Learning, No. 22. San Francisco: Jossey-Bass.
Belenky, M. F., Clichy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: The Development of Self, Voice, and Mind. New York: Basic Books.
Bess, J. L. (1973). Integrating faculty and student life styles. Review of Educationa Research, 43, 377-403.
Classroom Assessment Techniques, link provided by Southern Illinois University.
Cones, J. H., III, Noonan, J. F., & Janha, D. (Eds.). (1983). Teaching Minority Students. New Directions for Teaching and Learning, No. 16. San Francisco: Jossey-Bass.
Davis, Barbara Gross. (1993). Tools for Teaching. San Francisco: Jossey-Bass.
Educational Icebreakers, link provided by ABOUT.com.
Erickson, B. L., & Strommer, D. W. (1991). Teaching College Freshmen. San Francisco: Jossey-BassFink, L. D. (1984). The first year of college teaching. New Directions for Teaching and Learning.No. 17. San Francisco: Jossey-Bass.
Kamarovsky, M. (1985). Women in College: Shaping New Feminine Identities. New York: Basic Books.
McKeachie, Wilbert. (1999). Teaching Tips: Strategies, Research, and Theory for College and University Teachers, 10th ed. Boston: Houghton Mifflin.
Nyquist, J. D., Abbott, R. D., & Wulff, D. H. (1991). Preparing the Professoriate of Tomorrow to Teach: Selected Readings in TA Training. Dubuque, IA: Kendall-Hunt.
Pascarella, E. T. Student-faculty informal contact and college outcomes. Review of Educational Research, 50, 545-595.
Perry, W. G. (1970). Forms of Intellectual and Social Development in the College Years: A Scheme.New York: Holt, Rinehart, & Winston.
Robinson, G. M., & Moulton, J. (1985). Ethical Problems in Higher Education. Englewood Cliffs, NJ: Prentice-Hall.
Contact Information for Professional Development
The links below provide information on publications and/or organizations in the field of higher education.
American Association for Higher Education
Carnegie Foundation for the Advancement of Teaching
The National Council for Staff, Program, and Organizational Development
The National Teaching and Learning Forum
POD Network- Professional and Organizational Development Network in Higher Education
Society for Teaching and Learning in Higher Education
Syllabus: Education Technology for Higher Education
The Teaching Professor Newsletter, published by Magna Publications ten times per year.
Tomorrow's Professor, a product of Stanford University’s Learning Laboratory.
University Business.com
World Lecture Hall, a product of the University of Texas at Austin.
111
Preparing the Professional Portfolio
By Karen D. Guy, Director, Ph.D. Department of Curriculum and Instruction, School of Educationand Thurman N. Guy, Ph.D. Associate Professor School of Agriculture and Environmental Sciences
To compete in the 21st century, institutions of higher education, businesses, and special career organizations at the national and international levels are seeking the best-qualified graduate students for their programs and for employment. As graduate students compete in school and in the work force, the need to showcase one’s intellectual capital and professional capabilities through authentic means has become a challenge for many. However, one trend used in assessingand evaluating one’s present intellectual capital and capabilities is the professional portfolio.
In higher education, noting the need for assessment and evaluation changes, research has reported strong use of the professional portfolio as a maverick approach in charting graduate students professional and personal goals and development. This article describes the professionalportfolio for graduate students in the developing phase, organizing phase, and the collecting phase. In addition to this discussion, a list of suggested categories are described when preparing a professional portfolio.
The professional portfolio is simply defined as an organized selective descriptive story or a profile presentation that documents the achievement of an individual’s professional goals describing knowledge, skills, and dispositions in a specialized career area. A professional portfolio documents the professional goals and growth developed over time to showcase the accomplishments of an individual (Kilbane and Milman, 2003). Most importantly, the professional portfolio provides graduate students the opportunities to have time to reflect and refine their professional and personal experiences by charting their own growth and development.
Developing a professional portfolio
Many graduate schools and businesses across the nation are requesting students to submit a professional portfolio with their application as an additional supportive documentation before or during the interview session. The professional portfolio illustrates diverse examples of your professional and personal growth over an extended period of time during your studies. A well-developed professional portfolio presents the reader with authentic evidence of one’s overall development that reflects professional and personal goals and objectives. Equally important, key benefits in preparing a professional portfolio include fostering self-assessment, opportunitiesfor personal reflections, and developing a tool for future collaboration experiences.
Organizing a professional portfolio
Organizing your professional portfolio in a goal driven manner demonstrates the expected knowledge, skills, and dispositions that you bring to graduate school or the work force. In organizing the portfolio, develop comprehensive professional and personal goal statements fromone to five years. In addition, the organization of the portfolio should address the competenciesand/or standards of an individual’s discipline. According to Campbell, Cignetti, Melenyzer, Nettles, and Wyman (2001), “Regardless of the goals or standards chosen, everything collectedfor your portfolio should be organized around the chosen goal statements” (p.4). Therefore, theartifacts/evidences selected should demonstrate ones ability to be effective in their chosen discipline. Listed below are key tips for organizing a professional portfolio:
Use a quality leather binder for the best looking professional portfolio. A leather binder is an excellent choice for organizing information that can be added or deleted with dividers to separate each section.
Use quality paper and section sheets or tabs throughout the portfolio to organize the information in a professional manner.
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Use appropriate fonts, art designs, and other special features for a high quality looking professional portfolio that is free of all spelling and grammatical errors.
Use photographs, newspaper articles, illustrations, charts, graphs, web citations, and PowerPoint to display your professional and personal goals and objectives.
Use data, audio and video information to enhance your professional portfolio.
Collecting materials for a professional portfolio
In developing a professional portfolio, various kinds of artifacts or sample evidences of a student’s work should be collected to illustrate the story presentation or profile plan of an individual. Such artifacts or samples of work of an individual’s actual performance are presented through: (1) authentic artifacts of work demonstrated, (2) samples or completed work in progress, and (3) reflective commentaries with evidence of supportive documentation that an individual acquired during graduate studies or employment.
Diverse documentation from the three sources should be collected, organized, and presented in a professional manner in a hard copy (paper) document and/or electronic delivery mechanism. A professional portfolio should not be an exhaustive sample of everything you have accomplished, but a selective body of documents that are diverse and valued-added that supports your specialized career path. The following categories may be included in your professional portfolio:
The professional portfolio is an internal picture of you, a snapshot of you professionally and personally. The final product should be presented accurately, illustrating your knowledge, skills,and dispositions in a manner that provides positive insight into your past and present experiences. As a graduate student, this document will be a valuable resource over time for self-growth, assessment and evaluation purposes, and employment opportunities.
• Title page• Table of Contents • Copy of resume or vita • Biographical sketch• Copy of transcripts• National test results that demonstrate
competencies in a specialized area of study • Letter of application(s) for employment or
graduate school• Philosophy summary or a short narrative
related to a specialized area of study • Professional development plan with goals
and vision statements• Summary of career professional and
personal milestones• Special recognitions of achievements
including awards, honors, certificates, and letters
• Video and audio work samples• Demonstration of technology skills
• Professional memberships including leadership positions
• Professional development conferences, workshops, and meetings participation and attendance
• Research competition activities • Scholarly and reflective papers• Patents and trademarks• Blueprints, technical drawing, and
illustrations• Volunteer work or service learning
experiences• Internships and field-based experiences • Publications including electronic media• Work-in progress activities (article, book,
presentation, etc.)• Recommendations and/or appointments
letters • Professional reading list for the last two
years
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References:
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H., & Wyman, R.M. (2001). How to Develop a Professional Portfolio: A Manual for Teachers. Needham Heights, MA: Allyn & Bacon. (p.4).
Kilbane, C. R., & Milman, N. B. (2003). The Digital Teaching Portfolio Handbook: A How-To Guide for Educators. Boston, MA: Allyn and Beacon.
