teacher's assistant handbook by Mariano Lozano

Center for Teaching Development

GRADUATE TEACHING ASSISTANT HANDBOOK Teaching Assistants

UNIVERSITY OF CALIFORNIA, SAN DIEGO

Office of Graduate Studies and Research Center for Teaching Development

GRADUATE TEACHING ASSISTANT HANDBOOK

Revised Edition, September 2005 by Rosalind Streichler, Ph.D. Director, Center for Teaching Development

Based on Original Manuscriptâ&#x20AC;&#x201D;Teaching Assistance prepared by John D. Andrews and Richard Gale

Part I prepared by Office of Graduate Studies and Research

FOREWORD

Graduate teaching assistants play a major role in the educational process at UCSD. As a Teaching Assistant (TA) you will participate in the instruction, advising, and evaluation of undergraduates. In many cases, especially in courses with large enrollments, you will provide the human contact and personal motivation that can make the difference between success and failure for individual students. For this reason a teaching assistantship carries with it considerable responsibility. The purpose of this handbook is to provide you with some of the information you will need to meet this responsibility A teaching assistantship also provides you with an extremely valuable opportunity for professional development. As an apprentice you can learn the art of good teaching, you can find out whether teaching is the career for you, and you can acquire the deeper understanding of your field that only teaching the subject can provide. I hope the information provided here will stimulate and facilitate your interest in effective teaching.

Richard Attiyeh Dean of Graduate Studies

TABLE OF CONTENTS INTRODUCTION....................................................................................................................... PART I ......................................................................................................................................... 1 POLICIES AND PROCEDURES GOVERNING THE TEACHING ASSISTANTSHIP .............................................................................. 1 Definition and Responsibilities of a Teaching Assistant (TA) ............................. 1 Teaching Assistant ................................................................................................ 1 CRITERIA FOR APPOINTMENT AS A TEACHING ASSISTANT ............................ 1 Departmental Criteria............................................................................................ Good Standing Requirements ............................................................................... Registration Requirements.................................................................................... Support Time Limits ............................................................................................. Teaching as a Degree Requirement ...................................................................... Teaching Assignments .......................................................................................... Time and Duration of Appointments .................................................................... Employment Forms............................................................................................... Allocation of Teaching Assistantships..................................................................

1 1 2 2 2 2 2 3 3

ADMINISTRATION........................................................................................................ 3 Department Chair.................................................................................................. Graduate Adviser .................................................................................................. Departmental Graduate Coordinators ................................................................... Graduate Council .................................................................................................. Office of Graduate Studies and Research (OGSR) .............................................. Assistant Dean for Student Affairs ....................................................................... Teaching Assistant Development Advisory Committee (TADAC) .................... Graduate Student Association (GSA) ................................................................... Graduate Student Intern, OGSR ...........................................................................

3 4 4 4 4 4 4 4 5

FINANCIAL MATTERS ................................................................................................. 5 Tax Status.............................................................................................................. TA Salaries............................................................................................................ Service and Pay Period ......................................................................................... Registration ........................................................................................................... TA Loan Fund....................................................................................................... TA Deferment/Payroll Deduction of Resident Fees ............................................. TA Health Insurance (TAHI) and TA Fee Remission (TAFE) ...........................

5 5 5 5 6 6 6

TA PERFORMANCE EVALUATIONS ......................................................................... 6 ETHICS AND UNACCEPTABLE CONDUCT .............................................................. 7 STUDENTS WITH DISABILITIES ................................................................................ 8 Accommodation Requests And Dispute Resolution............................................. 8 CONFLICT RESOLUTION AND STUDENT APPEALS.............................................. 9 Academic Appeals ................................................................................................ 10 Non-Academic Appeals and Grievances .............................................................. 10 Employment Appeals............................................................................................ 11 ACADEMIC DISHONESTY ........................................................................................... 11 STUDENT CONDUCT .................................................................................................... 11 CONFIDENTIALITY OF STUDENT RECORDS.......................................................... 11 SEXUAL HARASSMENT............................................................................................... 12 Office of Sexual Harassment Prevention and Policy (OSHPP)............................ 12 Resolution ............................................................................................................. 12 Romantic Relationships with Students ................................................................. 12 On-Line Resources................................................................................................ 13 Title IX Coordinator ............................................................................................. 13 UNIVERSITY DOCUMENTS OF VALUE TO TEACHING ASSISTANTS ............... 13 PART II........................................................................................................................................ 15 CENTER FOR TEACHING DEVELOPMENT ..................................................................... 15 UCSD POLICY ON TRAINING, SUPERVISION, AND EVALUATION OF TEACHING ASSISTANTS ....................................................................................... 16 Office of Graduate Studies and Research ............................................................. 16 Teaching Development Advisory Committee ...................................................... 16 Center for Teaching Development........................................................................ 16 Academic Departments and Programs.................................................................. 17 Department and Program TA Faculty Advisers.................................................... 17 Responsibilities of Instructors Regarding TAs ..................................................... 17 Duties and Responsibilities of TAs....................................................................... 18

THE TEACHING ASSISTANT AT UCSD..................................................................... 19 The TA as a Teacher ............................................................................................. 19 TA-Faculty Relationships ......................................................................... 19 TA-Student Interaction ......................................................................................... 20 Sections ..................................................................................................... 20 Office Hours.............................................................................................. 20 THE PROCESS OF TEACHING ............................................................................................. 21 SYLLABUS PREPARATION ......................................................................................... 22 PREPARING TO TEACH......................................................................................................... 23 ESTABLISHING OBJECTIVES ..................................................................................... 23 LESSON PLANNING ...................................................................................................... 24 Introduction........................................................................................................... 24 Development ......................................................................................................... 24 Conclusion ............................................................................................................ 24 Additional Considerations .................................................................................... 25 Post-Lesson Analysis ............................................................................................ 25 LEADING DISCUSSION SECTIONS ..................................................................................... 26 ENCOURAGING STUDENT PARTICIPATION........................................................... 26 Establishing Rapport............................................................................................. 26 Concrete Suggestions for Establishing Rapport ................................................... 27 Responding to Student Ideas................................................................................. 28 Providing Corrective Feedback Without Discouraging Students ......................... 28 Encouraging Complex Thinking........................................................................... 29 THE MAJOR CATEGORIES OF THE COGNITIVE DOMAIN ........................................ 31 Cognitive Domain Exercise .................................................................................. 32 Questioning Strategies .......................................................................................... 32 Questioning Strategies For Organizing Ideas ....................................................... 33 Questioning Strategies For Synthesis and Creativity............................................ 33 Helping Students Organize Their Own Learning ................................................. 34 ANALYTICAL PROBLEM SOLVING ................................................................................... 35 PROBLEM SOLVING TECHNIQUES ........................................................................... 35

Distinguishing Problems From Exercises............................................................. 35 Problem Solving as Application ........................................................................... 35 The Problem Solver as Teacher ............................................................................ 36 Problem Solving Suggestions ............................................................................... 36 TEACHING IN THE LABORATORY .................................................................................... 39 PLANNING THE LABORATORY ................................................................................. 39 LEADING THE LABORATORY SECTION.................................................................. 40 Helpful Suggestions .............................................................................................. 40 EVALUATING THE LABORATORY EXPERIENCE .................................................. 41 EFFECTIVE LECTURING ...................................................................................................... 42 REASONS FOR LECTURING........................................................................................ 43 LECTURE ORGANIZATION ......................................................................................... 43 LECTURE PREPARATION ............................................................................................ 44 EFFECTIVE LECTURING TECHNIQUES.................................................................... 44 Producing Good Listeners..................................................................................... 45 A Step-By-Step Outline For Lecturing ................................................................. 48 INSTRUCTIONAL TECHNOLOGY....................................................................................... 52 SOME USES OF COMPUTER TECHNOLOGY FOR INSTRUCTION ....................... 52 ESTABLISHING POSITIVE CONDITIONS FOR LEARNING ......................................... 53 UNDERSTANDING ISSUES OF DIVERSITY.............................................................. 53 Students With Disabilities..................................................................................... 53 Ethnic, Gender, Cultural Diversity ....................................................................... 54 Student Learning Styles ........................................................................................ 55 CLASSROOM MANAGEMENT.............................................................................................. 55 THE TEACHER-STUDENT CONTRACT ..................................................................... 55 DEALING WITH PROBLEMS ....................................................................................... 56

Rapport.................................................................................................................. 56 Humor ................................................................................................................... 57 Challenge to Authority.......................................................................................... 57 Academic Dishonesty ........................................................................................... 58 TEACHING WRITING ............................................................................................................. 58 WHAT STUDENTS NEED TO KNOW.......................................................................... 59 In General.............................................................................................................. 59 About Assignments............................................................................................... 59 Anxiety.................................................................................................................. 60 Grading ................................................................................................................. 60 THE PROCESS OF EVALUATION ........................................................................................ 61 THE BASICS OF EVALUATION................................................................................... 61 UNIVERSITY TESTING PROCEDURES...................................................................... 62 Constructing a Test .............................................................................................. 62 Administering a Test............................................................................................. 62 Assigning Grades .................................................................................................. 63 CRITIQUING IN THE ARTS .......................................................................................... 64 FEEDBACK ON YOUR TEACHING............................................................................. 64 Questionnaires....................................................................................................... 65 Class Interview...................................................................................................... 65 Videotaping........................................................................................................... 65 Classroom Assessment.......................................................................................... 66 Self-Assessment.................................................................................................... 66 Combined Assessment .......................................................................................... 66 ADDITIONAL ASSISTANCE .................................................................................................. 67 TEACHING ASSISTANCE............................................................................................. 67 ACADEMIC ASSISTANCE ............................................................................................ 67 Academic Advising............................................................................................... 67 CAREER-RELATED ASSISTANCE .............................................................................. 68 PERSONAL ASSISTANCE............................................................................................. 68

OTHER ASSISTANCE………………………………………………………………... ........................... 68 CONCLUSION ........................................................................................................................... 68 APPENDICES ............................................................................................................................. 69 I. II. III. IV. V. VI. VII.

UCSD POLICY ON INTEGRITY OF SCHOLARSHIP........................................ 70 NOTIFICATION OF RIGHTS UNDER FERPA FOR POSTSECONDARY INSTITUTIONS .......................................................... 71 SEXUAL HARASSMENT POLICY AND DEFINITION..................................... 72 POLICY ON ENGLISH LANGUAGE SKILLS OF INTERNATIONAL TEACHING ASSISTANTS (ITALP).............................. 75 UCSD SUGGESTIONS FOR PREVENTING INCIDENTS OF ACADEMIC DISHONESTY ............................................................................ 76 PREPARING PROFESSIONAL FACULTY.......................................................... 77 TA TRAINING COMPETENCIES ........................................................................ 78

PART I POLICIES AND PROCEDURES GOVERNING THE TEACHING ASSISTANTSHIP Definition and Responsibilities of a Teaching Assistant (TA) A teaching assistant (TA) at the University of California, San Diego is a registered graduate student chosen to meet the needs of the department and as a result of the student’s scholarship and promise as a teacher. The TA serves as an instructional apprentice under the tutelage and supervision of a faculty member.

Teaching Assistant A teaching assistant (TA) assists in the instruction of an upper or lower division course at the University under the supervision of a faculty member. The TA primarily assists the faculty member in charge of the course by conducting discussion or laboratory sections that supplement faculty lectures and by grading assignments and examinations. A TA may also assist with the development of assignments or exams, hold office hours and proctor examinations. In the case of basic language, reading and composition, some other skills-building courses, and a few other courses, a teaching assistant may lead the class meetings, but as with all other TAs, the general instructional content of the course, as well as the official assignment of student grades and decisions on grade appeals, are the responsibility of the faculty member in charge of the course. In no instance shall a teaching assistant be assigned responsibility for the entire instruction of a course.

CRITERIA FOR APPOINTMENT AS A TEACHING ASSISTANT Departmental Criteria Departments usually appoint graduate students as TAs based on the needs of the department and students’ academic excellence and promise as teachers. Students who are appointed in departments other than their own must also meet standards for support within their own graduate department. Appointment of a non-degree student to a Teaching Assistantship is an exception and requires approval by the Dean of Graduate Studies. Graduate students appointed as TAs must remain in good standing as described below.

Good Standing Requirements A student in good standing meets the University criteria for scholarship, which are based on the student’s grade-point average (GPA) and departmental reviews. A graduate student must maintain a 3.0 GPA and have no more than eight units of F and/or U, unless the department’s requirements are more stringent. Students will receive an annual written academic evaluation from their department; evaluations are completed by the last day of the spring quarter. The purpose of the evaluation is to inform students of their strengths, weaknesses, and scholastic progress, as well as to encourage communication between students and faculty. Students are permitted to add their comments to these evaluations before signing them. A signature on the evaluation testifies to the student’s knowledge of the assessment but does not necessarily signify agreement with the evaluation. Good standing is a requirement to: • retain campus appointments • retain fellowship, scholarship, or traineeship appointments • advance to candidacy for a graduate degree • take a leave of absence • receive a graduate degree from UCSD 1

Registration Requirements Graduate students appointed as TAs for more than 25% time must register for and complete a minimum of 12 units each quarter (which may include credit in the departmental Teaching 500 series). Part-time students (enrolled in less than 12 units) may, at the discretion of the department, be appointed as TAs at no more than 25% time. Students on leave of absence may not receive any type of university support including teaching assistantships or on-campus employment. (On-campus employment includes University Extension.)

Support Time Limits Each department has established it own support time limit standards. Students should check with departments for specific information regarding support.

Teaching as a Degree Requirement Many departments require students to serve a period as teaching apprentices. Teaching Apprentice courses carry numbers in the 500 series. Normally, four units are earned for a 50% TA, three units for a 33% TA, and two units for a 25% TA. The nature and extent of the duties required for teaching in each department are described in the course listings in the General Catalog.

Teaching Assignments Departments are required to notify graduate students in writing as soon as practicable after hiring decisions are made about TA assignments and workloads for the following year. Most TA appointments are for one year; occasionally funding constraints or undergraduate enrollment patterns make it necessary for departments to offer less than year-long appointments. Graduate students who accept an offer of a teaching assistantship have a professional obligation to teach during that period. Students who are not able to fulfill their commitment to teach should notify the department as early as possible as qualified replacements must be found and trained. For additional information regarding appointment notification and appointment security, please see the Collective Bargaining Agreement (CBA) which can be found on the OGSR web site at http://ogsr.ucsd.edu/ase/index.htm.

Time and Duration of Appointments Appointment as a TA may not exceed 50% time, nor may such an appointment in combination with other employment within the University exceed 50% time. The Dean of Graduate Studies must approve requests for exceptions made by the academic department. Graduate students appointed as 50% TAs are expected to devote 220 hours over the quarter to all assignments related to their teaching. TAs with appointments at less than 50% time devote proportionately less time to their duties (e.g., 25% requires 110 hours/quarter, 33% requires 147 hours/quarter). A TA appointment is for one academic year or less; however, it may be terminated prior to the expiration of time for good cause such as incompetence, misconduct, or failure to carry out responsibilities set forth by the supervising faculty (see section on Ethics and Unacceptable Conduct on page 8). Also consult the Discipline and Dismissal Article 7 of the CBA on the OGSR web site at http://ogsr.ucsd.edu/ase/index.htm.

Employment Forms The following forms are used in processing TA appointments: 1. State Oath of Allegiance (required for U.S. citizens only) 2. Patent Policy and Patent Acknowledgment Form 3. I-9 Form: Federal regulations require employers to certify that everyone hired after November 6, 1986 be legally entitled to work in the United States. Verification of eligibility for employment must take place within three days of initial employment. 4. Payroll Check Disposition Request – completed and signed by the employee. Employees may elect to have their paycheck sent to their department or electronically deposited into a checking or savings account. 5. UCSD W-4 Withholding Form – when completing this form, you are indicating how much Federal and State Income Tax should be withheld from your paycheck each month. The amount varies depending upon whether you are married or single and the number of exemptions claimed (e.g., claiming “1” exemption has more taxes withheld than claiming “2” exemptions). 6. Additional forms are required for international students. The employing departments prepare these forms. U.S citizens must sign the State Oath of Allegiance on or before the first day of the quarter. Failure to do so may cause a delay in receiving a paycheck or a reduction in pay.

Allocation of Teaching Assistantships TAships are allocated to departments and programs by the Campus Program Review Committee acting on recommendations by the six college Provosts and the Dean of Graduate Studies. The Program Review Committee is made up of faculty, top academic officials, and students. It makes recommendations to the Vice Chancellor-Academic Affairs on allocations of all funds received from the State of California for instruction and research activities on the general campus.

ADMINISTRATION Department Chair The Chair is appointed by the Senior Vice Chancellor-Academic Affairs after consultation with tenured members of the department. The department chair is leader of the department and is responsible for guiding the programs of the department in teaching, research, and other functions; for the recruitment, selection, and evaluation of both academic and staff personnel; and for receiving and taking appropriate action on questions, complaints, and suggestions from faculty, staff, and students. Duties of the chair include making teaching assignments and assigning other duties to members of the department, preparing the schedule of departmental course offerings, making arrangements for the advising of students, and arranging for the training and supervision of teaching assistants. In carrying out these responsibilities, the chair is expected to seek the advice of departmental faculty colleagues and the advice of students on matters of concern to them.