Below are links to several resources to assist in planning and developing your own portfolio. These links have been provided with permission granted by the host institution:
“Creating a Teaching Portfolio,” (This PDF file is a workbook of activities to get you started ona teaching portfolio.) Teresa Dawson, Office of Teaching Advancement, University of Toronto at Scarborough, Canada.
“Designing a Teaching Portfolio,” (This file asks questions to help you get started on a teaching portfolio.) Center for Excellence in Learning and Teaching, Pennsylvania State University.
Developing a Teaching Portfolio. Linked with permission from the Center for Teaching Excellence at Iowa State University (Scroll down to Section 5)
How To Produce a Teaching Portfolio. Seldin, Peter. “The Teaching Portfolio – A Practical guide to improved performance and promotion/tenure decisions.” Bolton, MA: Anker Publishing Company, Inc. 1991.
“Preparing a Teaching Portfolio: A Guidebook,” The Center for Teaching Effectiveness, The University of Texas at Austin.
“Recommended Portfolio Contents,” Center for Teaching Excellence, Iowa State University.
114SECTION IX
University Policies and Procedures related to GTAs
GRADUATE ASSISTANTSHIP ADMINISTRATION POLICYDated 8/17/00
Graduate Assistants (GAs) are afforded the opportunity to function both as students and as professionals, thereby, enhancing the quality of their education through this dual role. They complement students toward their degrees with teaching, research or administrative work, under the supervision of faculty or staff.
The demands of this dual role requires them to have a clear understanding of the requirements, responsibilities, and privileges of their positions. This document is designed to provide basic, yet comprehensive, information regarding graduate assistantships at North Carolina Agricultural and Technical State University.
Graduate Assistants at North Carolina Agricultural and Technical State University
Graduate assistants at A&T, like their counterparts at other colleges and universities, play a dual role functioning both as students and professionals. While meeting the academic requirements of an academic degree, or serving in research, administrative, or teaching capacities, the graduate assistant works under the supervision of a mentor (faculty or staff member). Maintaining a clear understanding of this unusual position and becoming familiar with the requirements and responsibilities to be met both as a student and a professional pose a unique and difficult challenge for the graduate student. Thus, the graduate student must become aware of the academic regulations of the School of Graduate Studies at A&T and of any other specific requirements of his/her academic department. By understanding their role in the overall function of the university, graduate assistants may meet, more adequately, the demands of the graduate school and function more confidently as graduate students.
Purpose
A graduate student’s principle objective is to earn a graduate degree. Appointment as a graduate assistant contributes to that objective by providing an apprenticeship experience along with financial support. This apprenticeship complements formal instruction and gives the student practical and personal experience than can only be gained by performing instruction, research, and administrative activities. Rather than interfere or conflict with the graduate student’s educational objectives, the assistantship is to aid in the successful completion of the degree program. To this end, graduate assistants should be given assignment and supervision that will help them grow professionally. Their responsibilities and formal instruction should reinforce each other. Research projects should lead to a thesis or dissertation. Teaching should give greaterinsight into their own performance as students. The mentor relationship is extremely vital in achieving this type of integration. Careful planning and valuation will provide both the university and the graduate student a beneficial relationship.
Graduate Assistantships
A Graduate Assistant (GA) is a general term meaning a graduate student enrolled and employed by A&T to assist a faculty member or staff member in the area of administration, research or teaching. A graduate assistant may fall into one of the following categories:
Graduate Administrative Assistant (GAA)A Graduate Administrative Assistant’s duties primarily involve assisting the university's administrative staff or that of a specific department with collecting, organizing and analyzing various administrative data. These duties should be relevant to the graduate program and professional goals of the student.
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1. Be pursuing a graduate
degree at A&T State
University.2. Be registered during the
academic year for a
specific number of hours
as prescribed by the
academic department.
3. Maintain a 3.0 grade
point average and make
progress towards the
graduate degree.
4. Satisfy other requirements
published by the employing college/school
5. The academic unit shall establish eligibility
for assistantships for summer sessions.
A GAA is most often involved with assisting at registration, collection materials, performing computer work, editing, helping with department exhibitions and working on special projects. Minor responsibilities involve attending seminars, engaging in library research and holding conferences.
Graduate Research Assistant (GRA)
A Graduate Research Assistant is one who assumes research-oriented responsibilities which involve library work, computer programming, analysis, fieldwork, laboratory experiments, scientific investigations, or other endeavors. The principal investigator of a funded research project normally employs GRAs. The student’s work on a research project should be closely supervised; it could lead to the successful writing of a thesis or dissertation, and provide long-range direction for the student’s development as a scholar.
Graduate Teaching Assistant (GTA)
A Graduate Teaching Assistant serves in an instructional role in a class or laboratory within a specific department at NCA&TSU. GTAs may perform pedagogical functions, such as, preparing lectures, teaching classes, constructing and grading tests, holding conferences, assigning course grades, or providing support for the faculty member in charge of the course. In all cases, the GTA works under the supervision of a faculty member. To this end, the GTAworks to gain teaching skills and a better understanding of the essentials of his/her academic discipline.
Both GRAs and GTAs must also fulfill duties and responsibilities concerning safety in the laboratory equipment. Guidelines are available from the colleges/schools department offices.
Eligibility
To be eligible for a GA appointment, students may not hold non-degree, special, or probationary status at the University. Exceptions to this regulation must be approved by the Dean of School of Graduate Studies. The GA must be fully admitted to a graduate program devoting full time towards the degree.
To qualify for a GA appointment, a student must satisfy the following eligibility requirements:
International students applying for graduate assistantships who are graduates of institutions of higher education located outside the USA in non-English speaking countries are required to demonstrate proficiency in the English language by having official scores directly from the test of English as Foreign Language (TOFEL) submitted to the School of Graduate Studies. International teaching assistants MUST score a minimum of 550 on the paper base test or 213 on the computer base test. Only scores received from Educational Testing Service, Princeton, NJ 08451, will be considered official. Students are responsible for requesting ETS to forward scores to the university.
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A graduate student for whom English is a second language must obtain clearance through the International Students Office for enhancing their communication skills. This office is located in Murphy Hall, North Carolina Agricultural and Technical State University, Greensboro, NC 27411; the telephone number is (336)334-7551. The academic unit (department, college, and school) also evaluates international students’ effective communication skills.
Academic Enrollment
Graduate Assistants must register during the academic year for a specific number of hours as prescribed by the academic department.
Additional On-Campus and Outside Employment
No specific established policy regarding additional employment exists. Most departments, however, discourage additional employment.
Appointment/Reappointment/Duration of Appointment
The Department Chairperson and the Dean of the college/school will make appointment of GAs. Decisions concerning policies for the appointment and reappointment of GAs are determined by the academic department with the approval of the appropriate college/school dean within the guidelines established by the Graduate Council.
Each department must complete an appointment letter. This letter will include:
Each GA should expect to receive a letter of appointment including this information. The same procedure is followed for notification of reappointment. GAs are expected to respond in writing their acceptance/rejection of letters of appointment and reappointment.
The letter of appointment constitutes the first normal step toward employment as a GA. Typically, the letter contains a job description outlining the type of appointment, responsibilities,minimum/maximum course load, salary, length/dates of appointment and a faculty supervisor.
Time of Offer
The following timetable is suggested for the offer and acceptance of the appointments by academic departments employing graduate students.
Timetable Deadlines Acceptance/Rejection:
Semester Offer Dates Response DatesSummer February 1 February 15Fall April 1 April 15Spring October 1 October 15
Acceptance given or left in force after response date prevents the student from accepting another appointment without first obtaining formal release from the employing unit. Those academic departments offering initial appointments after April 15 must make offers as early as possible during the Spring and Summer sessions.
Consistent with planning information and funds, employing academic departments may offer another graduate assistantship as early as possible, but no later than two weeks before the end of Spring Semester.
Commitments are made only for the period initially assigned and are non-transferable in terms of time. The letter of appointment includes the beginning and ending dates of commitment.