Graduate Adviser The Graduate Adviser is a faculty member appointed to oversee the department's graduate program and graduate student affairs. Often the Graduate Adviser is assigned responsibility for the selection, supervision, and education of TAs. In large departments, the Graduate Adviser's responsibilities may be assigned to more than one faculty member. Some departments use other titles for this position, such as Chair of Graduate Committee or Vice Chair for Graduate Education.

Departmental Graduate Coordinators Graduate Coordinators are non-faculty staff who have administrative responsibility for graduate student matters and are an excellent source of information on TA matters. They can be invaluable aids with office assignments and scheduling matters; they also serve as a source of information and provide assistance in areas of student academic concerns.

Graduate Council The Graduate Council is a standing committee of the Academic Senate composed of faculty, the Dean of Graduate Studies, ex officio, and two graduate students selected by the Graduate Student Association. The Council's responsibilities cover the entire spectrum of graduate education, from making recommendations on new graduate programs, to setting eligibility criteria for teaching assistantships, to reviewing appeals from individual graduate students on academic matters.

Office of Graduate Studies and Research (OGSR) The Office of Graduate Studies and Research (OGSR) is the administrative agency of the Graduate Council. It is headed by a Dean, appointed by the Chancellor on the recommendation of the Senior Vice Chancellorâ&#x20AC;&#x201C;Academic Affairs, with responsibility for overseeing graduate programs and graduate student affairs, exclusive of the M.D. and resident programs of the School of Medicine. OGSR audits all teaching assistant appointments and has responsibility for coordinating teaching assistant development activities.

Assistant Dean for Student Affairs The Assistant Dean for Student Affairs, OGSR, assists with TA grievances and conflict resolution. The Assistant Dean is available to discuss and advise on any Teaching Assistantship or other graduate concern.

Teaching Development Advisory Committee (TDAC) The Teaching Development Advisory Committee, composed of faculty, administrators, and graduate students, advises the Dean of Graduate Studies and Research on TA training policies and programs, reviews departmental and campus-wide TA development activities, recommends policy changes or program improvements, and advises the dean on the allocation of special funds for TA training activities.

Graduate Student Association (GSA) The Graduate Student Association (GSA) is the officially recognized graduate student representative body at UCSD and works for all graduate students including those at the School of Medicine, School of Pharmacy, Rady School of Management, Scripps Institution of Oceanography and the Graduate School of International Affairs and Pacific Studies in academic, administrative, campus, and statewide arenas. The GSA has been active in promoting the rights and 4

responsibilities of teaching assistants and in establishing TA training programs on the campus. Any graduate student may seek the advice of the GSA in resolving graduate student issues.

Graduate Student Intern, OGSR Each year one graduate student is awarded an internship in OGSR. The graduate student intern serves the dual function of student advocate and consultant to the administration. The intern also works closely with the administration in making decisions and shaping policies that affect graduate students.

FINANCIAL MATTERS Tax Status The 1986 Tax Reform Act, effective January 1, 1987, treats all salaries as taxable income. The University is required by law to withhold Federal and State taxes according to how students complete the W-4 Tax Withholding form. Federal taxes must be withheld at the single, one exemption rate for international students unless they are from a country with which the U.S. has a Tax Treaty. For information regarding graduate students with Defined Contribution Plan (DCP) and Medicare withholding please refer to the OGSR web site at http://ogsr.ucsd.edu/financialinfo/index.htm or contact the department graduate coordinator.

TA Salaries Current TA salary rates are also on the above OGSR web site listed under â&#x20AC;&#x153;Student Academic Title Pay Ratesâ&#x20AC;?. To determine your monthly paycheck, multiply the monthly TA pay rate by the percent time of your appointment.

Service and Pay Period The TA service period usually begins on the first day of the quarter and ends on the last day of the quarter. Work before or after the quarter may be included in the assignment and covered by the time/work hours range for that quarter's assignment. TAs are paid three equal checks per quarter (pay period). Approximate pay dates for TAs are listed below. Fall: 11/1, 12/1 1/1 Winter: 2/1, 3/1, 4/1 Spring: 5/1, 6/1, 7/1

Registration Enrollment and registration materials for new graduate students will be available in academic departmental offices. Graduate students entering in the fall must register by the deadline to avoid paying late fees. Detailed information on enrollment and registration procedures is provided in the Schedule of Classes and online at http://tritonlink.ucsd.edu. Check with your department or online for changes in the Schedule of Classes before registering. The General Catalog at http://ucsd.edu/catalog/ contains detailed course descriptions. Before registering, students must obtain a photo I.D. card from the Campus Services Office, 201 University Center, (858) 534-4322.

TA Loan Fund (Available Fall Quarter Only) The TA Loan Fund was established to assist graduate students with funds for living expenses until they receive their first paycheck of the academic year on November 1. A graduate student holding a TA, GSR, or Associate appointment for fall quarter who has not received summer support through UCSD is eligible for this loan. Students may borrow up to one month’s gross salary (in increments of $100) less whatever amount they arrange to pay for their resident fees by payroll deduction. Students repay the loan by payroll deduction in two equal deductions in December and January. There is no fee for this loan program.

TA Deferment/Payroll Deduction of Resident Fees The Fee Deferment Program permits students with a minimum 25% appointment as a TA or Associate, to pay the balance of resident fees (not nonresident tuition) by payroll deduction, as long as their appointment extends through the end of the quarter.

TA Health Insurance (TAHI) and TA Fee Remission (TAFE) Graduate students who have an appointment as a Teaching Assistant at a minimum of 25% for the entire quarter are eligible to have mandatory health insurance and partial fee remission paid for them. Fee payments are credited to the student’s accounts after the student enrolls. Students will have a balance due for the remainder of fees and are eligible to apply for a fee deferment through payroll deduction (see preceding section). Readers and Tutors who are appointed to a minimum of 25% time for the quarter are also eligible for TAHI/TAFE; however, payment is issued as a REFUND after the end of the quarter. Refunds are coordinated between the funding department and OGSR. For more information about the Graduate Student Health Insurance Plan (GSHIP), contact the Insurance Representative at the Student Health Center at (858) 534-2123. The policies are also outlined in the Graduate Student Handbook and on the OGSR web site at http://ogsr.ucsd.edu/studentpublications/index.htm.

TA PERFORMANCE EVALUATIONS The UC Office of the President and UCSD policy require that all TAs receive continuing supervision, guidance and periodic evaluation of their teaching performance. The general objectives of such evaluation are to: • provide explicit and useful feedback on the teaching and professional skills of TAs, • ensure that UCSD teaching standards are maintained, • provide faculty with documentation on the teaching abilities of individual TAs, • provide information for decisions regarding reappointment of TAs, • list ways in which TAs can improve their performance, assure that departments give adequate attention to TA performance and evaluation, and • initiate discussions between faculty and TAs about teaching. Each department or program is encouraged to have a process for regular and systematic evaluation of TAs. Evaluations should provide for the following: 6

Regular meetings between TAs and their supervising faculty member. The purpose of these meetings is to discuss course content and procedures, teaching methods, individual student problems and available teaching resources, and to make explicit the expectations of both supervising faculty members and TAs.

Collecting and reviewing information about the TA’s teaching performance from the following sources: a) student evaluations, b) direct faculty observations of the TA, through classroom visits and/or review of videotapes, c) review of the grading process, including the TA’s written comments on student papers, d) faculty observations of TA’s contributions in scheduled meetings, e) observation of the impact of a TA’s teaching on student attitudes and achievement, and f) reviews by other experienced teachers within the department or personnel from the Center for Teaching Development.

An informal evaluation and feedback session around the middle of the quarter. The objective is to initiate dialogue between the TA and faculty supervisor about how the course is proceeding and ways to improve the TA’s teaching.

An evaluation by a faculty supervisor at the end of the quarter. In preparing this evaluation, the faculty member should specifically discuss the TA’s: a) knowledge of the subject, b) handling of discussion, laboratory, or study groups, c) grading procedures, and d) relations with students.

Discussions of the written evaluation with the TA.

ETHICS AND UNACCEPTABLE CONDUCT Appendix IV, Part II, Section A., of the University of California Manual of the Academic Senate at http://www.universityofcalifornia.edu/senate/ describes faculty responsibilities, ethical principles, and types of unacceptable behavior. This appendix is Policy 015 from the Academic Personnel Manual at http://www.ucop.edu/acadadv/acadpers/apm/welcome.html.Teaching Assistants, as faculty, are expected to adhere to these standards of conduct. As a teacher, a faculty member: • encourages the free pursuit of learning in each student, • holds before the student the best scholarly standards, • demonstrates respect for the student as an individual, • adheres to the role of intellectual guide and counselor, and • protects the student’s academic freedom. Types of unacceptable conduct: 1.

Failure to meet the responsibilities of instruction, including: a) arbitrary denial of access to instruction, b) significant intrusion of material unrelated to the course, c) significant failure to adhere, without legitimate reason, to the rules of the faculty in the conduct of courses, to meet class, to keep office hours, or to hold examinations as scheduled, d) evaluation of student work by criteria not directly reflective of course performance, and 7

undue and unexcused delay in evaluating student work.

Discrimination against a student on political grounds, or for reasons of race, religion, sex, sexual orientation, ethnic origin, national origin, ancestry, marital status, medical condition 1 , status as a Vietnam-era veteran or disabled veteran, or, within the limits imposed by law or University regulations, because of age or citizenship or for other arbitrary or personal reasons.

Committing a knowing violation of the University policy, including the pertinent guidelines relating to nondiscrimination against students on the basis of handicap.

Use of the position or powers of a faculty member to coerce the judgment or conscience of a student or to cause harm to a student for arbitrary or personal reasons.

Participating in or deliberately abetting disruption, interference, or intimidation in the classroom.

It is also unacceptable conduct for a Teaching Assistant to fail to follow the instructions of the faculty member in charge of the course.

STUDENTS WITH DISABILITIES Office for Students with Disabilities. The Office for Students with Disabilities (OSD) facilitates student development, independence and access to campus programs, services and facilities through disability awareness events, disability management counseling, support groups, note takers, sign language interpreters, real-time captionists, readers, typists, library/laboratory assistants, adaptive equipment loans/minor repair, priority registration/enrollment assistance, on-campus housing coordination, exam arrangements, and on-campus transportation/parking coordination. OSD also serves as liaison with academic departments, and with off-campus disabilityrelated agencies. In addition, OSD fosters disability awareness through maintenance of a resource library of books, periodicals, articles, films and video formats about disability issues, and, with sufficient advance notice, OSD will provide on-campus disability workshops. Besides assisting students with disabilities with their academic growth, OSD also sponsors a Peer Mentoring Program. The purpose of this program is to ease disabled studentsâ&#x20AC;&#x2122; transition to UCSD and facilitate independence, confidence and self-advocacy. The OSD Outreach Coordinator serves as advisor to the student organization for students with disabilities, Disabled Student Union (DSU), which is an integral part of the UCSD Community. The DSU office is located at the Price Center, Room 2401 and DSU welcomes the participation/involvement of all students (with or without disabilities) in coordination of: disability awareness and CADRE events, leadership opportunities, community service, educational programs and sports/social events. For more information, contact (858) 5344382.

Accommodation Requests and Dispute Resolution The UCSD Academic Senate Policy on Students with Disabilities and Steps for Academic Accommodation, which can be found online at http://adminrecords.ucsd.edu/ppm/docs/200-9.html, sets out procedures for making accommodation requests and dispute resolution. Academic 1

Medical condition, according to the California Fair Employment and Housing Act, means "health impairment related to or associated with a diagnosis, for which a person has been rehabilitated or cured."

accommodations are defined as adjustments or modifications to coursework, course requirements (such as final examinations) and program requirements (such as comprehensive or qualifying examinations) that allow students with disabilities to accomplish the fundamental and essential components of the course of study. The Office for Students with Disabilities (OSD) is the source for assistance and guidance in using these procedures. For more information and assistance, contact the Office for Students with Disabilities (OSD), 202 University Center, http://osd.ucsd.edu , (858) 534-4382 (Voice/TDD), (858) 534-9709 (TDD+TDD Mail). It is the responsibility of a student who has been diagnosed as having a disability, or who believes that he or she may have a disability, and who believes he or she will desire accommodation to register promptly with OSD. It is the responsibility of OSD to provide certification if the student's disability causes a functional limitation in the academic environment. A student must present an OSD letter of certification and OSD accommodation recommendation to the appropriate faculty member in order to initiate a request for accommodation in classes, examinations, or other academic program activities. A course instructor, dissertation/thesis advisor, or examiner must have the OSD forms in order to consider accommodation. These faculty and staff members do not diagnose or evaluate disabilities. Accommodations cannot be made retroactively and cannot fundamentally alter an academic requirement. Students who disagree with the response to their request for accommodation may appeal the decision or action at any time during the quarter to the CEP Subcommittee on Appeals for Accommodation of Students with Disabilities. This subcommittee may be contacted through the Academic Senate Office, 214 University Center, (858) 534-3640. Access to facilities is addressed in the UCSD Disability Access Guidelines, which can be found in the Policy and Procedures Manual, Section 200-9. Complaints regarding discriminatory practices based upon disability may be filed following the procedures outlined in the Student Conduct Code, Section 23.10 “Student Grievance Procedures”, which is available online at http://ugr8.ucsd.edu/judicial/23_00.html. For procedural assistance and information contact the Assistant Dean for Graduate Student Affairs at the Office of Graduate Studies and Research.

CONFLICT RESOLUTION AND STUDENT APPEALS Occasionally interactions between students, staff and faculty result in misunderstandings, disputes and/or differences of opinion. In the majority of instances these differences can be resolved as a result of an informal discussion between the persons involved. UCSD encourages students to promptly pursue informal action first. In instances where informal resolution is unsuccessful, students have various formal avenues for complaint resolution. Graduate students are encouraged to contact the Assistant Dean for Graduate Student Affairs in the Office of Graduate Studies and Research for information and assistance with the resolution of conflicts. Undergraduate students should contact the Dean of Student Affairs in their college. Important Points: • Attempt to resolve the matter informally at first. Most disputes are the result of poor communication. • Attempt to resolve the matter immediately. • Try to be rational and objective. Do not allow emotions to interfere with finding a resolution. • Know your desired outcome. Be objective in this assessment. 9

• • •

Keep complete and accurate notes of the situation and the steps you have taken to find a resolution. Develop a file for these documents. Avoid being aggressive or accusatory. This only hinders the process. Know the appropriate policies. Consult the departmental handbook, UCSD General Catalog, or campus policies.

Academic Appeals Department and program faculty have primary responsibility for maintaining the excellence of graduate programs, and they are in the best position to judge their students’ academic performance. A student may appeal a final exam result or course grade only if he or she believes that non-academic criteria not directly reflective of academic performance in the course were used in determining the result. As detailed more completely in the “Grade Appeal” section in UCSD General Catalog, online at http://www.ucsd.edu/catalog and Academic Senate Regulation 502 at http://www-senate.ucsd.edu/manual/Regulations/PartI/502.htm, a student appeal of an academic performance decision should first be made to the individual faculty member or teaching assistant who made the decision and should be made within one month of the decision or within the first month of the following regular academic quarter. If this does not result in a resolution that is satisfactory to the student, he or she may appeal to the department or program chair. Within twelve months of action by UCSD with which the student disagrees, such as denial of a right to withdraw, dropping or adding a class, or other decisions related to the student’s transcript, a student may petition the Dean of Graduate Studies for review. Petitions pertaining to matters that occurred in excess of twelve months in the past shall be presented directly to the Committee on Educational Policy of the UCSD Academic Senate, available at the Academic Senate Office noted above. A student’s appeal of a grade or his or her challenge of any other academic action based on an alleged failure to provide an OSD approved accommodation for a documented disability in accordance with the UCSD Academic Senate’s Policy on Students With Disabilities and Steps for Academic Accommodation must be lodged in accordance with Student Grievance procedures as outlined in the next section.

Employment Appeals Students holding an academic appointment, such as graduate student researcher, are subject to the Academic Personnel Manual policy 140. A copy of this policy is available in the Office of Graduate Studies and Research or it may be viewed online at http://www.ucop.edu/acadadv/acadpers/apm/apm-140.pdf. Appeals by teaching assistants, readers, and tutors are covered by the ASE/UAW contract that may be viewed online at http://ogsr.ucsd.edu/ase/index.htm.