All appointments are contingent upon the availability of funds for this purpose. A&T also adheres to the Council of Graduate Schools resolution regarding graduate assistants.
1. Type of assistantship2. Amount of stipend3. Responsibilities of the position
4. Duration of the appointment5. Minimum number of credit hours
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Period of Appointment
The academic unit (department, college or school) normally makes graduate assistant appointments. The academic unit also defines the duration and level of compensation for graduate assistants.
Termination Criteria
A GA appointment may be terminated prior to the end of the appointment period for any of the following reasons:
Performance Review
Evaluation is a crucial part of the assistantship program. Supervision and performance reviews should be an on-going process of communication between the GA and the faculty/staff supervisor/mentor.
At the end of each term appointment, a formal evaluation will be conducted by the School of Graduate Studies in a manner equitable to all GAs in each academic department. However, informal evaluations and observations should be conducted as needed by the department.
The formal evaluation should assure fairness in reappointment. Excellence should be noted as well as continued inadequacies in performance. As part of the total evaluation, the GA should assess the experience from his/her perspective as well. The evaluation form utilized at A&T is provided in Appendix A. Your supervisor will complete the evaluation and discuss it with you at the end of the semester.
Conduct and Discipline
Means for resolving students’ complaints:
The GA, categorized as both student and instructional leader, especially as a GTA, is subject to disciplinary procedures for academic misconduct. As an instructional leader, the GA must not become involved in academic honesty in terms of cheating, plagiarism, fabrication, forgery and aiding/abetting academic dishonesty. A GA is expected to behave at the highest level of ethical behavior.
Academic Department Responsibilities
Within the above-stated policies on the Administration of Graduate Assistantships, each employing academic department appointing GAs must develop, publish and make available its GA rules. The publication should include the following information:1. Criteria and procedures for
selecting GAs.
2. Criteria and procedures for reappointing GAs.
3. Period of appointments.
4. Availability of summer appointments.
5. Date for notifying students of appointments and for receivingacceptance or refusal.
6. Statement of duties and responsibilities.
7. Criteria and procedures for evaluating and reporting GA performance.
8. Criteria and procedures for terminating GA appointments.
9. Grievance procedures within the academic department.
10. Space and facilities.
11. If available, stipend levels.
1. The GA is no longer enrolled in the School of Graduate Studies.2. The GA is registered for fewer credit hours than approved by the
academic unit.3. The GA is registered for more than the maximum number of graduate
credit hours approved by the academic unit.4. Performance by the GA is determined to be unsatisfactory by the
employing academic department.5. The position has been terminated due to budgetary constraints.
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Each academic department should endeavor to provide its GAs with appropriate space and facilities necessary to carry out their assigned teaching, research or administrative duties. A desk and chair, file space and a mailbox within the department should be provided. Access to a typewriter or computer, office duplicating equipment and a telephone should be provided.
Grievance Procedures
Discussion of a GA’s concerns with an advisor, supervisor, Graduate Studies Committee Chairperson, chairperson of the academic department or school dean normally leads to resolution of a grievance. There may be instances in which resource to these persons does not provide resolution. The Graduate Council has established grievance procedures, copies of which are available in the School of Graduate Studies.
Remuneration
Policies related to compensation for GAs vary among colleges/schools. For information regarding levels of compensation, each GA should contact the respective college/school dean.
Guidelines regarding GTA Qualifications
From NC A&T GTA Evaluation Guidelines – Administrative Memo #349:
• Graduate Teaching Assistants (GTAs) must possess a demonstrated competence in the subject matter that they will be teaching as determined by experts in the field. They should have an appreciation for the theory and practice of the subject matter, as well as a developing understanding of the major themes and divisions of their field. They should have an appreciation for the teaching and learning enterprise acquired from their own undergraduate and graduate academic programs, as well by means of both required and optional teacher training seminars, symposia, workshops, publications, and university staff resources. Competency to teach includes an effective command of the language of instruction, usually American English, and an appreciation for the culture of the American university classroom.
• GTAs must be graduate students in good standing in their programs, which requires maintaining a minimum B average, or, at some campuses, receiving no grade lower than B.
Professional/Ethical/Legal Responsibilities for Graduate Assistants
By Kenneth H. Murray, Ph.D., PEAssociate Vice Chancellor for Academic Affairs and Dean of the School of Graduate Studies
As a Graduate Assistant, you are an employee of North Carolina A&T State University, which means that the students believe you are the university’s representative in all matters. Many may not fell that you represent the university outside of the classroom or laboratory, but the students believe that you do. This means that you must be very careful to understand your responsibilities.
Definitions
To begin the discussion of your professional, ethical, and legal responsibilities requires that we define some basic terms that will be used throughout this discussion.
Professional – characterized by or conforming to the technical or ethical standards of a profession which is defined as a calling requiring specialized knowledge and often long and intensive academic preparation.
Ethical – conforming to accepted professional standards of conduct controlled by a set of moral principles or values.
Legal – established by law.
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Professional Responsibilities
Your professional responsibilities are defined by the teaching profession and include:
Ethical Responsibilities (Values)
Your ethical responsibilities are defined by the standards of the educational community and especially the standards at North Carolina A&T State University. They include:
Legal Responsibilities
Your legal responsibilities are defined by Federal and State law and often overlap your ethical responsibilities since many of our ethical values have been canonized into the law. They include:
ConclusionAs a Graduate Assistant at North Carolina A&T State University, you have professional, ethical, and legal responsibilities with respect to your assignment. We have trusted you with these responsibilities and believe you are capable of caring out these responsibilities and representing the University with the highest of standards. To do this you must understand the following:
Remember that as a Graduate Assistant you can always ask for help from faculty, staff, and administrators without feeling embarrassed about not knowing. Great men and women always know when to say, “I do not know,” and then find the answer. Good luck!
For more information, click on Classroom Legal Issues - linked with permission from University of California - Santa Barbara, Office of Instructional Development.
Giving correct information at all times, if you do not know the answer, say so and get help.
Being prepared for all assignments and seek help from others when it is needed.
Being on time with everything – attendance, returning work, assignments, etc.
Dressing appropriate for the assignment.Controlling your actions and language at all times.Handling each person as an individual with respect for them and their views.
Performing your assignments to the best of your ability.Being fair and honest in handling people and data.Handling all grading as personal and confidential.
Not embarrassing anyone under your control in public – correct improper or incorrect actions in private with the individual.Not developing romantic or intimate relationships with students or staff under direction.Not placing relatives under your direction or give them any special treatment.
Providing the university with all legal documentation required for the position.Understanding your duties and carrying them out according to the published schedule.Not disclosing private or personal informationto anyone except that person.
Not developing romantic or intimate relationships with students or staff under your direction.Not placing relatives under your direction or give them any special treatment.
Ethics and values are personal, but with broader impact.Maintaining your values is a must, both personally and professionally.Shakespeare wrote - “To thine own self be true” - but this only works if you are “true and ethical.”
Your values should not change with situations, but may change with new experiences and over time, and we hope they improve with each change.
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Safety and Emergency Procedures in the Classroom
Provided by Marvin Dickerson, Director, ARISA/Environmental Health and Safety, North Carolina A&T State University
Instructor’s Responsibility
NC A&T State University holds in high regard the health and safety of faculty, staff, students and visitors. It is the policy of the University to provide a loss-control program that protects employees from occupational injuries and illnesses, protects University property from loss and damage, and protects the environment. Operational procedures as developed by University safety organizations will be implemented and enforced by all university department/administrative units.
Consistent with this policy, instructors must become familiar with the Division of Student Affairs, Crisis Response and Emergency Management Handbook and the University’s Comprehensive Emergency Management Plan (CEMP). These documents are available from the Vice Chancellor of Student Affairs and the Director of Environmental Health and Safety office. In addition, the CEMP can be accessed from the University’s Front Page Web-site at www.ncat.edu.