Other Appeals Grievances concerning violations of student rights are covered by the Student Conduct Code grievance procedures, which are available online at http://ugr8.ucsd.edu/judicial/23_00.html . Examples of violations of students’ rights include those affecting rights to privacy or protection from discrimination. These grievances are handled by the Office of Student Policies and Judicial Affairs, (858) 534-6225, studentconduct@ucsd.edu. Students who disagree with an instructor’s response to his or her request for disability accommodation may appeal the faculty decision or action to the CEP Subcommittee on Appeals for Accommodation of Students with Disabilities and Steps for Academic Accommodation, as provided online at http://wwwsenate.ucsd.edu/manual/Appendices/app3.htm. A student’s appeal of a grade based on disability discrimination follows the Grade Appeal Process for resolution. A student’s challenge of any other action based on an alleged disability discrimination, must be lodged in accordance with Student Grievance procedures in the Student Conduct Code. Student rights grievances should be made promptly to the decision-maker, if known to the student. If an appeal to an individual faculty member or 10

administrator is not resolved to the student’s satisfaction, he or she may submit a written appeal to the appropriate committee, governmental body, unit manager, supervisor, or designated representative for review and disposition. Such appeal must be made not later than one hundred (100) calendar days from the date of the incident causing the grievance. If the appeal at this level is not resolved to the student’s satisfaction, the appeal may be continued as described in the Student Conduct Code procedures referenced to above. Appeal and other rights for students accused of violating UCSD policies and procedures are outlined in the Student Conduct Code http://ugr8.ucsd.edu/judicial/22_00.html.

ACADEMIC DISHONESTY A TA who becomes aware of possible cheating or plagiarism by students should discuss it with the faculty member in charge of the course. Since the faculty member is ultimately responsible for students’ grades, he/she is responsible for initiating action concerning violations of standards of academic honesty. The San Diego Division of the Academic Senate issued the UCSD Policy on Integrity of Scholarship, which governs appropriate behavior of students and faculty regarding academic work. The principle of honesty must be upheld if the integrity of scholarship is to be maintained by an academic community. The university expects both faculty and students to honor this principle and in so doing protect the validity of university grading. This means that all academic work will be done by the student to whom it is assigned, without unauthorized aid of any kind. Instructors, for their part, will exercise care in planning and supervising academic work, so that honest effort will be encouraged. A summary of the UCSD Policy on Integrity of Scholarship may be found in Appendix I of this publication.

STUDENT CONDUCT Teaching assistants may encounter students who violate the campus Student Conduct Code. Academic departments and programs have procedures for processing student conduct violations. Any person may file a complaint against a student. Violations of the code are reported to the Office of Students Policies and Judicial Affairs, (858) 534-6225, studentconduct@ucsd.edu. The Student Conduct Code is available at http://ugr8.ucsd.edu/judicial/22_00.html. Also included in these policies are procedures for appeal and other rights for students.

CONFIDENTIALITY OF STUDENT RECORDS The Family Education Rights and Privacy Act (FERPA) and University policy provide important safeguards for maintaining the confidentiality of student records. For the complete text of these policies, see Appendix II of this publication. In general there are two basic rules to remember: 1) each student has the right to inspect, review, and challenge the content of his/her University records, and 2) no personally identifiable information may be disclosed to unauthorized individuals or organizations without the student’s prior written consent (unless otherwise provided for under FERPA). As a TA, you are responsible for protecting the confidentiality of students’ work. Examinations and papers may not be left in open, unattended areas for 11

students to pick up, nor may students’ scores be posted in public places unless names are coded so that individual students cannot be identified by others. TAs are also expected to avoid discussions regarding an individual student’s academic work with persons other than the faculty member and other TAs teaching the course.

SEXUAL HARASSMENT As instructors, TAs are given authority over a group of students. This authority comes with a number of responsibilities, including that of understanding and upholding the UCSD sexual harassment policy. In addition, as a student and employee it is important that you are familiar with the policy and available resources for your own information as well as to refer your students as appropriate. UCSD takes sexual harassment very seriously. The UCSD policy and definition of sexual harassment is included in Appendix III in this publication and in the UCSD Policy and Procedure Manual (PPM), Section 200-10 or online: http://adminrecords.ucsd.edu/PPM/docs/200-10.html#definitions. The policy can also be accessed through the website for the Office of Sexual Harassment Prevention and Policy, at http://oshpp.ucsd.edu.

Office of Sexual Harassment Prevention and Policy (OSHPP) To implement UCSD's policy regarding sexual harassment, the Office of Sexual Harassment Prevention and Policy (OSHPP) provides education to the entire UCSD community and provides assistance in investigating and resolving complaints. Emphasis is on prevention and early resolution. OSHPP is located at 201 University Center and can be reached by calling (858) 534-8298. General information regarding sexual harassment, resolution procedures, confidentiality, and due process is also available online at http://oshpp.ucsd.edu.

Resolution Because complaints are most effectively resolved at the earliest possible stage, UCSD encourages early reporting of concerns or complaints regarding sexual harassment. There are many options for addressing such concerns, depending on the circumstances. Informal resolution may include educational programs for targeted campus units or for particular individuals or mediating between the parties. An informal resolution does not require a written complaint and it does not involve disciplinary procedures. Where informal resolution is unsuccessful or inappropriate, a request for a formal investigation may be filed. Such a request requires a written complaint. Records of complaints, reports and subsequent action are maintained in accordance with privacy requirements. If you believe you have been sexually harassed or have questions about sexual harassment, you are encouraged to explore your options and learn about UCSD procedures by contacting OSHPP at (858) 534-8298. The Non-discrimination in Employment Article 21 of the CBA and section C, Sexual Harassment Complaint Resolution Procedures, can be accessed at http://oshpp.ucsd.edu.

Romantic Relationships with Students UCSD’s policy on “Consensual Relations” does not permit a TA to have a consensual romantic relationship with a student in the TA’s class, as there is an inherent conflict of interest in such relationships. In their relationships with students, TAs are expected to be aware of their professional responsibilities and avoid apparent or actual conflict of interest, favoritism, or bias. While everyone is encouraged to maintain appropriate professional boundaries, the ultimate responsibility lies with the TA, not the student. For the UCSD “Consensual Relations” policy, see UCSD’s Sexual Harassment Policy and Procedures, at 12

http://adminrecords.ucsd.edu/PPM/docs/200-10.html#definitions. Copies of the policy are also available at the Office of Sexual Harassment Prevention and Policy at 201 University Center.

Online Resources OSHPP hosts an online education program, Preventing Sexual Harassment, available at http://www.newmedialearning.com/psh/ucsd/. The program features behavioral examples and interactive self-quizzes. We recommend that you review the course to learn more about sexual harassment.

Title IX Coordinator Persons who wish to bring a complaint alleging a violation of Title IX of the Education Amendments of 1972 may contact the Title IX Coordinator as follows: Lori Chamberlain, Title IX Coordinator Mail Code 0024, (858) 534-8298

UNIVERSITY DOCUMENTS OF VALUE TO TEACHING ASSISTANTS Academic Personnel Manual – This, the UC Office of the President manual, sets forth general university policy concerning all academic appointments (faculty, TAs, researchers, etc.). It is available in academic department offices and on http://ucop.edu/acadadv/acadpers/apm/. Policy and Procedure Manual (PPM) - This manual, together with the academic and staff personnel manuals is the primary reference guide for campus operating policies and procedures. It is available in academic department offices. UCSD Student Conduct Code –This document contains University policies and procedures regarding student conduct. It is available from the office of Student Policies and Judicial Affairs (SP&JA) Student Center Building B or online at http://ugr8.ucsd.edu/judicial/. UCSD Instructor’s Guide for Preventing and Processing Incidents of Academic Dishonesty – This guide, available from the office of Student Policies and Judicial Affairs (SP&JA) Student Center Building B, is a valuable resource for dealing with issues of academic dishonesty. General Catalog – The publication includes the grading policy, grade appeals procedures, degree requirements, academic disqualification policy and procedures, and policy on integrity of scholarship. It is available at the UCSD Bookstore, academic departments, OGSR and at http://ucsd.edu/catalog/. Schedule of Classes – The schedule lists registration procedures and time, place, instructor, and section numbers for all courses being offered for a particular quarter. It is available at the UCSD Bookstore, academic departments or online at https://tritonlink.ucsd.edu . The Graduate Student Handbook – This booklet outlines policies and resources for graduate students at UCSD. It is available from academic departments, OGSR and online http://ogsr.ucsd.edu/studentpublications/index.htm. Information on Graduate Student Support at UCSD (versions for domestic and international students) – This packet outlines types of support, university policies, and state and federal regulations. All students receive this packet at the 13

beginning of the academic year; however, additional copies are available at OGSR. UCSD and ASE/UAW Collective Bargaining Agreement â&#x20AC;&#x201C; The complete text of the agreement is available on the OGSR web site at http://ogsr.ucsd.edu/ase/index.htm. University of California Policy List -- This is an alphabetical listing of all University of California policies: http://www.ucop.edu/ucophome/coordrev/ucpolicies/policyindex.html.

PART II HANDBOOK FOR TEACHING ASSISTANCE CENTER FOR TEACHING DEVELOPMENT The Center for Teaching Development (CTD) was established as part of UCSDâ&#x20AC;&#x2122;s commitment to excellence in teaching and is the only central facility dedicated to assisting faculty and teaching assistants (TAs) in the continued improvement of instruction. It is staffed by persons with expertise in several academic areas who are available to assist faculty and TAs in dealing with diverse instructional issues. The Center serves as a clearinghouse for literature on teaching and learning in higher education by providing access to a wide variety of educational materials and research. The CTD includes the Teaching Assistant Development Program (TADP), the International Teaching Assistant Language Program (ITALP), and the Faculty Instructional Resource Center (FIRC), supported by the Instructional Technology Resource Center and the Video Production Center. The resources of the CTD are available to all TAs and graduate students on campus as well as interested faculty. In addition, a new program, Preparing Professional Faculty, is designed to provide an opportunity for graduate students to explore many of the issues involved in college and university teaching and develop the competencies required of effective college instructors. (See Appendix VI) The TADP provides workshops, observations, classroom videotaping and confidential feedback, evaluation, and consultation. In cooperation with the academic departments, pre-quarter training workshops are offered, supplemented by ongoing assistance throughout the first quarter that a TA teaches. The TAs who participate in this program work closely with their consultants throughout the quarter. In addition, thematic workshops are offered each quarter on a variety of topics, ranging from lesson planning to effective techniques for conducting discussion, problem-solving, and lab sections. Additional workshops can be designed upon request. Because it is a UCSD policy that international graduate students be certified as having requisite language skills before they can serve as TAs, the ITALP is designed to assist international students in meeting that requirement. To provide participants with the skills necessary to successfully meet the standard, the program offers language testing, seminars, classes, audio and videotaping, apprenticeship teaching, and cross-cultural consultation. (See Appendix IV for the UCSD ITALP policy.) The Faculty Instructional Resource Center provides instructors with valuable resources for improving their teaching effectiveness. Confidential services include consultation on teaching, student course assessment, videotape feedback, seminars and workshops, and a clearinghouse for information about research and innovation in higher education. All of the resources of the CTD are available to faculty and additional services are provided upon request. The UCSD Policy on Training, Supervision, and Evaluation of Teaching Assistants (following) outlines the roles and responsibilities of the various offices and units on campus that work together to provide a positive situation for teaching assistants and the students they teach in order to enhance both the professional development of teaching assistants and undergraduate education on the campus.

UCSD POLICY ON TRAINING, SUPERVISION, AND EVALUATION OF TEACHING ASSISTANTS Preparation for teaching is an important part of graduate education at UCSD. Campus and University-wide policy requires that each campus provide both campuswide and departmental training for its teaching assistants (TAs) in basic content and skill areas. Elements of a comprehensive training program include: •

training before classes begin that introduces TAs to their instructional role, basic teaching skills and concepts, policies affecting TAs, and resources available to instructors;

•

individual mentoring and feedback by faculty, advanced TAs, and instructional improvement professionals, based on observation, student evaluations and/or videotaping; and

•

ongoing seminars and workshops on teaching, as well as access to materials from which TAs can learn independently.

Responsibility for the training, supervision, and evaluation of teaching assistants rests jointly with the administration, academic departments, and individual faculty members. Office of Graduate Studies and Research (OGSR) OGSR has responsibility for development of policy relating to TA matters and overseeing implementation of these policies. The director of the campus-wide Center for Teaching Development (CTD) reports to the Dean. The Dean, upon recommendation of the Director of the Center for Teaching Development and the TA Development Advisory Committee, approves grant funding to departments for TA training activities. Teaching Development Advisory Committee (TDAC) The Teaching Development Advisory Committee, made up of faculty and students representing the various campus disciplines, advises the Dean of Graduate Studies and Research on the full array of programs and activities designed to train, supervise, and evaluate teaching assistants. The committee oversees policy implementation, recommends improvements in programs, reviews and evaluates departmental and CTD reports, and makes recommendations on budget and funding allocations to OGSR, departments, and the CTD. The committee also interacts with departmental faculty advisers on TA training matters. Meetings of the committee are held quarterly. Center for Teaching Development (CTD) Although the training of TAs is primarily the responsibility of academic departments and programs, the Center for Teaching Development works closely with the academic departments to enhance the effectiveness of undergraduate education. The Center conducts training aimed primarily at new TAs. The Center’s TA Development Program includes workshops, classroom visits, and one-on-one consultations with TAs. In most departments, new TAs participate in both departmental activities and the training activities provided by the Center. Each year CTD provides grants to be used for the improvement of departmental-based training programs. Grants have been awarded to fund senior teaching assistants, TA excellence awards, TA mentor stipends, and training

workshop expenses. The professional staff at the Center includes a director, learning skills counselors, and TA consultants.

Academic Departments and Programs Departments and programs assume primary responsibility for training their teaching assistants and are expected to ensure that new TAs receive training in either the TA Development Program, an equivalent departmental program, or both. The training of new TAs, at a minimum, should: • • •

introduce teaching concepts in a workshop or conference provide observation and consultation to refine teaching skills provide feedback on teaching effectiveness

Departments should make available to faculty and students a policy statement that defines and outlines the duties and responsibilities of both the TA and the faculty supervisor. This should include realistic, specific guidelines or job descriptions that identify the TA’s professional responsibilities, including outlines of appropriate assignments and limits of a reasonable and appropriate workload. Also, departments should specify TA appointment and reappointment procedures in writing. Further, once appointments are made, departments should strive to assign TAs to their course and faculty supervisor as soon as possible, in order that they may have adequate time to prepare for their responsibilities. (It is, however, understood that the vicissitudes of over enrollment and consequent late allocations of additional FTEs for extra course sections might necessitate some late assignments.) In view of the adverse effect teaching overloads can have on a graduate student’s ability to complete his or her degree in a timely fashion, Academic Personnel Manual policies limiting the average working hours of TAs to no more than the percentage of their appointment should be enforced. Departments, in consultation with TAs, should develop procedures for formative and summative evaluation of TAs. Evaluation of TA training programs should be included in the regularly scheduled graduate program review conducted by the Academic Senate. Department and Program TA Faculty Advisers Each department and program is asked to appoint a faculty adviser who assumes responsibility for TA matters. The TA Faculty Adviser oversees training activities, develops a plan for the systematic training and evaluation of teaching assistants (see above), supervises the Senior TA (if applicable), and collaborates with the Director of the Center for Teaching Development on training plans. TA Faculty Advisers are appointed for a two-year term and meet twice annually as a group to discuss TA matters. Responsibilities of Instructors Regarding TAs The instructor retains ultimate responsibility for the course and assignment of grades. Prior to the beginning of the course, TAs should be provided with a clear concept of what their duties and time commitments will be. To this end, instructors are expected to discuss and review with their TAs the following: 17

• • • • • • • • • • •

the TA’s role the instructor’s role course objectives and goals communication between TA and instructor communication between TA and students required texts attendance in course lectures applicable pedagogical techniques office hours guidelines for the grading of exams, problem sets, and papers guidelines for dealing with academic dishonesty

During the course, instructors should provide TAs with feedback on their performance and should assist TAs in dealing with difficulties or issues that may arise. Duties and Responsibilities of TAs The TA’s primary responsibility is that of assisting the instructor who teaches the course. TAs holding a 50% appointment are expected to work no more than 20 hours per week on average during the term. It is the responsibility of the TA to: • • • • • • • • • • • •

conduct discussion, laboratory, or problem-solving sections utilizing techniques and strategies appropriate for the students hold office hours grade exams, problem sets, and papers be prepared in the subject attend lectures maintain good records facilitate student learning exercise fairness and sound judgment keep communication lines open with the professor and with students respect the confidential nature of the student/teacher relationship be knowledgeable about rules and regulations (including sexual harassment policy) governing the TA appointment report suspected incidents of dishonesty or cheating to the course instructor

THE TEACHING ASSISTANT AT UCSD The duties of a teaching assistant at UCSD vary according to experience, course assignment, and department. There are, however, certain features recognized by the university community as applicable to all disciplines. Part I of this handbook deals with those common policies, procedures, rights, and responsibilities. As a teaching assistant you are also responsible for some things not listed in any university policy statement. You are the human link between the student and the university. You are an advocate for the students and as such they trust you. Because you are both a student and a teacher, you are in a unique position. You are the one in the middle -- the conduit through which information and responses flow. You hold the trust of the students and the ear of the professor. This is, perhaps, one of the most important roles you will play. For example, sometimes the only feedback a professor has about the progress of a course is the results of the CAPE questionnaire. While this may help the professor make improvements when the course is taught again, it does little to remedy immediate problems. Few undergraduates have the courage to go to a professor and tell him or her that the pace is too fast or too slow, or that only a rare undergraduate could understand the examples given in the class. By listening to students, and by making it evident that you are interested in their reactions, you can tactfully make available to the professor information which can make the course a valuable experience for all concerned. To maneuver effectively in this role, you must establish with your professor a productive working relationship that is guided by a common goal -- enhancing undergraduate education and providing the opportunity for optimum learning in your classroom.

The TA as a Teacher TA-Faculty Relationships According to University regulations, your job as a TA is to assist the professor in teaching a particular course or courses, even though this may in practice differ considerably from course to course. Nonetheless, in addition to your responsibility to be an effective teacher, your major responsibility is to the professor who teaches the course. Thus the relationship you establish with your professor is a very important one. The amount of interest and enthusiasm a professor shows for a course may vary. In some courses TAs will be left to their own devices, whereas in others the professor will monitor the course very closely. Either extreme can produce an unpleasant teaching environment. Therefore, you are advised to make an appointment to see the professor as soon as you know what your assignment for the quarter will be. Before the course begins, you should have a clear concept of what will be expected of you. It is useful to work out these details in advance, so that you have some ideas concerning your duties, time commitments, and expectations. The professor has a great deal of latitude in the duties which can be delegated to a TA (although he or she retains ultimate responsibility for the course and the assignment of grades); however, you are appointed to work approximately 20 hours/week if you hold a 50% appointment. When you discuss your duties and responsibilities with the course instructor, you may wish to review this time commitment. Following are some points which should be addressed at that initial meeting:

1. 2. 3. 4. 5. 6.

How many and what types of section meetings are you responsible for? Should you attend course lectures? What are the required texts? What is your role in testing, evaluating, and grading students? How many office hours are you expected to schedule? Will you meet regularly with the professor?

An important aspect of your relationship with the professor is that of keeping the lines of communication open. The professor should take the initiative in this regard, but you may have to. Whatever the case, you do not want to be told after many hours of hard work that the professor feels the grades you assigned to students’ papers were too high or too low. Similarly, when a student comes in to your office to inquire about grading, you should be able to give an authoritative answer. Do not hesitate to ask for information and clarification. Students have little respect for a TA who does not appear to know what is going on.

TA-Student Interaction Sections As a TA your major responsibility will be teaching in sections or laboratories. In these smaller groups students have a chance to discuss the content of the course, and to ask questions which they might not feel comfortable asking in large lectures. In most cases, the section should not be another lecture, but rather a setting for undergraduate students to interact with each other on matters presented in the large lectures. Too often TAs feel they must repeat the instructor’s lecture, stopping on occasion to highlight important information. On following pages of this handbook you will find guidance for leading discussion sections with suggestions that can help you avoid the “repeating the lecture” trap. Work with the professor to give the section some specific content. Section meetings can be an ideal place for giving and discussing quizzes, for giving practice exams and going over exam results, for discussing papers, and other topics. Of course, discussing and answering questions will probably remain the most common activities in many sections, but your section should be stimulating and rewarding and offer incentives for all students to attend, not just those who are having trouble understanding the material. A small section is an ideal place to encourage active and independent learning. It also provides an unparalleled opportunity to use different formats, teaching styles, methods and materials under the guidance of your instructor and the professional staff of the Center for Teaching Development. Your major objective should be to use the section as an opportunity to enhance learning. Office Hours The TA’s office is an important extension of the classroom. Usually you are expected to hold between two and four office hours per week; however, it is best to check your department’s policy on office hours. At the first class meeting, explain the purpose of office hours and make sure your students know the location and times of your office hours. Try not to change office hours during the quarter, and make every effort to be there at the appointed times. Post office hours on your door and announce in advance any changes. It is also a 20

good idea to let students know that you can be consulted by appointment, in order to accommodate students who may have scheduling problems. While every TA is required to have office hours, students are not required to schedule them. It is important to encourage your students to attend office hours. They can come in to discuss troubling aspects of the course, review assignments, receive clarification on grades, or look for suggestions on how to improve their learning in the class. Make it clear that you welcome their visits, both in repeatedly emphasizing that you are available at certain times, and by making students feel comfortable when they do visit you. Another way to encourage students to participate in office hours is to ask your students to come in for a short conference at the beginning of the quarter to discuss their backgrounds and what they can expect from the course. Additionally, you may ask that a particular assignment be picked up in your office rather than hand it back in class, so that you can discuss it with the student. Office hours allow you to develop one-to-one rapport with students, thereby making them less hesitant to visit you a second time. And you will generally find that the rapport you build outside of class will carry over to the sections which you teach.

THE PROCESS OF TEACHING The material gathered in this handbook should provide the tools you need to become an effective TA and a good teacher. For most of you, teaching will be a once or twice a week activity with associated office hours and meetings with your instructor. But for some it will be much more. Teaching can be one of the most rewarding aspects of your college career if you are willing to put in a reasonable amount of time and effort. Think about the teachers you have known. What made them memorable? Did they take a real interest in you and your work? Were they willing to take the time to encourage you, motivate you, and emphasize your talents? Following is a brief overview of what is involved in teaching. Hopefully you will use what you learn here, go beyond the minimum, and become more than just an average TA. After you have been assigned a course and a section or lab, you will meet with your instructor and discuss the best way to proceed, depending upon the course and department policy. However, beginning with the first day of classes, once you are in the section or lab, you are in charge. Preparation is important. Ideally, you should have attended the lecture and the meeting with your instructor; you should have read the material for that class, and should be ready to deal with any and all assignments. Planning is one of the keys to good teaching. Know what you are going to do for the day. Know what needs to be on hand. Prepare questions for the class and have alternate material ready. Most in-class problems occur as a result of confusion and a lack of direction. These problems can be avoided, in many cases, by preparing well beforehand. Preparing a syllabus is an excellent way to make sure your plans are workable. Following is a checklist to help you prepare your syllabus.

Syllabus Preparation - A Checklist

Notes

BASIC INFORMATION - course title - number - section - number credits - meeting time/location - office location/ phone # / e-mail address - office hours - prerequisites/ drop dates GOALS and OBJECTIVES - general course goals - specific objectives - rationale - relationship to curriculum - teaching philosophy COURSE DESCRIPTION - nature and structure of content - topic outline - specialized vocabulary/terminology

COURSE REQUIREMENTS - assignments/exams/projects/papers - schedule - due dates - description - work load estimate MATERIALS - required text - recommended text - reserve readings - comprehensive bibliography

POLICIES - grading and evaluation - attendance - participation - academic honesty - students with disabilities OTHER - teaching strategies - learning tools - computer technology - space for several classmatesâ&#x20AC;&#x2122; phone numbers

PREPARING TO TEACH Teaching is a complex behavior which requires knowledge of content, understanding of human behavior, awareness of how people learn, utilization of appropriate teaching strategies, and the ability to pull it all together with effective planning.

ESTABLISHING OBJECTIVES To be an effective teacher, you should establish teaching objectives. This means identifying the outcomes, in terms of student capabilities, that you want to result from the learning experience. Considering the objectives that shape your teaching will provide guidelines for lesson planning, materials preparation, assignments and exam questions. Objectives can also make your teaching easier by clarifying the direction of each class, and helping to unify all of the work done for a particular subject. As you prepare your objectives, consider the “what” of learning -- what do you want the students to learn; the “how” of learning -- how they will achieve the learning goals; as well as how you will evaluate this activity. As you respond to the questions below, you will get a clear picture of how objectives can help you plan your class.

1. How do you want students to be changed as a result of this class? What will they perceive, or be able to do, that they cannot do now? (Instructional Objectives)

2. How are these changes to be measured? What sorts of performances by students will be the criteria? (Evaluation)

3. What subject-matter content will you cover in order to help students meet the expectations in (1) and (2)? (Content/Materials)

4. What about the “how” of teaching? What sorts of formats or activities will you use to help students practice the abilities needed to meet (1) and (2)? (Strategies)

5. How are your expectations communicated to students? What is their picture of the objectives they will need to meet? (Goals)

Completing the chart above will help you as you begin to make decisions regarding planning, implementing and evaluating your lessons. After you have responded to the questions, start with item 5 and work backwards. As you do this, you will find yourself generating an overview of your plan for a lesson.

LESSON PLANNING Planning is important for many reasons. A class that is well-planned will run smoother, be more productive, and ultimately more rewarding for you and your students. In the long run, lesson planning will make your job much easier. Although it might take more time initially to create lesson plans, this will be time well spent. A well-made lesson plan can be used again and again. It can be shifted and adapted for new circumstances, or used as is for the same class next quarter, next year, or in your first professional teaching position. A good lesson plan can last, with minor adjustments, through an entire career. But even if you use it only once, the benefits are worth the effort. There are as many different types of lessons and plans as there are teachers. Review the basic guidelines which follow and select those that will work for you. An extraordinarily elaborate plan that you cannot follow is not as useful as a simple plan that covers the essentials you need. As previously noted, the first step in any lesson plan must be the consideration of your teaching goals and objectives. When you develop the objectives that will enable you to achieve those goals, you are ready to implement them with a lesson plan. Whether you are planning for a lecture, discussion, problem-solving, or lab section, you will find there are three basic components of a working lesson plan: Introduction, Development, and Conclusion. Following is a general overview of these three components:

Introduction This component of the lesson plan sets the stage for later learning. Psychologists tell us that providing an advance organizer, structured overview, or other preparation for what is to come, provides a useful framework for learning. Summarizing the preceding session can be helpful. Putting an agenda on the chalkboard, eliciting problems and concerns of students, and providing a model of how you plan to address these issues, is appropriate here.

Development This is the student-centered portion of the class. When planning for this area, you should consider the use of alternative formats and innovative methods of presentation. The key is to make the learning as active as possible, and to let the format of the class fit the function it is to serve. Students who are actively involved in the learning process will retain more information and be better able to progress towards more complex levels of thinking. They will also be more interested in the class and will probably participate more in the learning process. Particularly in a discussion session, questions will guide your class activity. For more information on questioning techniques and strategies, see the section on Leading Discussion Sections.

Conclusion To conclude the lesson, you can summarize the activities of the class and field questions about the material. This would also be a good time to plan for the next meeting and relate that day's work to the overall objectives. Such closure will give students a sense of completion and progression, and reinforce their understanding of the course as a whole.

Additional considerations As you plan what you hope to cover, donâ&#x20AC;&#x2122;t forget the mundane things that will steal time from your class. This includes the time it takes to set up an activity, rearrange furniture, list items on the board, even waiting for students to straggle in from their last class. Because the unexpected can happen, try to maintain flexibility. Part of the necessary flexibility comes in the form of prepared alternatives. A topic may engender more discussion than anticipated, or perhaps your material provokes great periods of overwhelming silence. In either case, you must be prepared to switch gears. If the format you had planned on using isn't working, have another format in the wings. Often participation problems are a result of the activity chosen and not the material itself. Above all, be flexible. It is always better to be prepared, and the best way to prepare is with alternatives. As you develop your plans, consider the materials you will need and make a list. A materials list should include everything you will need for the class, such as handouts, tapes, visual aids, audio/visual equipment, textbooks, etc. Course Reserves: Each of the UCSD library reserve units ask that a Course Reserve Request Form be submitted as soon as possible. Deadlines vary and may be obtained from the following contacts: Undergraduate Library. Reserve materials for all lower division courses and upper division Humanities and Sciences--including Science & Engineering. Contact: SSH Class Reserves Print, (858) 534-1212 Electronic, (858) 822-5719 or FAX requests to (858) 534-1210

Biomedical Library. Contact: BML Reserve Manager, (858) 534-7092 Fax: (858) 822-2219 e-mail: bmlreserves@ucsd.edu It is best to submit your list early to insure that the materials are on hand in time for the studentsâ&#x20AC;&#x2122; use. Books may be placed on reserve, but reference books, serials, journals, or periodicals may not. However, you may copy the materials you wish to use from these publications, and the Reserve Desk will make them available to students. Your personal books and materials can be placed on reserve and will be returned to you at the end of the quarter. Further information and specific details regarding check-out and loan periods can be found on-line at http://libraries.ucsd.edu.

Post-Lesson Analysis As soon as possible after each class, try to analyze the class in a systematic way. Determine the strong and weak points in the plan and its implementation. What went right and what went wrong? Did you meet your objectives? Consider ways in which you could have been more prepared for the class, and areas which were particularly rewarding. Were your questions at an appropriate level? Use this information as you plan future classes. Time spent in critique and analysis can save much time and frustration as the course progresses and provide valuable guidelines for future activities with this class and others.

LEADING DISCUSSION SECTIONS In planning for and organizing a discussion section, you must consider the goals you wish to achieve. Consult your professor to determine the direction you should be taking. What would he or she consider appropriate outcomes for your discussion section? Will you be introducing supplementary material, reinforcing and explaining concepts from lecture, helping students develop problem-solving skills, providing opportunities for students to apply what they have learned, using the session as an opportunity for engaging students in higher-order thinking, or all of the above?

ENCOURAGING STUDENT PARTICIPATION One of the basic premises for a discussion section is that it provides an opportunity for active learning. You can promote that by encouraging student participation. There are many ways in which you can help to encourage and stimulate participation in the classroom. Sometimes it is as simple as establishing the right atmosphere and building a rapport with your students. Often it is a matter of responding constructively to student ideas. The way you ask questions and the format you choose for your class can also affect the level of student input. In the following sections you will find some concrete suggestions and ideas which can help you achieve a higher level of student participation.

Establishing Rapport A comfortable classroom atmosphere will be more conducive to learning; conversely, a classroom filled with anxiety will only hamper the educational process. When levels of interpersonal rapport are high, the classroom atmosphere is warm and open, and the activities are student-centered. In such cases, teachers appear to have a strong interest in the students as individuals and are sensitive to subtle messages about the way in which material is presented. The result is that students feel the teacher knows who they are and cares about them and their learning. Personal Presence and Demeanor: The amount of participation in a class can also be affected by a teacherâ&#x20AC;&#x2122;s personal style and attitude. If you present yourself as a person who is open to discussion and debate, students might be more inclined to offer opinions and ideas. If you appear to be dogmatic and closed to outside influence, your students will be silent and less forthcoming. Physical Environment: It is also important to consider the physical environment. Too often teachers allow the space to control teaching rather than the other way around. There are very few ideal classrooms. Since you will have very little choice in classroom assignments, it will be up to you to make your classroom work for your classes. Consider an example from the theater. When an actor goes on stage, one of the first things he does is take control of the space and make it his own. The same applies to teaching; you must decide how the classroom is to be used. If chairs face the wrong way, move them. If the room is so long that the back wall fades into a mist, ask students to sit up front. If you are going to have an open discussion, put the chairs in a circle. Most rooms are not designed for class participation and the exchange of ideas, but rather for one person to lecture to a group. If you want to encourage participation, you have to arrange the room so that participation is possible. A related issue, which also comes from theater, is the idea of sight-lines or each person's ability to see the whole space. Ideally, every student should be able to see 26

every other student, the teacher, the board, projector screen, and the chart on the wall. Of course this is rarely possible, so you must decide what is most important. If you use the chalkboard, you need to be aware of those areas which are not visible to the entire class. To facilitate participation, students need to see each other, because it is hard to respond to a person you can't even see. Another key, then, is in creating a space which allows participation to occur. Levels of Communication: Another factor is the level at which you communicate with your students. Although your position suggests a higher level of knowledge and expertise, you are also a student, often of the very same subject. This dual role can help you to establish a mutually advantageous level of communication. Remember the level at which the class is designed to operate. You have more information and experience than the students do, so they may not be able to keep up with your train of thought. Never assume that students are following along with your reasoning. Often a lack of participation, or silence, can be a result of mismatched levels of communication. Most important, however, is the effect that all this has on the classroom atmosphere. If you are teaching at a level above student capabilities, you may appear unapproachable, pompous, or dull. If you are teaching at a level which is too low, you may be perceived as uninformed, uninterested, naive. In either case the result is silence, lack of interest, and minimal participation. But if you keep discussion at an acceptable level of communication, your students will respond better to you and your material.

Concrete Suggestions for Establishing Rapport •

Arrive early and chat with the students. Talk about the lecture, how the class is going, or whatever comes up.

•

Put the chairs in a circle or similar open form which enables people to gain attention and see reactions.

•

Find out what excites and concerns students. Early in each class, ask them what they are most motivated to discuss.

•

Make clear the kind or range of answer you are looking for, and don't force students to guess what you want.

•

Make eye contact. Exchange glances and smiles when appropriate. And don't just stick to the most responsive students; seek contact with the less participative as well.

•

Use varied formats to encourage different kinds of students and different learning styles. Some will be most vocal in small groups; some play to the whole class; some enjoy debates.

•

Be alert to non-verbal cues of interest or readiness to speak, and call on those who look ready.

•

To build personal contact, require each student to come to office hours at least once.

•

Get to know the individual interests of students, and refer to them in class when the opportunity arises.