Provide his or her class or audience with general information relating to emergency procedures. This information should be shared during the first week of class or at the start of a seminar. Please note the posted information for “Classroom Emergency Procedures.”
Know how to report an emergency from the classroom being used.
Assure that persons with disabilities have the information they need. The instructor should be familiar with the student’s plan and be able to direct visitors with disabilities.
Take responsible charge of the classroom and follow emergency procedures for all building alarms and emergencies.
Supplemental InformationAs an instructor, what do I need to know about Emergency Preparedness?
Every university department and unit should have a written Emergency Plan covering specific procedures for their facility and employees. These plans will cover events such as: fire, earthquake, power outage, bomb threat, hazardous material spills, severe weather, etc. Instructors will find it helpful to review the plans for the buildings in which they teach to see if the plans differ from the general information provided here.
The “instructor” is an authoritative figure for the student, either consciously or subconsciously, and can influence how the student responds in an emergency. Calm, collected and clear directions by the instructor will have a calming effect on the students. In order for the instructor to exhibit this controlled personae he or she must be prepared for emergencies.
1. EVACUATION ROUTES – Unless unusual conditions dictate otherwise, the best evacuation route is the nearest stairway and out the nearest exit.
2. EMERGENCY ASSEMBLY POINTS – After the class leaves the building or area, it is important for them to go to a pre-determined area where the presence of persons can be documented. This “safe area” will be a designated Emergency Assembly Point where the class will not interfere with responding emergency services nor place themselves at risk of injury from the emergency. Evacuation routes in most university buildings lead the occupants out the building. However, in some high-rise buildings the evacuation routes may lead occupants horizontally into another wing or down a couple of floors below the source of the alarm. These high-rise buildings may have Emergency Assembly Points for both inside and outside the building.
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Accounting for all students can be very difficult, particularly with a large class. However, an attempt must be made. For example, it might be possible for the instructor to: wait until all the students have left the room/lab, use the class roster, use a head count or have students see if the students seated next to them are at the assembly point. You must also account for persons with disabilities (see below).
3. EVACUATION FOR PERSONS WITH DISABILITIES – If there is a person with a disability in the class, the instructor must be knowledgeable of their response and who may be assisting them. Four options are available to persons with disabilities:
Horizontal Evacuation to outside or another building, if available.Stairway Evacuation.Stay in Place unless danger is imminent.Area of Refuge if available.
“Elevators cannot be used during an emergency evacuation”!
4. REPORTING TO BUILDING EMERGENCY COORDINATOR – After exiting and accounting for students, the Building Emergency Coordinator will notify emergency personnelof persons missing or trapped or persons with disabilities that are waiting assistance in areas of refuge.
5. FIRE ALARMS – Fire alarms will sound and may include strobe lights for people with hearing disabilities. When the alarm sounds, everyone must exit the alarmed area according to the evacuation plan.
Everyone Must Evacuate Immediately!
Procedures that may be hazardous if left unattended should be shut down.
Verify that everyone leaves and that all the doors are closed. Closed doors significantly reduce fire and smoke damage.
6. WHAT TO EXPECT IN A POWER OUTAGE – The University campus power system is serviced by Duke Power and, over time, has proven to be reliable, even during major windstorms. Many campus buildings are provided with emergency lighting or standby power from emergency generators. This system is automatic and should be operational within 60 seconds. Consequently, if the power does go out during class, have the people stay in their seats for a little while and wait for the power to return. If the power does not return in a reasonable length of time, (~ 5 minutes) then evacuate the classroom or laboratory. Evacuation should take advantage of available lighting unless the building is in alarm, and then use the same evacuation procedures as during a fire. Caution students that there is norush and they should take their time exiting the building. Emergency lighting may or may not be functioning in the room, hallway or stairways.
7. HOW TO REPORT AN EMERGENCY – Check each classroom, lecture hall or laboratory for the nearest working telephone, the nearest life safety (fire) alarm pull station and the nearest fire extinguisher.
a. Fire Activate Fire Alarm Pull Stationand if possible - Call 4-7675 or 911
b. Health/Police - Call 4-7675 or 911c. Hazardous Material Spill - Call 4-7675 or 911d. Facility or Utility Failure - Call 4-7675 or 911
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Everyone should calmly collect his or her coats and books andexit the classroom, lecture hall or laboratory. Please turn off the gas supplies in laboratories.Leave the room/lab and go to the nearest building exit. Know the location of alternate exits.Go to the Emergency Assembly Point. Exception: Persons with disabilities may choose to remain in place or report to an area of refuge.
The Elevators cannot
be used during a fire alarm!
What Emergency Preparedness Materials should I have with me in Class?
RosterImportant telephone numbers (in addition to Emergency Numbers)Department Administrator As appropriatePhysical Plant 4-7634Student Services 4-7696Other – as appropriate
Classroom Emergency Procedures
1. When you hear the fire alarm…
2. When there is a power outage…
3. If there is an earthquake…
4. Shelter-in-Place…
5. Student Accident or Injuries…
Everyone should stay in his or her seat to see if the outage is temporary and to let his or her eyes adjust to the lower light level.
If the outage appears to be long term, everyone should calmly collect their materials and carefully exit the building.
Drop and Cover your head for protection from material that might fall from the ceiling or walls.
After the shaking stops, calmly evacuate the building.
You should prepare to remain inside of the building or facility and take directions from designated staff or faculty Shelter-in-Place coordinators.
You should assist the injured person with immediate emergency medical care.Contact the University Police Department and the Office of Student Affairs.Collect as much information as possible concerning the accident and complete an Accident Report (Attachment in the Student Affairs, Crisis Response and Emergency Management Handbook).Forward all obtained information regarding the incident, directly to the Office of Student Affairs as soon as possible.
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University-Based Technology TransferEconomic impact on the university and the world around us
Copyright 2000 © Association of University Technology Managers. All rights reserved.
Doug Speight
Interim DirectorNorth Carolina A&T State UniversityOffice of Technology Transfer and Commercialization
What is Technology Transfer?
Technology Transfer is a term used to describe a formal transferring of new discoveries and innovations resulting from scientific research conducted at universities to the commercial sector. One way that universities transfer technology is through patenting and licensing new innovations. The major steps in this process include: 1) the disclosure of innovations; 2) patenting the innovation concurrent with publication of scientific research; and 3) licensing the rights to innovations to industry for commercial development.
How do Academic Institutions Measure Success in Technology Transfer?
Early numerical measures include the number of patents filed, license agreements executed, and new companies formed. Later, numerical measures include royalties paid to the academic institutions from the companies that commercialized their inventions and the numbers of products successfully introduced to the market. Additional models for calculating the public benefits of technology transfer activities include induced investment, return to licensee/investor, taxes, and jobs. Success is also demonstrated by the impact the particular products have on our lives (see for product vignettes.)
Within the university setting, results of technology transfer include a university's capability to retain entrepreneurial faculty and attract outstanding graduate students; its reputation for innovation; the enhancement of university research through interaction with the private sector; and, its reputation for providing highly trained students for the industrial workforce.
What are the Benefits of Technology Transfer?
Academic Technology Transfer in FY 1999-specifically the licensing of innovations by universities, teaching hospitals, research institutes and patent management firms-added more than $40 billion to the U.S. economy and supported 270,000 jobs. It has helped to spawn new businesses, create industries, and open new markets. Moreover, it has led to new products and services that improve our quality of life. From new cancer treatments to faster modems, from environmentally friendly metal processing to beautiful flowering plants, technology transfer from academic institutions is enhancing the way we live and work.
Has There Been Growth in Academic Technology Transfer Programs?
Yes. Academic institutions have seen a significant increase in technology transfer activity. Prior to 1980, fewer than 250 patents were issued to U.S. universities each year and discoveries were seldom commercialized for the public's benefit. In contrast, in FY 1999, reports indicated that 3,914 new license agreements were signed. Between FY 1991 and FY 1999, annual invention disclosures increased 63% (to 12,324), new patents filed increased 77% (to 5,545) and new licenses and options executed increased 129% (to 3,914).