•

Go out of your way to encourage students who say little in class. Informally try to find out why they don't participate.

Responding to Student Ideas When students are analyzing or recalling information, developing arguments, or expressing opinions, well-directed feedback can have a powerful effect in helping them develop their cognitive skills. Your responses to student contributions can set the tone in a class. Also note that nonverbal communication will strongly bias whatever you say. This includes tone of voice, facial expression, and gesture. These messages can generate a positive or negative atmosphere, regardless of the words used. You can reward participation by nonverbal means, and it is especially important to do so when your response is negative or critical. The best way to learn about nonverbal style is by watching yourself teach on videotape. Suggestions for Rewarding Student Contributions •

Talk directly and explicitly to the student who contributes.

•

Put student comments on the chalkboard.

•

Make eye contact and use the student's name.

•

Listen carefully. paraphrasing.

•

Ask the student to restate complex or inaudible comments for the whole class, or do so yourself when necessary.

•

Point out specifically what you thought was valuable in the contribution. Do not be content with a vague "good" or "okay" unless the point was minor or obvious.

•

If you see potential in a comment ask the student for elaboration, application, or continuation of the point.

•

Incorporate student points in later material so that the work of the class becomes a mixture of many different ideas.

•

Invite other students to add their reactions to build further on the original point.

•

Comment on the thinking process a student has used as well as the conclusions derived.

•

If a comment is unclear or confused, help the student express the original intent.

•

Use non-verbal messages to reward students for the act of participating, regardless of the substance.

Test

understanding

with

follow-up

questions

and

Providing Corrective Feedback Without Discouraging Students •

Be sensitive to student pride and fears. In putting forward an idea, a student is also putting self-esteem on the line.

•

Avoid any tone of condescension. A student who is working on an idea, however elementary, deserves respect. 28

•

Recognize the realities of a high-pressure, competitive campus. All students have to worry about grades.

•

Leave your ego outside the classroom. Do not try to look good at the student's expense.

•

Be clear about the difference between what is incorrect and what you as an individual disagree with.

•

Admit your ignorance. If you don't know something, say so. Refer the student to other sources or offer to get the information.

•

Before you disagree with or correct a student, restate the point to test your understanding.

•

When you criticize a comment, ask for reactions. This keeps a dialogue going and makes students less likely to withdraw.

•

Be specific in both positive and negative comments.

•

When making criticisms, explain your reasons. A student should never be asked to accept a point without understanding it.

•

Encourage students to respond to each other's ideas. This allows everyone a chance to share in the process of evaluating thinking. When the criteria "belong" to the class, criticism becomes less personal.

Being aware of the above suggestions is very useful, but don’t look at these as lists to be memorized. Rather, think of these as expansions of just plain “common sense.” You probably would not be in this position if you did not exhibit good common sense, so when in doubt about how to handle a situation, you can probably be comfortable relying on your own judgment.

Encouraging Complex Thinking Discussions with their potential for encouraging active learning are particularly useful for helping students develop higher-level thinking skills. You can use the tools you are acquiring to set the stage for complex learning. Begin by organizing your thinking and presentation. •

Clearly define goals and objectives for yourself and organize all class materials with these sets of objectives in mind.

•

Begin each class session with a written agenda of goals or topics, perhaps listed on the board or on an overhead projector. Invite students to ask questions about, comment on, or make additions to the list.

•

Help students restate and articulate what they are expected to learn in the class through the use of well-directed questions. Students learn better if they have an organized view of where they are going.

•

Define key concepts at the outset so students can use them to organize the material to come. Use these concepts as a focus for discussion and restate them at the end of class.

Most college-level material is organized into some kind of system (with key concepts, themes, or principles) which must be understood before students can effectively make use of the material. The ability to organize information comes in many forms, and a necessary starting point is the classification of the thought processes involved. Such a classification will help you frame material to stimulate a particular kind of activity. The system that follows, developed by Benjamin Bloom, is based on a hierarchy of thought processes. Each of the listed categories requires more complex thinking than the one preceding it, and also builds on or incorporates the preceding types of thought; one needs the capacity for foundational levels of thought in order to proceed to more complex levels. This in itself suggests a teaching strategy; in early stages of a topic there should be more emphasis on basic thinking processes, and as this is mastered, students will be able to move up the hierarchy toward more complex ways of dealing with the material.

The Major Categories of the Cognitive Domain Category

Illustrative Statements

1. Knowledge (memorization)

A) State the names of four European rulers during WW1.

Recall, remember, or recognize information.

B) Describe the titration process. C)

List five military references found in Hamlet.

2. Comprehension (understanding)

A) Summarize Plato's view on good and evil.

At a fundamental level, translate information from one form to another (words to numbers), interpret, summarize, relate discrete facts, or generalize.

B) Describe the composition of the nucleus of an isotope from its periodic table position.

3. Application (problem-solving)

A) Classify a society as embodying organic or mechanical solidarity.

Application of rules, laws, concepts, principles, and theories. Apply learned material to a new and concrete situation. 4. Analysis (dissection) Identify the component parts of a whole (e.g., problem or phenomena) and the relationships among the parts.

B) Calculate the volume of a sample of gas. C)

Combine two or more elements into a new (for students) combination or set of relationships.

Develop a current political interpretation of Hamlet.

A) Identify the central values of a non-western cultural system showing their expression in economic/religious activities. B) Identify the ions in an unknown using a qualitative chemical analysis scheme. C)

5. Synthesis (creation)

Determine the political climate of Denmark in the first scene of Hamlet.

Identify those themes that indicate a political outlook in Hamlet and determine their contribution to the outcome.

A) Using original documents, construct an account of how European intervention affected the outcome of the Civil War. B) Devise a scheme for the synthesis of an organic compound from given material. C)

6. Evaluation (judgement) Critically assess the quality or judge the value of a piece of work based on internal evidence (e.g., logical consistency) or external criteria (e.g., efficiency).

Use historical reviews and commentary to construct a political profile of Hamlet.

A) Compare the adequacy of three theories of personality in explaining a specific type of behavior. B) Choose the most efficient scheme of synthesis for an organic compound from among several alternatives. C) Evaluate a contemporary production of Hamlet in light of past productions and dramatic consistency.

Cognitive Domain Exercise The following exercise will provide an opportunity to practice developing statements and questions based on the categories of the cognitive domain. Begin by selecting one topic, skill, procedure, or piece of information from your discipline. Using this as a guide, think of a performance statement which could be used as an assignment, class activity, or test question, for each of the six cognitive categories. Category

Performance Statement

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

The importance of doing this in the preparation/planning stage is that it alleviates the end-of-course agony of producing appropriate test questions. If you plan well in the beginning, you may find that your exam questions will almost â&#x20AC;&#x153; write themselves."

Questioning Strategies As you have noticed, classroom participation depends on many things; however, one of the most important is the type of questioning that takes place in the classroom. Generally, productive questions are divergent and complex. They invite a variety of student responses and they encourage students to consider the material at varying levels of complexity. Following are some suggestions for questioning techniques:

Questioning Strategies For Organizing Ideas •

Vary the cognitive level of your questions so that students get practice in thinking at different levels and for different purposes. Understand the relationships among these levels.

•

When presenting facts, ask inductive questions which will lead students to synthesize and generalize.

•

Ask students to define concepts using examples, and try to find practical instances which relate to their own experiences.

•

Ask questions which encourage students to form hypotheses or explore "ifthen" relationships.

•

Use probing and follow-up questions which ask students to support their ideas, provide justifications for conclusions, or articulate assumptions.

•

Give reasons and explanations for your own conclusions to provide a model for students' thinking.

•

Ask deductive questions requiring implications or extensions of concepts or theories.

•

Ask questions involving comparison and contrast which require students to develop the ability to perceive relationships and organization of materials.

Questioning Strategies For Synthesis and Creativity •

Keep lesson plans relatively flexible to allow for student interests.

•

Ask open-ended divergent questions which allow for a variety of acceptable answers. This can encourage spontaneity and reduce anxiety over being specifically right or wrong.

•

Use the "Brainstorming" technique to postpone evaluation of specific ideas and responses so as not to interfere with the flow of ideas. Do this by encouraging students to generate many ideas on a single topic in a limited amount of time.

•

Ask questions which you are not sure how to answer. Allow yourself to be surprised rather than threatened by a student idea that you aren't sure just how to deal with, or that sends the discussion in a novel or unplanned direction.

•

Ask students to react to each other's ideas directly. This will add diversity and reduce the tendency to look to the teacher for the "right” solution. Encourage constructive arguments and differences of opinion.

•

Mention familiar concepts in unexpected or unusual contexts: for example "How would world politics and national alliances change if energy supplies were unlimited?" or "What would happen in a confrontation between Adolph Hitler and Cleopatra?"

•

Encourage your students to guess at answers and then to check their guesses; this will involve them in the process of seeking results and help them learn to make intuitive, "educated guesses." 33

•

Ask questions by indirect comparison (analogy, simile, etc.). Stimulate new ideas by asking for comparisons among apparently unrelated or unconnected elements.

•

Encourage your students to use their own reactions (feelings, beliefs, perceptions, or values) as starting points for exploration.

•

Above all, learn to really wait after questions. Many teachers cut off valuable activity by moving on too quickly. Waiting is a signal that you want participation. It gives students time to digest questions, ensures that students will think during the pause, and provides openings for responses.

Helping Students Organize Their Own Learning Discussion sections provide ample opportunity to help students organize their own learning. Taking the time to perceive relationships and verbalize understandings can be very helpful in developing cognitive skills. •

When completing a topic area, ask a student to summarize the main points for the class.

•

Discuss how well the class learning goals are accomplished.

•

For specific problems, help students generalize and apply similar methods to additional problems of the same type.

•

Explicitly discuss criteria for valid conclusions, and encourage students to formulate such criteria for themselves so that they can evaluate their own and others' thinking.

Consider the forms your questions take in class. Are your learning goals consistent with the methods by which you have chosen to teach? Are there ways in which you can improve your structure, your presentation, and your goals such that students will achieve a higher level of understanding and learning? By planning for and implementing these aspects of cognitive progression you will find that your students can learn more, understand more, and become more effective thinkers.

ANALYTICAL PROBLEM SOLVING PROBLEM SOLVING TECHNIQUES When most of us see the term problem solving, we tend to think of the sciences. But problem solving can occur in virtually every discipline. Whether you are teaching a student the basics of photography or photosynthesis, tai chi or titration, the essential activity involved is problem solving. Every time you ask a student to respond to a certain set of circumstances and determine results, you are asking for problem solving.

Distinguishing Problems from Exercises One of the first aspects of teaching problem solving is being able to distinguish between a problem and an exercise. The basis of this distinction lies in the objectives you set for your class. Do you want students to practice techniques which are familiar, or do you want them to learn how to analyze new situations? Do you want repetition of what students know or the creative connection of concepts and applications? This is the difference between an exercise and a problem. An exercise can be defined as something which is performed as a test or practice of technical skills. If the students know how to perform a given action or procedure, and know the steps involved in reaching a solution, then chances are that they are performing an exercise. Consider the following example: (a) 13,761 รท 293 = ? (b) 17,032 x 181 = ? Both of these equations are exercises because they involve performing known procedures to arrive at the correct answer. Anyone who is familiar with the techniques of basic multiplication and division can determine that the answer to (a) is 47 and to (b) is 3,082,792. Because an exercise can be completed using known procedures there is very little analytical, creative thought involved. As a result, exercises are best suited to practice, review, and testing situations. Problems are something completely different. A problem is a question for which the procedure is not immediately apparent. If you look at a question and don't know how to do it, it is probably a problem. The key to this distinction can be found in the procedures involved. In The Complete Problem Solver, J. R. Hayes suggests that for a question to be classified as a problem it must meet two criteria. There must be some kind of a gap between where you are with the question and where you want to be, and there must be no immediately apparent or obvious way of bridging that gap. How then, you might ask, does this distinction help in actually answering a question which has been classified as a problem? The answer is to break the problem into a series of exercises. This is the first step towards effective teaching of analytical problem solving.

Problem Solving as Application Once you have made the above distinction and determined that the question you are dealing with is indeed a problem, you must begin to consider just why your students are trying to solve a particular problem. All problems exist to clarify and demonstrate a particular theory, rule, or perception and one of your duties as a teacher is to illuminate this relationship between the theory and the application (the 35

problem). Because the ultimate goal of problem solving is to understand a larger concept, individual problems can be seen as steps towards a greater understanding of the subject.

The Problem Solver as Teacher Often we assume that a person who is good at solving problems will be a good problem solving teacher. Unfortunately, this is not always the case. Knowing how to do a problem yourself is very different from teaching others how to solve a particular class of problems. The reasons for this can be found in an examination of the skills involved. When presenting a problem solution, problem solvers tend to aim for neatness, precision, elegance, etc. But such an approach actually hinders teaching because all the mental steps which go into the examination and solution of the problem are essentially concealed in favor of elegance and impression. It is important, therefore, to shift your emphasis. As a teacher, your goal is to make problem steps as obvious as possible, thus enabling the students to see every step along the way to the solution. You should also avoid taking anything for granted, because a computation or explanation you consider to be obvious is often quite alien to your class. The key is to clarify all of the steps needed to solve the problem. Expertise = Ability to do and talk about/describe how you do it.

Problem Solving Suggestions Problems with problem solving stem from inaccurate reading, inaccurate thinking, poor analytical skills, and lack of perseverance. The following is a list of suggestions for becoming a good problem solver. This list was compiled and organized by the Center from actual teacher/student ideas and responses. These are not, of course, hard and fast rules but rather a guide for your students as they engage in problem solving.

Evaluating and Selecting Information •

Know what terms mean and use them precisely (do not skip unfamiliar words).

•

Be accurate in knowing and using basic math skills.

•

Read carefully and write out all the information given (concentrate on meaning).

•

Figure out which information is relevant and which is unnecessary.

•

Don’t start to work the problem before reading all the material.

•

Use prior knowledge and experience to clarify confusing ideas.

•

Specify all units used and their relationships using a chart if necessary.

Organizing a Plan or Approach •

Systematize problem steps; make a flow chart.

•

Understand the problem in terms of what is being asked and what you are looking for.

•

Work backwards from the problem goal to highlight intermediate steps.

•

Determine whether the procedure you are following will actually help reach the goal.

•

Use diagrams.

•

Translate word problems into equations or vice versa for clarity.

•

Decide what aspects of a theory you are likely to need.

•

Break problems into their component parts.

•

Do easier and more obvious steps first and look for clues to solving the rest of the problem.

•

Restate the problem in terms of models or types of problems that are already familiar and hence more accessible.

•

Determine whether the answer you derive is reasonable in terms of the problem.

•

Make a rough estimate of what the solution might look like, and use it to check progress.

•

Re-check the accuracy of all calculations.

•

Solve the problem in more than one way and compare the answers obtained.

•

Develop a list of assumptions about the problem and determine whether they are reasonable.

•

Once you have developed a procedure for solving a problem, try the procedure on another similar problem to determine whether it is consistently useful.

Cross-Checking Results

Improving Overall Problem Solving Ability •

Maintain a positive attitude about solving the problem.

•

Be persistent in pursuing the solution.

•

Take periodic breaks to let your unconscious mind process the information.

•

Write down all steps in solving the problem so that you can check your procedure completely.

•

Explain the problem to someone else to clarify thinking processes and assumptions.

•

Analyze difficult points as keys to solving the problem.

•

Keep a record of difficult problems and use it to determine consistent problem solving weaknesses.

•

Summarize the solution after finishing a problem to help in retaining the process, thus preparing for similar problems.

•

Use this list to check habitual problems or concerns.

Some Teaching Tips for Problem Solving Sections •

Work out problems before class, determine trends and style consistencies, and be prepared with additional or alternative problems for the class.

•

Begin each problem solving session with a list of homework questions from the class, and organize problems into groups of related type.

•

Avoid doing homework problems for your students; always try to get them to work the problems. Often this can be accomplished in groups or by having a number of students work several problems on the board at the same time.

•

If difficulties remain after homework problems have been completed, be prepared to work different problems that relate to the style in question.

•

Try to work problems which are of interest to the class.

•

Avoid being a substitute for soft reserves.

•

Never become a replacement for student work, rather be a supplement to student learning.

•

If students continue to have difficulty solving problems, try to figure out their thinking processes.

•

Ask students to think aloud.

•

Ask specific questions about their approach: “What do you know about this problem?” “Can you break the problem into smaller steps?” “What are some strategies you could use to solve the problem?” “Why did you do that?” “How did you get from step 1 to Step 2?” “Will you please explain your reasoning behind that step? “Is there a simpler or alternative method?”

Effective problem solving can be taught. Consider the four P’s of problem solving: Patience

Practice

Persistence

Perseverance

TEACHING IN THE LABORATORY In the laboratory, as in other teaching situations, a teacher utilizes a wide variety of basic teaching skills including lesson planning, encouraging complex thinking, and encouraging student participation. However, teaching in the lab does have elements which differ from other teaching forums. As such there are some basic tips and suggestions which can be provided about the process of lab teaching. Whatever type of lab environment you are teaching in, you can help to improve your chances for success by simply keeping in mind the three basic steps for any form of instruction: plan your lab, implement what you plan, and evaluate your performance to improve the next session. The following was adapted from material provided by the University of California, Santa Barbara. Additional information can be found in the CTD Laboratory Checklist.

PLANNING THE LABORATORY Planning is the most important part of teaching. A well-prepared lab will run much smoother and accomplish more than a lab which is thrown together at the last minute. Preparation should include a number of steps which can be followed week after week, with each lab becoming better and more polished. Below is a list of things to keep in mind when preparing your lab. •

Know what the students are supposed to learn and why. This relates to the idea of goals and objectives. It is always important for you to know the instructional goals of the lab. This is also valuable for times when students feel that they are simply "doing something for the sake of doing it." In such cases you can tell them the "why" of the lab.

•

Study and be familiar with the relevance of the lab and the theory on which the experiment is based. A lab is only a practical performance of a theoretical premise. To truly understand a lab you must understand the theory behind it. This will also prepare you to respond more effectively to student questions. You also need to be familiar with other applications of this theory to "real world" problems, thus demonstrating that the experiment has a wider application.

•

Be in control of all materials necessary to complete the experiment. Know what apparatus will be required, where to get it, how to operate it, and how to make adjustments (only in cases of minor malfunction). Know what other materials (chemicals, samples, specimens) are needed, where they are stored, and how they are to be handled. Above all, be aware of any dangers involved in the use of these materials and make sure the students understand how to use them and other safety procedures as well.

•

Perform the entire experiment in advance. Just because the manual states that an experiment can be performed in a certain way, there is no guarantee that it will work for you. It is therefore important to perform each experiment yourself before assigning it to a class. In this way you will be familiar with the procedure, the problems, and the short cuts involved. You can alert the students to potentially difficult areas and possible responses, and estimate the amount of material needed for the class. Pre-performance is the best way to avoid the unexpected and prepare yourself for the many problems which can occur in a laboratory.

•

Plan the best way to introduce the experiment. It is usually helpful to make a short statement about the lab before allowing the students to begin work. Decide beforehand what needs to be demonstrated and what can simply be 39

explained. Is the manual enough or will you need an extra handout? If there are formulas the students will have to access, you might consider writing them on a handout or on the board. Should the students work in pairs or is there enough of everything to go around? Determine how much theory is needed before they can proceed and how best to communicate the material. Finally, are there short cuts that will enable the class to finish on time; are there pitfalls they may encounter? All of this must be decided before you enter the laboratory.

LEADING THE LABORATORY SECTION The goal of most laboratory classes is to make a connection between the theoretical elements of a discipline and the practical aspects of technical performance. In general, there are three objectives which should be considered when teaching a lab. •

Practice and mastery of specific technical skills such as preparing an agar plate or setting up an apparatus for measuring chemical weight changes.

•

Mastery of the skills of the scientific process such as observation, classification, inference, hypothesizing, and designing methods of investigation.

•

Experiencing abstract concepts in a concrete manner, such as measuring and understanding free energy or angular momentum.

On another level the lab experience is valuable for its ability to give students a more intimate knowledge of the discipline, and a more intense involvement in the processes of scientific inquiry. Lab work also encourages cooperation and teamwork among students, thus reinforcing the social aspect of learning. Together all of these elements can contribute to a positive and exciting learning environment.

Helpful Suggestions •

Make sure your students understand the purpose of the lab and what they are expected to learn. Assuming the purpose of the lab is not part of the discovery process, it is best to let students know what they are doing and why.

•

Assess the level of student preparation before beginning the lab. If you have planned a lab based on a certain level of understanding on the part of your students, it is important to confirm that assumption before continuing. This is especially important if extra reading or research has been assigned. Such assessment can be accomplished by asking evaluative questions, offering a review of problem points, or calling for quick summaries from several students. The information you obtain about the students' levels of preparation will dictate the continuation of the lab experience. If everyone is ready, go on as planned. If some are unprepared, make a note of those students because they will inevitably need extra help. If no one is prepared, consider how best to deal with the information that is missing and what your alternatives are as far as the lab is concerned.

•

Make sure all students are aware of laboratory rules and protocol. All students should know how to check-out, handle, care for, clean, and return the equipment to be used in the lab. They must also be familiar with the way to deal with chemicals, samples, or specimens being used. This is especially important if the lab is unique, or makes use of unusual apparatus or materials. Students should know what to do if materials are damaged or if equipment is not working properly. They should also be aware of emergency precautions and procedures. Safety issues are crucial.

•

Be prepared to provide extra material to emphasize areas of difficulty. This may include the use of handouts or projections, or it may mean coming to lab early and writing information on the board for use during the lab. Such extra material should be planned for and used effectively. 40

•

Discuss or demonstrate any part of the experiment which might prove difficult and let students know about the timing of the lab. Targeting areas of difficulty before a lab begins can help all of the students prepare for what is to come and helps avoid a steady stream of students seeking help at a later point in the lab. This can also include hints about short-cuts, bottlenecks, or advanced procedures that they may not be aware of. The students should also know how long they should take on each part of the experiment, thus allowing them to plan ahead and giving you a means of evaluating progress.

•

Make sure students are aware of the procedures for and rules involving experiment write-ups. All students should be doing their write-ups and presenting their results in the same form, and should be evaluated on the same scale. Be explicit in your explanations of the reporting processes and be consistent, thus avoiding a majority of grading problems.

•

Point out interesting historical aspects of the experiment. It is always helpful to tell historical anecdotes about practical procedures (Galileo did this ..., Mendel first tried this ...) because it can increase student motivation and learning and add new perspectives to laboratory tasks.

•

Circulate among the students in order to check their progress, answer questions and provide assistance. One of the best aspects of teaching in the lab is the level of contact you have with your students. Rather than a separation between teacher and student, the lab setting encourages involvement. Don't wait for questions or problems; be alert to what the students are doing so you can spot difficulties before they happen. Ask questions which can help lead them forward. Be mobile, moving around so as not to alienate students in the corners, but be careful not to hover or interfere with their work. The key is to be reasonable, friendly and accessible.

•

Encourage students to be alert and relaxed, but realize that such an environment is not necessarily quiet and orderly. Allow students to relax in the lab, and encourage them to work together, helping each other with questions and problems. Remember that laboratories are for open investigation, not control. Students who are involved in their work tend to talk and respond vocally to the experiment they are working on.

•

Leave time at the end for a recap of the experiment and help prepare students for the next lab by suggesting outside resources. This last element is often simply not possible at the end of class, because students finish at different times. When possible, it is always valuable to provide some kind of closure to the lab. In fact, you might have to use this as part of your introduction to the next lab. Let the students talk about what happened in the experiment, what went right and wrong, and if their results are conflicting, encourage them to discover what caused the discrepancy. This is also a good time to remind them of the link between theory and practice. It is also important to give your students a bit of a head start on the next lab by suggesting readings that might give them insight or materials they might want to become familiar with. The important thing is to be consistent, and give everyone in the class the same opportunity to get ahead.

EVALUATING THE LABORATORY EXPERIENCE As is the case with any teaching experience, one of the most important parts comes after the class has ended. Because it is an ongoing process, it is vital that teaching be evaluated at regular intervals to determine effectiveness and development. In the 41

case of a lab, you will want to assess your success in providing an experience which has expanded student knowledge of the subject. Your choices for evaluation can be formal, as in the first three listed below, or informal, as in the last three. •

Review student reports to determine the relative success of the lab. Consult your instructor for requirements and details. How well the lab was completed, and how well it was understood are good ways of evaluating your performance. Did your students follow the designated procedures? Did they complete the lab? Did they obtain the appropriate data? Did they draw reasonable conclusions from the data?

•

Give students periodic quizzes to check understanding. Keep in mind that such testing activities should be designed to evaluate your effectiveness as well as theirs. Such quizzes should be at appropriate times, of limited duration, and have only a minor effect on their overall evaluation.

•

Use feedback methods. The Center for Teaching Development has a variety of feedback forms and methods which can prove helpful in obtaining more information about your overall teaching effectiveness.

•

Pay close attention to the questions and problems that occur in the lab. Questions and difficulties usually indicate weak areas in student understanding. Make a note of commonalties in questions and problems so as to determine trends which might indicate areas for potential improvement.

•

Ask questions that evaluate student understanding. Such questions can help determine how effectively you are structuring the labs and how well material is being learned. By assessing student progress you can get an indication of your own effectiveness.

•

Ask students if they understand the material. Frequent "checks" can serve as an informal gauge of pace, clarity, and effectiveness. Recurring difficulties and confusions might indicate a flaw in the teaching process.

In the case of lab write-ups, you are fortunate that there is already a standard for much of the evaluation process. The first and foremost criteria must be whether or not the experiment was completed properly, and whether the theoretical applications were understood. The next step is the process itself. Did your students follow the prescribed procedure? Did they experiment with alternatives? Finally, was the lab write-up completed in a timely manner and structured in a way that is appropriate to the discipline? All of these contribute to the overall evaluation of the experiment, and the weight of each element can be determined by you beforehand. Overall, you should remember that the objective of a lab is the hands-on explanation or illumination of a theory or fact. Your students are there to experience the discipline first-hand, and you are there to make that experience as useful, effective, and enjoyable as possible. Keep this in mind at all times, and your labs will most likely accomplish all of that and more.

EFFECTIVE LECTURING Most of the teaching assistants on this campus will be assigned to discussion, problem-solving, or lab sections. However, you may be asked to present a lecture to your professor’s class; in addition, as a future member of the professoriate, you may find yourself delivering lectures to students. 42

Lecturing does have an important place in teaching, and is appropriate when it is judged to be the most effective means of achieving a clearly articulated learning objective.

REASONS FOR LECTURING Some reasons for considering the lecture format •

when you want to present a body of information with certain emphasis as to importance, or a particular way of organizing or making connections among bits of information. This emphasis or structure may be related to the course as a whole or to your own perspective.

•

when there is a need for a more extended treatment of material (perhaps already covered in the text) in a way that is attuned to the learning needs of this group of students

•

when you want to expose students to a sample of a scholar's thinking aloud in tackling a problem or set of materials

•

when you want to convey a more personal viewpoint than has already been provided; that is, to convey your own enthusiasm or interest, or describe your own involvement--perhaps some kind of research you have worked on

•

when you want to convey a body of information which is not set forth in a single, easily available place

•

when you want students to know certain information for which you have fairly low-level learning objectives; e.g. because the material is background for the main focus, or because you will only expect recognition familiarity on exams

•

when class size, material complexity, and/or time restrictions prevent more participative formats

Reasons for using the lecture method sparingly or not at all •

You would be duplicating information students could find in the text or other material with a little more effort and guidance.

•

Your primary objective is to stimulate the more complex thought processes, which requires students to be actively working on the material.

•

You are as yet unsure of your students' interests, level of preparation, intellectual approach, or particular areas of difficulty.

LECTURE ORGANIZATION Given the decision to proceed with a lecture format the next question is one of organization. In the section on lesson planning there is a general structure which can be applied to lecturing, as well as other classroom formats. However, there are also some issues which seem more pronounced in the case of the lecture, and the following should help you pinpoint areas of concern and improvement.

LECTURE PREPARATION As in every teaching activity, preparation is the first and often the most important step. First, you must know your material to be able to talk about it for an hour or more. Second, be aware of areas of difficulty in your material so that you can plan your time accordingly. Finally, choose a format (outline, notes, or text) which is most comfortable, and be aware of the pitfalls of each. One of the most common problems for lecturers comes in the form of material. You may feel as though a complete text is the best approach; that way you can prepare beforehand and read what you have written. However, any distraction (a question, a cough, a strange look) can throw you off and force you to lose your place. Notes have the benefit of being as complete as a text but broken into easy-to-read chunks. Yet if notes are not well-linked they will lead to a disjointed and unintelligible lecture. Finally, there is the outline which allows you to organize everything in the lecture, plan for the connections, and present in a cohesive and complete manner. But this does not allow for the facts, figures, and expositions which are necessary to all lectures and thus requires you to think on your feet for much of the time. Obviously there are positive and negative aspects of each of these forms. The key is to find the form most comfortable for you and develop a personal style which will support you through a variety of situations.

EFFECTIVE LECTURING TECHNIQUES Consider some of the techniques you can use to improve your lecturing style. •

Immediacy. The most interesting and exciting lectures (and those which produce the most learning) tend to be the ones which seem spontaneous and immediate. Of course, you must plan your lectures, but that doesn't mean they have to sound planned. Speak to the students, not at them.

•

Variety. Try to vary lectures with additional associative material which relates to the topic at hand. Often a student will remember a story or an anecdote better than a bland piece of information.

•

Organization. Design your lectures so that students can follow your lines of reasoning and trace concepts back to their source. Information is of little value if it cannot be placed in context or reached for later reference. Make your organizing principles clear and explicit.

•

Preview and Review. Set up your lectures with a short explanation of what you will cover, how you will proceed, and why it is important. This prepares students and helps them organize their thoughts. Before the end of lecture, recap what you have been saying and why it is important. This gives students a sense of closure, clarifies material, and facilitates questioning of confusing points.

•

Connectors and Intermittent Summaries. Be sure that separate points are connected so that students can see the progress of your logic. If they understand the thought processes involved they will have a better chance at understanding the idea as a whole. Also provide students with summaries at various points along the way. This will allow students to check their understanding of the material, provide a framework for facts and information, and allow you and the class a moment of reflection before continuing. 44

•

Enumeration. Assign numbers to long lists, or points which are separated by large amounts of information. This provides an additional organizing aspect to the lecture and provides a clear and quick reference for asking questions, clarifying concepts, or reviewing difficult material.

•

Emphasis and Comparisons. Try to emphasize important main points or items vital to further understanding. If students know what you think is important they will be more able to reach the objectives you have set for the class. Likewise, comparing material to other aspects of the subject (or to "real world" situations) helps students to clarify important points and draw logical conclusions.

•

Handouts. If you are presenting a particularly complicated, complex, or lengthy subject it is often useful to provide an outline or other materials to the students in the form of a handout. This gives students something to focus on while you speak and allows them to think about material rather than concentrating on "getting it all down."

•

Chalkboard. Use the chalkboard as effectively as possible, and plan to use it beforehand. Be aware of sight lines, legibility, and organization of ideas.

•

Media. Make use of the media options available to you. If you must lecture from a text and cannot make handouts, use overheads or computer projections. Familiarize yourself with the media tools available and use them when appropriate.

Producing Good Listeners It is not enough to present a good lecture and hope that students will absorb what you are offering. You must also be aware of the extent to which students are actually learning from your material. Thus it is important to help your students become good listeners. Below is a list of listening habits which can lead to problems. Each is followed by improvement suggestions. •

Listening for facts and not ideas. Students who listen for facts tend to miss larger concepts and retain fewer details.

•

Suggestions: Define and communicate learning objectives which emphasize themes and main ideas. Introduce key ideas and concepts early and reemphasize them periodically. Provide handouts to outline key ideas and include enough facts to relieve students of some of the burden of note taking. Ask questions which link facts and ideas.

•

Avoiding the difficult. Many students shut out difficult, technical, and obscure material when they should be encouraged to move ahead and relate difficult material to previously learned, known material.

•

Suggestions: Encourage an atmosphere which is open to the expression of difficulties. Anticipate difficult points, state your own difficulties, and demonstrate resolutions. Relate difficult material to previous material or something else that is more familiar. Acknowledge difficulties to promote class confidence.

•

Dismissal of a subject as uninteresting. Students often dismiss even vaguely familiar material when they should be encouraged to look for new ideas amidst known concepts.

•

Suggestions: Stress the usefulness and relevance of material, including new points which will be brought up. Begin with the most interesting or novel aspect of the material to set a tone of discovery.

•

Yielding to distractions. Students will often look for distractions from the material at hand. Encourage students to ignore or minimize distractions.

•

Suggestions: Minimize distractions by agreement (i.e. no coffee, newspapers, etc.). Ask students to deal with distractions themselves. Adjust the room for comfort. Avoid annoying mannerisms. Stay on track and on time.

•

Paper and Pencil Listening. All too often lecture material will go from the mouth of the teacher directly to the hand of the student without passing through the mind along the way.

•

Suggestions: Provide an outline or fact sheet to the class and pace yourself. Often stenographic tendencies are a result of a too-rapid lecturer. Elicit feedback from the class to check comprehension and provide time to think. Set aside time for the summarizing and refocusing of ideas. Ask periodic thoughtprovoking questions that require students to use what they have been writing. Pause for students to realign their thoughts before letting anyone respond.

•

Leaving gaps between speaking speed and receptor speed. The average speaker talks at 100-150 words per minute, yet adults can perceive information at between at approximately 600 words per minute. That gap between speaking and listening provides the opportunity for students’ attention to lapse. Encourage students to use this gap to summarize and assimilate material rather than simply waiting for the next bit of information.