Why Has There Been Such a Growth in Technology Transfer Programs?
This success in university technology transfer-and the resulting economic and health benefits isthe direct result of the 1980 Bayh-Dole Act. This legislation, co-sponsored by Senators Birch Bayh and Robert Dole, enabled universities, nonprofit research institutions, and small businesses to own and patent inventions developed under federally funded research programs. The Act provides an incentive for universities to market their innovations and for industry to make high-risk investments.
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How Does the Public Benefit from University-Industry Partnerships?
University-industry partnerships are helping to move new discoveries from the laboratory to the marketplace faster and more efficiently than ever before-ensuring that products and services reach the public more quickly and often. The partnership enables a researcher-who made the initial discovery-to participate in the further development of a product or process, which in turn, significantly reduces the time to eventual commercialization.
How Do Universities use the Royalties Earned from Licensing?
Royalties earned by academic institutions are used to help advance scientific research and education through reinvestment in the academic enterprise. The royalties are given, in part, to university research departments to provide, among other things, new opportunities for graduatestudents, buy research equipment, or fund new research. They also are used to help sustain the technology transfer process by paying for a portion of the legal fees associated with patenting and licensing, as well as technology management staff. And finally, as the Bayh-Dole Act requires, a portion of the revenues is shared with the university inventor.
Copyright 2000 © Association of University Technology Managers. All rights reserved.
For more information regarding technology transfer at North Carolina A&T State University, please contact:
Doug SpeightInterim Director North Carolina A&T State UniversityOffice of Technology Transfer and CommercializationPhone: (336) 334-7995 Fax: (336) 334-7086 Email: [email protected]
Student Initiated Programs and Unfunded Projects
By Marvin H. WatkinsSpecial Assistant to the Vice Chancellor forResearch and Economic Development
The Division of Research at NC A&T State University facilitates scholarly productivity throughout the university with the fundamental core values being customer service, quality, commitment, and excellence. The on-going major priorities for the division are to enhance research and the productivity of sponsored programs for the entire university, to provide comprehensive support services for the development and administration of research and sponsored programs, and to enhance the university’s infrastructure for technology transfer and commercialization. These major priorities also includes programs initiated by graduate students, both funded and unfunded.
Both undergraduate and graduate students at A&T are heavily involved in a variety of researchand other sponsored program activities in a diversity of areas. Most of these research activities are sponsored through individual discipline-specific research awards, or through interdisciplinaryresearch programs. All units and offices of the Division of Research, including those of the Director of Research Services and the Research Compliance Officer, are available to assist students interested in research and other sponsored programs. Please contact us at (336) 334-7995 or visit the Division of Research on the 4th floor of the Fort Interdisciplinary Research Center (IRC) Building on the main campus.
125SECTION X
How to Help GTAs Be Successful
Graduate Teaching Assistants are undoubtedly valuable members of the instructional team at A&T. While many areas have tried and true ways of gracefully blending their GTAs into the structure and flow of the department, others do so somewhat haphazardly. So regardless of where your area falls in this spectrum, the following checklist is a tool that will guide you in preparing for and orienting your GTAs to their new roles.
For the Supervising Professor:
A CHECKLIST to Help GTAs Be Successful
Teaching Assistant’s Name ___________________________________________________________________
Semester/Year _________________________________________ Dept: _______________________________
Supervising Professor’s Name _________________________________________________________________
Check off items as they are completed by initialing in the Notescolumn to the left and indicating date accomplished
Letter of appointment and job description provided to GTA.
Acceptance from GTA received/acknowledged.
List of specific responsibilities and duties provided to GTA along with important dates and deadlines.
Arrangements for compensation made.
Office space with a phone arranged.
Arrange for a mailbox and place for messages to be left.
Access to a photocopier, fax machine, computer, and printer.
Clear directions on course requirements, content, etc.
Regular guidance and feedback on the course and their performance in leading it.
Contact numbers where supervising professor can be reached at most times in the event of an emergency or crucial situation.
Please add any items that are specific to your department/area as needed.
126
GTA-to-GTA Advice
By Therese CoonGTA at N. C. A&T State University
Sometimes advice straight from another graduate student who is serving or has served as a GTA can shed light on an area that you haven’t thought about or are struggling with. Below are contributions from current and former GTA’s at North Carolina A&T State University. See which ones can help you in your new role:
From Therese Coon, Graphic Communication Systems:
Remember your classroom experiences as an undergraduate: which instructors and TAs inspired you to learn the content and do your best work? Model their behaviors in planning, instruction, feedback.
Treat your GTA assignment as a job. You’ll be writing it into your resume, right? Be professional, on time, organized, and responsive to the needs of the instructor (your boss) and the students (your customers).
What’s in it for you? Define what you want to learn from this experience and put that into your planning for the semester. Do you want to improve your content mastery? How about giving smoother presentations to the class? Find a creative way to present the material? Build relationships within the department, school or university?
Remember that you are a role model to the undergraduates. They are soaking up your perceptions and attitudes about them as students, about being a graduate student, and about your attitude toward the instructor, department and university with each interaction. We have not outgrown the poem “Children Learn What They Live”.
Tips From Former GTAs:
Reflect on what works well for you in class and what doesn't work well and find ways tofurther develop your teaching skills.
Utilize resources both in your department and on campus.
Before ever meeting the students, contact the professor in charge of the course and others involved in the course to learn as much as possible about particular responsibilities and how the course should be organized and taught.
Talk to colleagues, peers, and friends to learn from them and share teaching experiences.
Offer your students as many opportunities for communication as you are comfortable with. For example, inform students they can reach you by telephone and provide numbers and appropriate time frames for calling, or that they can send an e-mail message, drop their work or notes off in your departmental mailbox, or come by during your office hours.
Try to communicate in a variety of ways based on your audience's needs. Some of us like to listen to information, others would rather read the information, while others prefer to have it demonstrated or acted out. Still others may prefer to discuss things.
Keep your presentations simple, exciting and challenging, and adjusted to your audience's background, knowledge level and interests. Know your audience and consider the needs of the different groups in your audience to help them learn. Create opportunities for them to participate.
Students love to get feedback and it needs to be prompt. Grade student work in a consistent fashion and return it promptly. Allow students to earn extra points if they can present a convincing argument or prove that the error they made is realized and that they now know how to do it right.
127
Be sure to let students know where, when, and how they can reach you during the semester. Place the name and number of the course on the board along with your name, e-mail address, phone numbers, office location and office hours.
Ask students to introduce themselves by sharing their name, hometown, major, and what they hope to gain from the course.
Hand out 3x5 cards and ask students to give the information they just gave in the verbal introduction, along with any confidential information that will help you assist them as a student. For instance, do they have a learning disability, have they struggled with the subject in the past, or do they have a hearing problem that you can accommodate?
It can be helpful to students if you allow them time to get the names, phone numbers, and e-mail addresses from two or three other students so they can get notes and assignments from missed classes or find someone to study with during the semester.
Conduct a warm-up activity. For example, students could play a word game to help them (and you) learn names. You could also have the class brainstorm important topics for the course or conduct preliminary debate on an issue central to the course content.
Introduce students to the course syllabus and the contents within it, so they can return to the document for questions they have at alater time.
Be sure to cover attendance and homework expectations, exam and grading policies, and class participation expectations.
Explain major assignments, papers, projects, reports, and/or lab work.
Make sure you have copies of the textbook, lab manual, and any other materials used for the course.
Let students know about reserve books, check out policies, and web- sites that would be useful to them in their study.
Discuss with students how they can best read the text and study for this course.
Provide an overview of the course, key concepts, and terminology, including what you will focus on during the semester and what will receive only limited coverage.
Explain how the course builds on previous classes they may have had or how it fits into higher level courses they may one day take later on.
Offer a specific problem or challenge and work through it with the class to help them see how people in this field think about their work.