•

Suggestions: Make learning objectives clear from the beginning so that students know where they are headed. Use questions and statements which relate to the overall learning objectives. Ask for periodic summaries of material. Ask students to evaluate the validity of statements and arguments. Encourage creative thought by asking for insightful responses from the class.

Personal Presence The importance of personal presence in a lecture format cannot be underestimated. Because the structure of the lesson tends to favor one-way information exchange, and because the focus of attention is usually all on the teacher, you have an added responsibility to your students. Of course, personal presence is something to consider in any classroom, but when lecturing all of your mannerisms and habits become magnified and are held under greater scrutiny. Therefore, you should keep the following factors in mind when preparing and presenting your lecture.

Visual Elements It may sound simple but the appearance you choose to present will, to a greater or lesser degree, affect the tone of your class. Some teachers prefer a more relaxed atmosphere, and as such choose to present a more comfortable appearance. Others prefer a structured classroom environment, and choose their appearance accordingly. Another element to consider is that of variation. While it is important for your appearance to be consistent, it is important to vary your movement in the classroom. A lecturer who stands behind a podium and speaks is often hard to follow because every time the student looks up the scene is the same; there is no variation to keep eyes and minds moving. The best solution to this problem comes in the form of gesture and movement. Some teachers are naturally kinetic and move about throughout the entire lecture, and as such their classes maintain a higher level of 46

awareness because they are constantly following an object in motion. Other lecturers prefer not to rove about the classroom but stick to a set area, often because they must refer to extensive notes. However, even these lecturers can provide the necessary variation through the use of expansive gestures.

Vocal Elements Your voice is the most important lecture tool, so be aware of how you are using it. Many teachers forget that there is a difference between talking to one person and talking to fifty, and even if you know how to use your voice effectively it is easy to forget when you look into all those faces. As a student, how often have you as been frustrated, not by the material of the class, but by the presentation? Often a variety of problems can be solved by paying more attention to the way you use your voice. Always remember to talk to the students, not to the chalkboard or your notes. Modulate your voice and vary your method of speaking. It is always harder to follow a lecture delivered in a monotone, or spoken without variation. Try interjecting anecdotes and questions into your lecture. Such diversions will provide a natural variety which you can then apply to other material. Also try to monitor your rate of speaking, and find the speed which is most effective. Remember to project your voice beyond the first row, especially in large lecture halls. One trick you might be able to use comes from the theater. Pick out a few people or objects in the back row of the auditorium and project your voice to them. If you speak to the back of the room, everyone will have a better chance of hearing you. Try to avoid unnecessary words and sounds such as "uh" and "okay," and try to keep your voice relaxed. These elements are linked in that unnecessary words tend to come from anxiety. Look for natural rhythms in your speech, and avoid jerky and halting pauses. Make your stresses as meaningful as possible in order to enhance the material. Speak as clearly and concisely as possible and avoid difficult phrases which might lead to incomprehensibility. Overall, be aware of your voice and its effectiveness. Look at your class and try to gauge your effectiveness. When students seem to be drifting, throw in a variation to wake them up. If students seem to be straining, raise your voice or ask if everyone can hear you. Ask questions directly from the material, and use them to determine just how well you are being heard. And remember that if your students can't hear, they can't learn.

Other Elements You should try to use emotion in an effective way, thus capturing attention and interest. If you are enthusiastic and obviously enjoying yourself, it will be easier for the students to do the same. If you are angry, anxious, or indifferent, they will follow suit. Be sensitive to the physical space of the lecture hall. Classroom sightlines are rarely perfect, so know which areas offer a complete view and which are obstructed. Know the dead areas for sound and familiarize yourself with all of the idiosyncrasies of the room. Plan your entrances and exits; they are important in establishing mood. Remember to use appropriate props, including books, projections, and other visual aids. Finally, there is a way to help you become more aware of your style and effectiveness and that is by watching yourself in action. If you have never seen yourself teach, you should consider contacting the Center for Teaching 47

Development and having yourself videotaped. You can then view the tape at your leisure and see for yourself the habits and mannerisms, vocal patterns and variations used when you teach. Videotaping is easy, unobtrusive, and effective, especially in a lecture. When considering these and other suggestions remember that the most important thing is that you be comfortable with the role you have chosen. The more aware you are of your own style, the more you can improve upon its execution. Be comfortable, be conscious, be prepared, and you will be effective.

A Step-by-Step Outline for Lecturing Below is an outline for presenting a lecture. It is not meant to be used completely; not all of the entries have to be used every time. These represent only some of the possibilities useful in preparing lectures. These are suggestions to be adopted, adapted, and revised. Select only what you feel is appropriate to your situation.

Before Class What can I do to prepare my students so that they will be better able to learn from my presentation? •

Hand out a study guide which includes: • a list of self-evaluation questions • an outline of the presentation • material which may be difficult to master

•

Assign readings and activities as homework which: • relate to the presentation • include practice quizzes keyed to the readings • provide material for questions

•

Provide a glossary including: • key terms to be used • key concepts to be investigated • difficult words and phrases

•

Provide a list of: • resources of the presentation • sources for additional information • further practical examples

•

Prepare the classroom climate by: • arranging the seating for students • writing an agenda or notes on the board • talking to students about the topic

At the Start of My Presentation (Introduction) How can I capture my students' attention and provoke their curiosity so that they will want to pay attention to what I have to present? •

Present a case to be solved with new information.

•

State a strong generalization that contradicts thoughts or common beliefs.

•

Read a powerful or provocative passage or quote.

•

State a series of rhetorical questions to be answered.

•

Make reference to recent events, news, movies, etc.

•

Present a captivating slide, overhead, or other visual aid.

•

Introduce a series of puzzling facts which will be understood later.

What can I do to set the stage for what is to follow? •

Summarize material using objectives and progression.

•

Place the presentation in the context of the whole course.

•

Describe the particular approach you will take for the presentation.

•

Define and illustrate all key terms you will be using, even those which students should already know.

What can I do to make my presentation important and meaningful to students so that they are motivated to learn? •

State why you are presenting this particular material in this particular way.

•

Explain the importance of the topic to their future interests.

•

Relate the topic of your presentation to the students' interests, beliefs, backgrounds, values, etc.

What can I do to help students focus on what they should be learning? •

Explain to the students what they will be able to do once they have learned the material.

•

Explain to the students what they will be able to do once they have completed the class.

•

Explain the conceptual basis for quizzes and exams including their content and form.

•

Supply students with samples of items which might appear on quizzes and exams.

When Designing the Content of My Presentation (Development) What can I do to help keep students organized? •

Present an outline of the major points by: • stating the outline verbally • writing the outline on the board • providing the outline in a handout

What can I do to fully explain complex points? •

Use an appropriate vocabulary level.

•

Use a variety of examples, figures, or illustrations.

•

Present the essential content before presenting secondary content.

•

Restate points after examples and illustrations.

•

Demonstrate tasks correctly by: • explaining what to look for • moving and speaking slowly • providing clues of what to look for • asking students to analyze the task

What can I do to make ideas and examples more meaningful to students? •

Demonstrate examples or illustrations that are: • precise and fit the idea well • relevant and fit the context well • clever, curious or novel • humorous or intellectual

•

Relate ideas and examples to: • students' past experiences • future work or interests • recent events • humorous events and anecdotes

•

Present examples using a variety of classroom media including: • chalkboard • demonstrations • overheads or computer projections • film, video, or audio tape

When Presenting What can I do to maintain student interest? •

Include no more than three major points.

•

Show how each point fits as you come to it.

•

State at least one example for each major point.

•

Maintain eye contact with the class.

•

Speak precisely and audibly.

•

Read only quotes, not notes.

•

Vary the stimuli and mood by changing: • movement and activity • approach and content • pace and voice

What can I do to let students know what is coming next? •

Cue student attention to important points and visuals.

•

Relate new points to the outline and the agenda. 50

•

Summarize at the end of each segment or major point.

•

Give a brief sketch of the next segment.

What can I do to get students actively involved in practicing the ideas, concepts, and principles presented? •

Ask students to respond to: • a question or problem • a case or an issue

•

Require that responses be appropriate to objectives.

•

Give students time to think about responses.

•

Ask students to respond: • in writing • by comparing responses in groups or pairs

•

Ask for questions that deal with a particular idea. • Don't just ask, "Any questions?"

•

Ask questions about each major point.

•

Gradually increase the complexity of your questions.

What can I do to let students know if they are learning correctly or incorrectly, without using negative feedback? •

Verify student responses by providing them with: • the correct answer • a selection of possible correct answers • characteristics of a correct answer • a selection of class responses

•

Give verbal recognition to correct responses.

•

Prompt incorrect responses until a correct answer is obtained by: • asking a students to "hold on a minute" • describing the steps a student is taking • asking a diagnostic question • eliciting an explanation of the difficulty • explaining the missing idea • asking the class for responses

•

Allow the student to answer correctly, even after prompting.

When Ending My Presentation (Conclusion) What can I do to summarize my presentation material so that it is still meaningful to students and maintains their interest? •

Restate main points without cueing that it is a summary by: • stating a new example • asking for an example 51

• • •

asking for the main points showing where you are at that point

Refer to the next presentation by: • making a conceptual "bridge" • providing a preview of "coming attractions" • suggesting questions that will be answered

What can I do to make sure students have learned what I want them to learn? •

Present short quiz testing key ideas and objectives.

•

Ask students to relate class work to outside material.

•

Assign self-quiz or applications as homework.

What can I do to assess my instructional effectiveness? •

Ask for feedback in the form of a questionnaire.

•

Ask for feedback in the form of a class discussion.

•

Contact the Center for Teaching Development.

INSTRUCTIONAL TECHNOLOGY Computers and other forms of technology have a long history of use as teaching aids. Overhead and slide projectors, even chalkboards, are innovations that provide great assistance to educators. For a long time, computers have been used to create documents and maintain grades. Recent advances have greatly expanded the potential uses of computers and other technologies. Multimedia presentations, research utilizing the Internet and World Wide Web, distance learning and bulletin boards are just a few of the ways in which an educator can employ the new technologies. To address all the possibilities is beyond the scope of this handbook. What is provided are a list of some ways technology can be used to enhance learning and strategies to consider when incorporating technology.

SOME USES OF COMPUTER TECHNOLOGY FOR INSTRUCTION • • • • • • • • • • •

Develop Course Web Pages Maintain Grades and Recordkeeping Create Handouts and Other Documents Enhance Presentations (e.g., graphics) Compute Statistics Communication Medium for the Entire Class or Workgroups Literature Searches Information Resource Virtual Conferences Interactive Self-testing Administer or Score Exams

With respect to strategies, the phrase "enhance learning" is critical. Technology should not be wantonly used as a gimmick, to entertain, or replace thoughtful preparation. As with any instructional activity, the instructor must ask, "Why am I using this method and how does it help students achieve the educational goals?"

Lewis and Wall (1988) ∗ identified six reasons frequently cited by faculty for using technologies in their teaching. •

to accomplish tasks that they cannot do by themselves, such as help students experience times, places, people, and events that cannot be otherwise incorporated into the class

•

to accomplish tasks better than they can by themselves, such as help students visualize phenomena that are too small or dynamic to convey effectively with print, static models, or hand motions

•

to reach, via distance learning, those students, speakers, or experts who choose not to or are unable to attend class in the conventional manner

•

to help students overcome individual learning differences by providing practice with differing levels of difficulty, or using alternative presentation methods

•

to enhance faculty and/or student productivity by reducing time for and increasing quality of recordkeeping, word processing, or communication

•

to prepare students for the world of work by increasing their computer skills The Center offers training and consultation on Instructional Technology throughout the academic year. These sessions are led by Christine Bagwell, Manager, UCSD Instructional WWW Development Center (ACS). Sessions will address such topics as creating a course web page via your web browser, using message boards and chat rooms, grade posting, and how to enhance online supplementation with streaming audio, video and animations. Please consult our on-line calendar at http://www.ctd.ucsd.edu/calendar.htm for current offerings. For instructors of record, ten hours of one-on-one instructional technology assistance is available free of charge through the Instructional Web Development Center at http://iwdc.ucsd.edu.

ESTABLISHING POSITIVE CONDITIONS FOR LEARNING UNDERSTANDING ISSUES OF DIVERSITY Your students will ultimately benefit if you are a teacher who recognizes that there is a great deal of diversity in the classroom and who affirms and validates that diversity with sensitivity and understanding. Davis (1993)* offers specific guidelines for responding to diversity in the classroom. Several copies of her book, Tools for Teaching, are available in the Center’s resource library.

Students with Disabilities Davis suggests the following guidelines for accommodating students with disabilities. • • • •

Ask your students to clarify any special needs. Remember that disabled students are students first, disabled second. Be sensitive to nonvisible disabilities. Understand that learning disabled students have average or above-average intelligence and may have perceptual deficits which hinder information processing and therefore, may need more time for exams.

∗

Lewis, R.J., and Wall, M. “Exploring Obstacles to Uses of Technology in Higher Education: A Discussion Paper”. Washington, D.C.: Academy for Educational Development, 1988.

• • • • • • • • • • • • • • • •

Check with the Office for Students with Disabilities. Ensure classroom access. Observe seating needs. Ensure access to out-of-class activities. Follow good teaching practices. Be aware of cassette recorders--speak clearly. Face the class when you are speaking. Hand out written lists of technical terms. Make reading lists available in advance if possible. In conversation, directly address the student, not an aide or interpreter. Repeat questions as necessary. Listen attentively when a student with a speech disability is speaking. Do not interrupt. Make computer disks available to students if necessary. Provide appropriate test-taking conditions. (Consult your professor.) If necessary, select close captioned films and videos. *Davis, B.G. Tools for Teaching. San Francisco: Jossey-Bass, Inc. 1993.

Ethnic, Gender, Cultural Diversity Davis also provides guidelines for responding to ethnic, gender, and cultural diversity that should be considered by all TAs as well as instructors. • • • • • • • • • • • • • • • • • • •

Recognize any biases or stereotypes you may have absorbed. Treat each student as an individual with respect. Rectify any language patterns or case examples that exclude or demean any groups. Be sensitive to terminology. Become more informed about the history and culture of groups other than your own. Convey the same level of respect and confidence in the abilities of all your students. Don’t try to “protect” any group of students. Be evenhanded in how you acknowledge students’ good work. Recognize the complexity of diversity. When possible, select texts and readings whose language is gender neutral and free of stereotypes. Emphasize the importance of considering different approaches and viewpoints. Make it clear that you value all comments. Monitor your own behavior in responding to students. Speak up promptly if a student makes a distasteful remark, even jokingly. Avoid singling out students as spokespersons for groups. Be sensitive to students whose first language is not English. Assign group work and collaborative learning activities. Encourage all students to come to office hours. Provide opportunities for all students to get to know one another.

Most of the above are common-sense guidelines and are relevant to all good teaching. Similarly, dealing with diverse student learning styles and information processing strategies calls for using a variety of teaching styles and opportunities. Cognitive styles and learning modalities can affect learning and you should be aware of the differences.

Student Learning Styles Studentsâ&#x20AC;&#x2122; cognitive styles can be categorized in several ways. Some students can be considered field dependent (holistic, global, rely on external stimuli, and benefit from cooperative learning) or field independent (analytical, not distracted by irrelevant background material, task oriented, and internally motivated). Some students learn best in lectures; they prefer to observe and reflect upon a situation. Others like to do things--projects, engage in small-group discussions, etc. Some students do best in conceptualizing abstractions; they like to deal with ideas. Others prefer concrete experiences. In addition, there are preferred learning modalities-visual, auditory, kinesthetic, and tactile. While you need to be sensitive to these differences and include activities appropriate to different types of learners, it will not always be possible to select instructional methods that are totally congruent with student learning styles. You should, of course, utilize a variety of strategies, activities, and exam questions so that student learning is enhanced. Again, using some of the information presented in this handbook (alternative formats, instructional technology, variety in questions, etc.) will be immensely helpful as you work with many different students.

CLASSROOM MANAGEMENT Many teachers are concerned about their role as authority figures. They wonder if they will be able to effectively direct discussions and handle problems, and they worry about dealing with any difficulties which may arise. This concern is accentuated in the case of the TA, who is also a student, and who tends to be younger and have less experience with authority issues. For many, this anxiety manifests itself in a dogmatic, dictatorial manner; or conversely, as a relinquishment of discipline. Since neither case is desirable, you must find a way to retain direction without resorting to authoritarian control. One answer lies in the establishment of a Teacher-Student Contract.