Share your interest and motivation for the subject itself. Modeling enthusiasm is key to generating students’ enthusiasm toward the subject.
Additional Resources:
TIPS FROM THE TRENCHES, linked with permission by the University of Delaware, Center for Teaching Effectiveness, TA Handbook. Education Resources Links
Graduate Students
may face the
challenge of being
husbands, wives, sons,
sisters, parents and
employees.
To Maintain Balanceand Void Burnout...
•Manage your time wisely
•Strive for excellenceNOT perfection
•Schedule play time into everyday
•Believe in yourself
•Ask someone to be your “Vent Partner”
•Always have a “Plan B”
•Exercise
•Learn to meet your own needs
•Talk with a Counselor
NC A & T State UniversityCounseling Services
108 Murphy Hall(336) 334-7727
128
Balancing Your Roles
By Shea D. Burns, Ph.D.Assistant ProfessorMathematics, Collage of Arts and Sciences
As a Graduate Teaching Assistant, you are held accountable for your own academic development as well as the academic development of the students enrolled in the classes assigned to you. Balancing these responsibilities is an ongoing process. To maintain this balance, you must create a plan of action. The following suggestions are things to consider:
1. Identify all positions that will affect your performance as a Graduate Teaching Assistant.Make a list of all the roles you will occupy during your teaching assignment and the people involved. Your agreement to be a Graduate Teaching Assistant normally does not cancel the other responsibilities in your life. Besides the obvious role of graduate student, you may have obligations to family, employment, research, etc. Unless you have made plans to eliminate these duties until the completion of your teaching assignment, they will require some attention from you.
2. Have an honest conversation with each person involved in each role to determine your responsibilities.Before you actually begin your teaching assignment, make an appointment with each person involved in your activities listed above. The goal of these meetings is to establish an agreement on your duties. For example, schedule an appointment with your academic advisor to discuss credit hours or GPA requirements needed for the semester. Allow him/her to express his/her expectations of you. Be honest about your other obligations. If his/her expectations exceed what you are capable of fulfilling, make every effort to come to an agreement that is reasonable and satisfying for both parties.
3. Manage your time wisely by prioritizing your obligations.
After establishing your duties, you should have a reasonable idea of which ones require more from you than others. Of course, because your Graduate Teaching Assistantship is dependent on your status as a graduate student, graduate classes and study time should be your first priority. Next, your Graduate Teaching Assistantship may require class time, office hours, and time for grading and preparation. In some instances, you may be able to combine these obligations. For example, during office hours, you may use time in between students to study your own class work. Make sure that you schedule some time for all your obligations regardless of their importance. For example, familymembers might understand you spending less time with them in order to focus on your studies. However, you do not want to neglect all time with them.
4. Make regular self-assessments and obtain feedback from others on your ability to meet your responsibilities.
It is very easy to focus on one activity more than the others. This is more likely to happen when one activity is more demanding than others. For example, class attendance and assignments are a regular and necessary part of graduate school. Thus, you may devote all of your attention to them and neglect the office hours for your teaching assignment. This happens often when students are always willing to let you finish your assignments and “come back to office later”. While making a self-assessment, you may be able to identify problem areas. However, it is important to get feed-back from others involved to get a complete view of your performance. Be open and willing to hear all remarks, both positive and negative, that they may share.
5. Be willing to ask for help and/or eliminate some of your responsibilities.
If you happen to get some negative feedback, ask for suggestions to help accomplish your goals.Find a mentor or partner with another graduate student who is successfully balancing his/her roles. Being accountable to another person is a good way to stay focused on your objectives. If during your self-assessment, you find that you have overextended yourself, reschedule appointmentswith the necessary people to renegotiate your duties. For example, suppose you told your students you would offer Saturday problem sessions, but you find that you need that extra day to devote to your studies. Explain to your class that you are no longer able to offer that service and find an alternative solution for them such as campus tutoring services.
129
Balancing your roles, although challenging, can be accomplished with some planning and continuing assessment. With guidance from others and thorough self-evaluation, it can become manageable.
Questions Frequently Asked by TAs
Q: What can I do to get a sense of how my sections are going?Many new GTAs are unsure about their teaching performance. In fact, all new teachers inevitably hit some rough spots early in their development. Despite the urge to keep one's questions private for fear ofbeing judged, it is usually extremely helpful to discuss problem areas with other GTAs. Once you view teaching as an ongoing learning process, you realize that any problems you are encountering have been experienced by nearly everyone in your department at one time or another. Developing an open attitude toward your teaching and toward feedback about your teaching makes it easier to identify and develop your strengths and work on your limitations. Two ways to gather feedback are (1) through the use of a mid-semester (or earlier) assessment survey; and (2) by scheduling a videotaped recording of one of your sections and a follow-up consultation, a service offered free of charge by The Academy of Teaching and Learning.
Q: I recently had my students do a mid-term evaluation of the class, and the feedback was not very positive. Can you give me some suggestions on how I can improve my teaching?First, you should set up an appointment with your supervising professor who can review the feedback with you. Second, you might consider being videotaped in the classroom and receiving feedback on your teaching from The Academy of Teaching and Learning. This is one of the most effective ways to improve your teaching. Third, the campus library has a multitude of books and articles on various pedagogical topics that can be of assistance to you.
Q: What should I do if I know some of my students are struggling in the course, e.g., if they receive a D or F on their first paper or exam?This is a complex question, one that has no easy answers but highlights a vital role you will play as a GTA. Often GTAs are the first “official” university personnel to become aware of student difficulties. At aminimum, you should establish personal contact with such students after the first paper or exam, perhaps by writing a note on their papers or exams, inviting them to come see you for assistance. You should also discuss the matter with your supervising professor. Additionally, you should refer the student to the services of the Center for Student Success, which can provide counseling and assistance for students before they encounter even more serious academic difficulties. Their phone number is (336)334-7855.
Q: A student handed in a paper that I think was plagiarized. What should I do?You should discuss it with the your supervising professor immediately to decide an appropriate course of action to take. Plagiarism, cheating, unauthorized possession of examination materials, and unauthorized changing of a grade all fall under the auspices of academic dishonesty, which is outlined in detail in the Student Handbook under the “Student Conduct” section. Please review this section of the handbook for more detail.
Q: What should I do if I suspect a student is carrying a firearm, weapon, or illegal substances?The University upholds a zero tolerance policy on illegal drugs, as well as forbids the possession of weapons of any type on campus. If you have a reason to believe a student in your class has any of the above in his or her possession you should not confront the student yourself, but get to a phone where you can make a private call and contact either the supervising professor, department chair, or the campus police for assistance. The campus police numbers are (336)334-7128 or 334-7144.
If possible, engage the class in a reading assignment or other activity that will occupy them while you leave to make the phone call. No indication should be made that there is an ensuing problem.
Q: What if a student challenges me or exhibits disruptive behavior in the classroom?If the student is challenging the subject matter being taught, try to be open to the challenge and encourage them to express why they do not accept things “as is,” acknowledging that it is wise to not passively accept everything they hear. At the same time, do not allow their challenge to disrupt learning for the rest of the students. It may be something that can be best resolved after class.
However, if the student is being blatantly disruptive, do your best to defuse the student’s anger and/orresolve the problem while maintaining a tone of calmness and professional objectivity. If the situation appears to be escalating out of control, either go yourself, or send another student, to the nearest
130
administrative office or use a cell phone to contact campus police for assistance. The campus police numbers are (336) 334-7128 or 334-7144. Be sure you can give them the building and room number where the class is being held.
NEVER threaten a student in any way, and do not give in to their demands just to avoid confrontation. Again, either diffuse the situation, ask them to meet with you after class to resolve the issue, or if necessary, call campus police. If you do meet the student after class and they are still highly agitated or aggressive, it is advisable to have another GTA or professor present.
Q: What should I do if a student comes to me with a personal problem?Students are more likely to go to GTAs than to professors with personal problems. While some personal contact and general advice is certainly within the domain of your role as GTA, for larger personal problems you should refer students to the services on campus available for them.
Trained professional counselors in Counseling Services, located in Room 108 of Murphy Hall, offer confidential counseling to students for educational, career, social, personal or emotional concerns. Theirphone number is (336) 334-7727. For health concerns, Sebastian Health Center provides primary health care, counseling and health/wellness education. Their phone number is (336) 334-7880.
Q: What should I do if students confide in me about problems they are having with the supervising professor's lectures, assignments, and exams?Undergraduates are much more likely to air their discontent with the course with GTAs and not with professors. When this happens, GTAs should encourage students to use the professor's office hours to share their thoughts and ideas directly. If they are not already scheduled, GTAs should suggest periodic meetings with the professor to go over the mechanics of the course and to air their problems and discussstudent progress. Graduate students sometimes find it difficult to offer constructive criticism to professors, particularly when they are involved with professors in other academic areas. Providing feedback can be made easier by scheduling regular feedback meetings before the semester begins.
Q: What should I do if I ever encounter difficulties with either my supervisor or other GTAs I am working with in a particular course?Difficulties among co-workers can arise in any situation. Problems are best handled by discussions among the parties involved. If difficulties continue with fellow GTAs, you should speak to the course supervisor. If this doesn't clear things up, see your department's chair. Most minor tensions and difficulties can be settled by simply talking with the people involved, but you should always feel freeto consult others when difficulties arise.
Q: What constitutes Sexual Harassment when it comes to students and GTAs?The policy of the University states that sexual harassment is defined as deliberate, unsolicited and unwelcome verbal and/or physical conduct of a sexual nature or with sexual implications, which has or may have direct employment or academic consequences resulting from acceptance or rejection of such conduct.
Q: Does the Faculty Handbook have a policy on It?As a GTA, you should maintain a friendly but professional relationship with your students and provide no cause for them to feel uncomfortable about the student/instructor relationship. On the other hand, should a student make advances directed at you personally, you should make it clear that while you are in the role of instructor of a class that he or she is enrolled in, it is advisable to keep the relationship strictly as student/instructor and nothing more.
Q: What if a student challenges a grade I’ve given them on an assignment?Agree to meet with the student individually and hear their reason(s) for challenging the grade. You may want to reiterate the grading policy and explain why you gave them the grade you did. If you still have not come to terms at this point, inform the student that you will meet with the supervising professor and seek his/her feedback. Give them a time frame in which they should hear back from you. Then make it a point to speak with your supervising professor and ascertain if the grade should stand as given, or if any adjustment is warranted. Make sure you follow up with the student in a timely manner and do so in private, either outside of class or ask them to stay after class.
131
REFERENCE GUIDE TO CAMPUS RESOURCESArea Code is 336
Departments Phone FaxAcademic Affairs, Division of 334-7965 334-7136
Accounting Department 334-7581 334-7093
Accounting Office - Business & Finance 334-7684 334-7013
Administrative Affairs 334-7804 334-7227
Administrative Information Systems 334-7440 334-3833
Admissions Office 334-7946 334-7478
Affirmative Action Office 334-7977 334-7136
Agriculture, School of 334-7979 334-7580
Agricultural Economics Department 334-7943 334-7793
Education Department 334-7711 334-7257
Agricultural Engineering Department 334-7787 334-7270
Air Force ROTC 334-7588 334-7184
Animal Science Department 334-7547 334-7288
Architectural Engineering Department 334-7575 334-7126
Army ROTC 334-7588 334-7184
Art Department 334-7993 334-3635
Arts & Sciences, College of 334-7806 334-7173
Biology Department 334-7907 334-7105
Bookstore 334-7593 334-7481
Budget Office 334-7631 334-3827
Business Administration Department 334-7656 334-7093
Business & Economics, School of 334-7632 334-7233
Business Education & Administration Department 334-7657 334-7093
Business and Finance, Division of 334-7587 334-7914
Business Services 334-7703 334-3827
Campus Mail Center 334-7544 334-4787
Campus Police 334-7675 334-7230
Career Services 334-7755 334-7018
Center for Distance Learning 256-0355 256-0357
Chancellor's Office 334-7940 334-7082
Chemical Engineering Department 334-7564 334-7904
Chemistry Department 334-7601 334-7124
Civil Engineering Department 334-7737 334-7667
Computer Science Department 334-7245 334-7244
132Departments Phone FaxConstruction Mgmt. & Safety Department 334-7590 334-7433
Contracts & Grants 334-7683 334-7013
Counseling Services 334-7727 334-7284
Development & University Relations, Division of 334-7654 334-7094
Economics Department 334-7744 334-7093
Education Leadership & Policy Department 334-7522 334-7033
Education, School of 334-7757 334-7132
Electrical Engineering Department 334-7761 334-7716
Electronics & Computer Technology Department 334-7718 334-7546
Engineering, College of 334-7589 334-7540
English Department 334-7771 334-3342
Financial Aid Office 334-7973 334-7954
Food Service 334-7560
Foreign Language Department 334-7886 334-3634
Foreign Students Advisor 334-7551 334-7103
Graduate School Office 334-7920 334-7282
Graphic Communication Systems Department 334-7550 334-7577
Handicap Students Affairs 334-7791 334-7378
Health Services Center 334-7880 334-7264
Health, Physical Education & Recreation Department 334-7719 334-7264
Helpdesk 334-7195 334-3833
History Department 334-7831 334-7837
Housing Operations 334-7708 334-7170
Human Development & Services Department 334-7916 334-7280
Human Environment & Family Services Department 334-7850 334-7265
Human Resources Office 334-7862 334-7477
Industrial Engineering Department 334-7780 334-7729
Information & Directory Assistance 334-7500 334-7214
Information Services & Policy Development 334-7085 334-7227
Information Technology and Telecommunications 334-7856 334-3833
Internal Auditor 334-7910 334-7227
Landscape Architecture 334-7520 334-7844
Learning Assistance Center 334-7855 334-7010
Legal Affairs 334-7592 334-7194
Library Services 334-7782 334-7281
Manufacturing Systems Department 334-7758 334-7704
133Departments Phone FaxMathematics Department 334-7822 334-7283
Mechanical Engineering Department 334-7621 334-7417
Memorial Union 334-7571 334-7380
Music Department 334-7926 334-7484
Natural Resource & Environmental Design Department 334-7543 334-7844
Nursing, School of 334-7751 334-7637
Payroll 334-7888 334-7013
Physical Plant 334-7626 334-7214
Physics Department 334-7646 334-7283
Political Science Department 334-7666 334-7321
Psychology Department 334-7970 334-7538
Purchasing 334-7555 334-7013
Registrar, Office of 334-7595 334-7466
Research, Division of 334-7995 334-7086
Salary Administration 334-7794 334-7227
Sociology & Social Service Department 334-7894 334-7197
Speech Comm. & Theatre Arts Department 334-7900 334-7770
Student Activities 334-7676 334-7366
Student Affairs, Division of 334-7696 334-7103
Student Government Association 334-7820 334-7380
Student Teaching & Internships 334-7663 334-7132
Summer School & Continuing Education 334-7607 334-7081
Technological Graphic Communication Department 334-7550 334-7098
Technology, School of 334-7567 334-7098
Ticket Office 334-7749 334-7382
Title III Coordination 334-7166 334-7136
Transportation Institute 334-7745 334-7093
Treasurer's Office 334-7721 334-7208
Veteran's Office 334-7765 334-7333
Waste Management Institute 334-7030 334-7399
134
Consistentlyexcellent, errors,
seldom
Output unusually high, exceptionally
fast
Consistentlydependable
Consistentlyinspires others to
work with andassist co-workers
Consistently present and on
time
Exceptional ability to
supervise/teach
Better thanaverage, few
errors
Does a goodday’s work, better than
average quantity
Dependable inmost respects
Quick to volunteer to
work with andassist others
Seldom absentor late
Above averageability to
supervise/teach
Consistentlysatisfactory,
occasional errors
Average, turnsout required
amount of work,seldom more
Ordinarilydependable
Generally workswell with andassist others
Average attendance
record, usuallyon time
Adequate skillsin supervisory
/teachingresponsibility
Frequent errors,careless
Slow output,frequently belowrequired quantity
Frequentlyundependable
Cooperates onlywhen has to,
frequent conflict
Frequentabsences
and tardiness
Has somedifficulty with
supervisory andteaching skills
Unsatisfactory,many errors
Output inadequate toretain on job
Consistentlyundependable
Consistentlydoes not workwell with orassist others
Attendance toopoor to retain
Exhibits little tono supervisory/
teaching capability
Quality of WorkAccuracy, thoroughness,
neatness
Quantity of WorkProductive Output
DependabilityFollows instructions,
judgment
CompatibilityAttitude, ability to get
along with others
Attendance
Supervisory/TeachingAbility
NORTH CAROLINA A&T STATE UNIVERSITY APPENDIX A
School of Graduate StudiesGRADUATE ASSISTANT EVALUATION
Department ___________________________________________________________________________________
Name of Graduate Assistant: ___________________________________________________________________
Contract Period: From __________________________________ Through _____________________________
GRADUATE: ❒ Administrative Assistant ❒ Laboratory Assistant ❒ Research Assistant ❒ Teaching Assistant
PERFORMANCEFACTORS PERFORMANCE APPRAISAL
Far Exceeds Exceeds Meets Partially Meets Does Not Meet
Immediate Supervisor’s Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Recommendation (check one): Retain: ❒ Yes ❒ No Reassign: ❒ Yes ❒ No
Graduate Assistant’s Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_____________________________________________ ________________________________________________Supervisor Date Graduate Assistant Date________________________________________Department Chair or Graduate Coordinator Date Signatures Required:
135
AAcademic Advising - 97Adults as Learners - 52
Sources Used - 52Advising Students - 97Appendix A - 134Appendices - 135
BBalancing Your Roles - 128
Questions Frequently Asked by TAs - 129Benefits of Having a Mentor - 11
Resources For Additional Advice - 13
CChecklist for Teaching - 29Classroom Situations to Consider - 26
Absenteeism - 26Be Prepared - 26Be Professional - 26Disruptive Students - 26Inadequate Writing Skills - 26Personal Issues - 26 Plagiarism - 26Tardiness - 27Textbooks - 26Use Various Forms of Course
Delivery - 26Cooperative Learning - 51
Additional Resources - 51Course Planning and Design - 35
Course Planning - 35References - 36
Cultural Dimensions - 10
DDiversity in The Classroom - 39
References - 42Duties of GTAs - 2
General Assistant to a Professor - 3Grader - 3Laboratory Assistant - 3Recitation or Discussion Leader - 2Tutor - 3
EEffective Instruction - 15
E (Continued)Additional Resources - 17Effective Communication Skills - 17Instructional Planning - 16Monitoring Student Progress - 17Summary - 17
Establishing the Classroom Climate - 33Allow for Student Input into Course
Framework - 34Communicate Interpersonal Sensitivity - 34Get to Know Your Students - 33Have High Student Expectations - 34Promote and Provide Multicultural
Viewpoints - 34Provide All Students the Opportunity to
Participate - 34Use a Variety of Instructional
Strategies - 34Evaluating Student Performance - 94
FFUTURES - VII
GGraduate Teaching Assistants As Writing
Teachers - 33Recommended Reading - 33
GTA-to-GTA Advice - 126Additional Resources - 127
HHow Students Learn - 46
Additional Information - 46
IIncorporating Instructional Technology - 61
Additional Resources - 61Instructional Support and Services - 108
KKeeping Records - 95
LLearning Styles and Preferences - 46 References - 47List of Contributors - VIII
INDEX
136MModes of Teaching - 21
Additional Resources - 22Case Study - 21Collaborative Learning Groups - 21Concept Checks - 21Large/Small Group Discussion - 22Research Projects - 21
N Notes on Effective Learning - 69
OOverview of the Contents - X
PPlanning A Class - 64Preface
Acknowledgements - VIPreferences for Good Practice in
Undergraduate Education - 47Additional Resources - 50Bibliography - 50
Preparing the Professional Portfolio - 111Collecting Materials for a Professional
Portfolio - 112Developing a Professional Portfolio - 111Organizing a Professional Portfolio - 111References - 113
Bibliography - 50Additional Resources - 50
Principles for Good Practice in Undergraduate Education - 47
Professional/Ethical/Legal Responsibilities forGraduate Assistants - 118
RRecommending ESL for International Teaching
Assistant - 99Reference Guide to Campus Resources - 131Reflective Practice - 104Steps to Becoming a Reflective
Practitioner - 104Role of the TA as a Faculty/Student
Liaison - 98
SSafety and Emergency Procedures in The
Classroom - 120
S (Continued)Instructor's Responsibility - 120Supplemental Information - 120
Safety Considerations - 73Laboratory Safety Guidelines - 73Section I - 1Introduction - 1 What It Means to be a GA at
NC A&T SU - 1Section II - 10International GTAs - 10 Language Requirements - 10
Section III - 14Foundations of Good Teaching - 14Overview - 14References - 14
Section IV - 28Orientation at NC A&T State
University - 28Getting Started - 28Checklist for Teaching - 29
Additional Resources - 32Section V - 44
Helping Student Learn - Overview - 44Helping Students Learn - 45
Section VI - 54Multiple Instructional Strategies, Situations, Techniques, Technologies,
and Tools - 54Section VII - 81
Grades and ClassroomManagement - 81Testing and Grading - 81
Introduction - 81Grading Assignments and
Activities - 82Testing - 86
Section VIII - 102Professional Development - 102
Overview - 102Audio/Video Observation - 103Case Studies - 102Professional Organization
Membership - 102Teaching Journals - 102Teaching Portfolios - 103
137S (Continued)Section IX - 114
Graduate Assistantship Administrative Policy - 114
Section X - 125How to Help GTAs Be Successful - 125
Checklist for the Supervising Professor - 125
Standards for Graduate Teaching Assistants - 4Assessment - 8
Communications and Technology - 7Content Pedagogy - 4Diverse Learners - 5Knowledge, Skills, and Attitude to be an
Effective GTA - 4Motivation and Management - 7Multiple Instructional Strategies - 6Planning - 7Reflective Practice: Professional Growth - 8School and Community Involvement - 9Student Development - 4
Strategies to Enhance Learning - 75Table of Instructional Activities - 76
Additional Resources - 77Student Initiated Programs and Unfunded
Projects - 124Student Surveys - 105
Additional Resources - 107Suggestions for The First Day of Class - 37
TTeaching Laboratory Sections - 70
Accidents and Incidents - 72Clean Up Procedures - 71Lost and Found - 72Quizzes and the Final Examination - 72Reviewing the Experiment for the Day - 71Safety Tips - 71Teaching Tips - 72
Teaching Methods and Active Learning - 23Teaching Strategies for a Diverse Student
Body - 78Teaching Through Discussion - 63
References - 63Teaching with Technology - 54
Auditory Media - 56Computers and Instruction - 59
T (Continued)Media (Audio-Visual Aids) - 55Motion Media - 56Visual Media - 55
The Teacher - Student Relationship - 100References - 101
The Ten Commandments of Teaching - 15Time Management in The Classrooms - 53Tips for Conducting The Class - 38Traits of Effective Teaching - 18
Additional Resources - 20Teaching Styles - 20What Can Graduate Students Do To
Be More Effective TAs? - 20Types of Graduate Assistant Roles and
Duties - 2Graduate Administrative Assistant - 2Graduate Research Assistant - 2Graduate Teaching Assistant - 2Graduate Teaching Assistant - 2
UUniversity-Based Technology Transfer - 123University Contacts - IXUsing Your Voice - 79
References - 80
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