THE TEACHER-STUDENT CONTRACT Contracts are implicit in all forms of interaction. Personal interaction implies a contract: an agreement to act and react in a certain way given specific circumstances. This also applies to teaching. When you enter a classroom you initiate a contract. If you and your students understand and agree upon the contract there are few problems. However, if there is a dispute, it can often be traced to a misunderstanding about the contracts involved. The first, and often the most significant form of contract which occurs in the classroom is the implicit agreement that comes along with all teaching. Every time you teach, you embark upon a contract which determines, to some extent, the rules of operation. What makes this aspect of teaching problematic is that implicit (and often unarticulated) contracts appear to be "common sense" to most of us, and any bending of the rules is seen as disrespect or antagonism. Contracts are a factor of your own personality and approach to teaching, as well as the students' personalities and approaches to learning. Often this is formed in the minds of you and your students without any communication between the two. Part of this contract includes the agreement that you will teach students to the best of your ability; that you will be informed, helpful, and consistent; and that you will come to class, be available in office hours, and return assignments in a timely manner. In short, your side of the bargain involves the basics of teaching. On the student side, the agreement probably includes attending class, doing readings, and completing assignments. It includes acting ethically, abiding by the grading criteria, and not being disruptive. 55

These are not the only aspects of implicit contracts, but they are some of the most prevalent. To understand any other agreements implied in your teaching situation, you must take the next step in the contract procedure and articulate the terms of your particular contract. This often occurs by way of "setting ground rules." Many teachers make expectations and requirements explicit with a written list or in the syllabus for the class. While this is a good start, there is often an important element missing, namely the student side. The best way to deal with explicit expectations and the establishment of a working contract is to tell students what you expect. This way everyone has the same level of understanding, and differences can be worked out ahead of time. It is also best to establish ground rules for the teacher. Let the students know what they can expect from you, and give them a chance to adjust or amend this agreement. Articulating both sides of the contract and making it explicit enables you and the students to construct a basis for operation, understanding, and conflict resolution. Finally, establishing a clear and workable contract will help you deal more effectively with unforeseen situations. No agreement is all-inclusive, and difficulties often arise which lie outside your contract. Frequently however, the contract will hold key elements which can be used in a final resolution. While it is important to keep the contract solid, it need not be inflexible. Be prepared to make adjustments when needed, but only when needed, and only when the entire class agrees upon those changes. Used in such a way, contracts can help you avoid problems, anticipate conflicts, and feel more secure as a teacher.

DEALING WITH PROBLEMS Even in well-run sections with well-meaning teachers and satisfactory contracts, problems will arise. Sometimes they are related to contracts and can be dealt with in that way, sometimes they are personal and can be taken care of in conference. But the best way to deal with conflict is to be prepared for it.

Rapport Possibly the most important aspect of the in-class teaching experience, and the one that will dictate the way you deal with problems, is the establishment of rapport. This is often easier for TAs than professors because you are closer to your students in age and experience. You are still a student, you were recently an undergraduate, and you can better understand student concerns. As such you are often more of an "experienced peer" than an authority figure, thus making part of your job easier and part more difficult. In the first case, you can talk to students on a similar level, thus making communication more comfortable and productive, and keeping you more accessible. However, as a peer you may have difficulty maintaining direction and discipline. But in both cases, establishing a sense of rapport will help. Rapport refers to the kind of interaction you have with your students. How friendly are you in class and out of class? What subjects are open for discussion? Do you treat your students as individuals, as adults? How would you like them to see you in your role as teacher? All of these questions and many more make up what we know as rapport. It is the relationship you establish with your students, whether that relationship is comfortable and open, or detached and distant. Generally, the more comfortable the atmosphere in the classroom, the better the learning; a cold or detached relationship tends to alienate students and become a barrier to learning. In the final analysis, of course, this is all up to you. The important thing is to find a level of rapport that is comfortable and workable. 56

Humor The question of whether or not to use humor in the classroom has received varied responses. Some teachers feel that there is no place for it, that education is a serious business with no time for frivolity. Some feel that it undermines authority and leads to a lack of discipline in the classroom. However, humor, like any other aspect of personal interaction, has its place in the classroom. The key is in knowing when to use it, when not to use it, how to use it, and why to use it. Humor can be a valuable tool for any teacher, and often springs up unexpectedly. Students will learn better when they enjoy the process, and humor can help them see the lighter side of subjects. How many complex and impenetrable concepts have been unraveled through a tall tale or humorous anecdote? Humor has its place in any discipline, in any class and you probably will know when you can use humor. The difficulties arise when humor is used improperly, at the wrong time, in the wrong way, with the wrong intention. Following is a list which offers some inappropriate ways of using humor in the classroom.

Cases In Which Humor Should Not Be Used •

during an intense period of discussion or debate

•

when "personal stakes" are high and feelings might be hurt

•

while discussing controversial or "loaded" subjects

•

when discussing conflicting personal views held by students

•

when comparing personal values and ethics

•

as a put-down to a single student or a group of students

•

as an attack on a specific group (religion, race, sex)

•

for the purpose of ridicule or personal attack

•

as a means of establishing control over a student

•

as the sole response to a student's ideas or concerns

•

when it borders on sarcasm

•

any time when you would be uncomfortable if the situation were reversed and you were the student

Challenge to Authority Often when a disruption occurs in class you must decide whether to deal with it immediately or defer it to office hours. There are no hard and fast rules in this situation, and often you have only a split-second to decide. This is where your knowledge of the class and your plans for the section come in handy. If the issue in question is clear-cut and can be dealt with immediately, then by all means do so. However, problems often arise that must be taken out of the classroom to office hours. 57

The most difficult situation to deal with is a challenge of authority; as when a student is making demands or trying to intimidate you in front of the class. In such a situation, someone will have to lose, but you cannot afford to lose and neither can the student. When one-to-one conflicts occur, they can easily expand to fill the silence which ensues, thus growing to a size which is unmanageable. The key is to defuse such situations by taking them outside the classroom. A simple phrase like "Let's deal with this in office hours" or "I don't think we need to take up class time for this, lets talk about it afterwards" can serve to relieve the tension of the situation and defer it to a more productive and less threatening forum. This also lets the student in question know that the issue will be dealt with at a specific time, thus saving egos on both sides. Knowing when to defer and when to deal with a situation comes only with time and experience. In general, the rule of thumb is to defer all major conflicts and antagonisms, and deal in class with simple disruptions. In the case of more difficult problems, such as academic dishonesty, it is vital to let the class know how you intend to deal with the situation before it arises. Be consistent, then deal with the actual incident outside of class. This will retain your authority, strengthen your contract with the students, and allow you to deal with the problem on a one-to-one basis.

Academic Dishonesty Prevention is the key to avoiding problems with cheating. However, despite your efforts, incidents of academic dishonesty may surface. First of all, it is not always easy to detect academic dishonesty. Second, it is even harder to enforce a punishment without causing a disturbance. Perhaps the best response to possible dishonesty is to somehow "flag" or mark the exams in question so that you can examine them at a later date. This lets the students know that they are being watched, enables you to closely examine the tests at your leisure, and avoids any kind of disturbing scene during class. If you find that there is cheating going on, discuss the problem with the course instructor. The university has established guidelines for dealing with academic dishonesty and your course instructor is responsible for taking appropriate action. However, remember that steps taken to prevent cheating before it occurs can be most helpful, particularly for a new TA. The university provides guidelines regarding preventing and processing incidents of academic dishonesty. Suggestions for instructors can be found in Appendix V. The complete Instructorâ&#x20AC;&#x2122;s Guide for Preventing and Processing Incidents of Academic Dishonesty is available in CTDâ&#x20AC;&#x2122;s Resource Center.

TEACHING WRITING Good teaching is good teaching regardless of the discipline. However, in some cases there are special concerns and suggestions which need to be addressed. Such is the case with the teaching of writing. The following has been adapted from Teaching Tips for TAs, published by the University of California, Los Angeles. Most of the difficulties with student writing fall into two categories: mechanics (errors of spelling, grammar, punctuation) and logic (problems with the organization of thought). The first of these is easily solved with the help of the teacher. Because English competence is so necessary to academic pursuit, as well as to success in the world at large, teachers have a responsibility to help their students improve in this area. Problems of logical organization and effective presentation, however, tend to stem from deeper difficulties. Writing is a cognitive process that shapes perception and reality. Writing implies order and reason, and is one of the most effective ways of facilitating understanding. 58

WHAT STUDENTS NEED TO KNOW The following generalizations should be understood before effective learning can take place through the writing process.

In General •

Most good writers rewrite, not once but several times.

•

Just because an article or book is in a published form does not mean that the information is correct, accurate, or even well-written.

•

Not all writing represents a new position or a creative response to a problem.

•

Many writers consult colleagues and peers about versions of their work and seek advice on revision.

•

Each discipline has idiosyncrasies and stylistic demands.

•

Most writing is done for a specific audience.

•

Most students have something to say.

•

Writing reveals what students have learned in class.

•

Criticism of written work is not a criticism of the writer.

About Assignments A TA can greatly influence the quality of student writing simply by paying close attention to the creation and design of assignments. The following suggestions should help you to make your assignments more effective. •

Clearly state all policies concerning assignments.

•

Make sure students understand that they are writing for a specific audience and not simply for self-expression.

•

Explain that grading will be based solely on what is on the written page.

•

Suggest that students re-read their papers to ensure complete and clear presentation.

•

Explain what plagiarism is and how it is dealt with, and specify what sort of documentation you will require.

•

Make all assignments as clear and specific as possible.

•

Establish firm, complete, and detailed guidelines.

•

Set aside class time to discuss writing assignments, either as a group or one-toone.

•

Provide written assignments to avoid any misinterpretation.

•

Make sure grading criteria are understood in advance.

Anxiety Writing anxiety is a fear of writing or having to write. It often takes the form of "blocking" on essay exams or in writing a paper. In general, there is a cycle to writing anxiety which begins with some past writing experience which was unrewarding, unpleasant, and stressful. Yet because writing is inevitable in a university setting, students are eventually faced with either a writing class or a writing assignment which is unavoidable. The result is often "cognitive disruption" -- sweaty palms, muscle tension, broken concentration. Because both avoidance and disruption adversely affect writing performance, students are set up for yet another failure, which in turn reinforces the anxiety. It is important for you as a teacher to intervene in these cases. You can work to counteract student tension by helping them relax in the act of writing. Urge students to control negative thoughts about their writing ability. Create a positive environment which is more conducive to success than failure. One way to encourage positive experiences is with ungraded free-writing exercises. It is also helpful if students feel that they understand and are in control of the material to be written about. Also writing, like problem-solving, can be broken down into small steps, thus making a large project seem more manageable.

Grading Because writing often involves a good deal of subjective evaluation, the process of grading can be something of an ordeal. Several sources provide criteria for evaluating student writing. These are available in the Center’s resource library. Generally, the criteria deal with focus, organization, development, sentence structure, mechanics, and appropriate citations. Some questions you might consider as you evaluate students’ writing follow: •

Was the assignment completed in the manner required?

•

Has the student addressed and answered posed questions?

•

Was the material covered in an adequate and accurate manner?

•

Has the student demonstrated that the facts are correct and have been understood?

•

Does the writing communicate clearly and effectively?

•

Has the student thought about the topic in a creative and innovative manner?

•

Does the student understand the relationships between the facts presented and the ramifications.

•

Is there an element of originality present in the work?

•

Does the writing capture audience attention and interest?

•

Does the paper have a clear thesis statement?

•

Is the thesis substantiated throughout the assignment?

•

Is the writing free of irrelevant material? 60

•

Does the writing build to a conclusion which explains and substantiates the thesis and carries it to completion?

•

Is the central idea sufficiently developed by the use of details, examples, logical arguments, and evidence?

•

Is all of the evidence relevant to the point being discussed?

•

Is there enough evidence to support the point being discussed?

•

Has the student anticipated objections to the thesis and answered them in a fair manner?

•

Is all of the evidence from additional sources adequately documented?

•

Is the chosen method of presentation clear and effective?

•

Is the material broken down into logical divisions and subtopics?

•

Do individual paragraphs sufficiently develop the divisions or subtopics?

•

Does each paragraph have a clear topic sentence?

•

Are there smooth transitions between ideas?

•

Is the sequence of ideas logical and complete?

•

Has the writing been sufficiently edited?

•

Are there distracting mechanical inconsistencies?

•

Is the writing free of major mechanical errors?

As you continue to work with students, you may identify additional criteria specific to your discipline. In addition, you should always check with the course instructor concerning criteria and guidelines for acceptable papers and written essay exams.

THE PROCESS OF EVALUATION Evaluating students and assigning grades is the responsibility of the instructor, but TAs are often expected to assist in this process. Although evaluating lab reports and student writing have been discussed in previous sections, some additional information maybe be useful.

THE BASICS OF EVALUATION No matter what kind of class you are teaching, there are some very basic aspects of evaluation which you should become aware of. A major concern relates to clarity and understanding. It is vital that all students understand the requirements and expectations of the course, and that they understand these in the same way that you do. You and the students must be in agreement concerning these requirements and the criteria on which they will be graded. Such a consensus will avoid unpleasant evaluation situations, and keep everyone on the same track. Another important aspect is consistency. Evaluation structures should be set down in the beginning of class and maintained to the end, unless a change is dictated by the workings of the class and thus agreed on and understood by all involved. You 61

cannot change your requirements in mid-term without dire consequences. Similarly, you must be careful to keep evaluations consistent from one student to the other. Each student must be graded on the same basis, with the same criteria. This will facilitate understanding, and help avoid discontent and confrontation. When you evaluate, make sure you do so based on specific, well-defined, and welldelineated material. Let students know exactly what areas will be covered by exams or papers, and stick to that announcement. Vague assignments and vacillating themes can only lead to misunderstanding and a lack of communication. Be aware of trends in assignment due-dates and testing schedules. Let students know about assignments and exams well in advance, so that they can plan ahead and try to schedule their time accordingly. Being aware of these concerns early on saves much distress later.

UNIVERSITY TESTING PROCEDURES By far the most common form of evaluation on the university level is the examination. This can range from the weekly quiz to mid-terms and finals. Testing is most popular because, when used properly, it tends to be the most time-efficient and effective form of evaluation. The key to good testing, however, lies in good test construction and consistent grading. When constructing a test, keep in mind a few basic points.

Constructing a Test •

Decide the objectives of the evaluation based on initial class objectives before constructing the test.

•

Avoid problems and questions which are tricky and trivial.

•

All topics covered on the exam should be representative of the material covered to that point in the course.

•

All problems and questions should be clearly written and easily understood.

•

Avoid using the same exam for different sections or future courses.

•

Give students a clear idea of what to expect on the exam, and stick to your forecast.

•

Be aware of time constraints, and gauge the amount of material to fit the time allotted.

•

Keep in mind your own requirements and the amount of time you will need to devote to each exam.

Administering a Test When possible, the person who constructs a test should be present to administer it. This is important because there are bound to be questions of meaning and wording even in the most well-constructed exam. It is also important to remember that administering a test tends to be a rather rigid procedure, requiring a great deal of discipline. Ground-rules must be made clear and enforced. Special attention must be paid to the duration of the exam, and papers must be returned when called for. The most difficult aspect to deal with is that of cheating on exams. (See Appendix V)

Assigning Grades Assigning a grade to an evaluation tends to be the most challenging part of the process. Many teachers would prefer giving students feedback and evaluations of their work without having to place values or letter grades on the final products. But grading is the accepted ultimate end of academic evaluation and therefore must be considered and discussed. Accepted grading methods include criterion-based, the normal curve, and ranking of students. Following is a list of suggestions you might want to keep in mind when considering the issue of assigning student grades. •

Clearly describe grading systems at the beginning and remind students periodically of the criteria being used.

•

Construct a system which rewards effort throughout the course, not just at the mid-term and final periods.

•

Keep students informed of their status periodically throughout the term.

•

Give letter grades to individual assignments rather than a point count, thus letting students know where they stand.

•

Structure your evaluations so that a student who does poorly early on can still successfully complete the course.

•

Never ignore an evaluation, unless you have stated that you would "throw out one grade."

•

When computing grades, check your calculations.

•

When considering cases on the margin between grades, examine them all as a group to judge relative merits.

•

Borderline grades must be fair to the individual and the class as a whole.

•

Be consistent in your evaluation of marginal elements such as attendance, participation, improvement, and effort, but be careful not to weight them too heavily.

•

Never force grades to fit established quotas or theoretical expectations.

•

Inform students of grades in a confidential manner.

•

Follow your professor’s instructions regarding the handling of disputed grades.

•

Never change a posted grade unless you are in error.

•

Remember that grades are important to students and should be treated seriously.

•

Always keep in mind that the professor has the final word where grading is concerned.

Further information on grading is available in the Grading Information Booklet distributed by the Office of the Registrar. Your department should have copies of this booklet and you may review and/or borrow a copy from the Center for Teaching Development. This booklet provides answers to questions regarding the UCSD grading system, grade appeals, grade changes, privacy rights of students, and any other official information regarding grading that you might need in performing your TA duties. For more information contact Academic Records (858) 534-3144.

CRITIQUING IN THE ARTS The process of evaluation is often difficult in the creative arts (music, theater, visual arts, writing) because it seems to involve a much more subjective interpretation of student work. However, if you approach the task in an objective way, and structure your evaluation procedures, the process becomes much more accessible. Essentially, critiquing in the creative arts is the same as evaluating in any other discipline; the main difference is one of emphasis. In the first place, arts critiquing tends to be viewed as subjective because the basis for evaluation is not always defined. Many teachers approach the subject as a question of talent rather than skill, artistic accomplishment rather than goal attainment. But before you can effectively evaluate a student who is performing an artistic activity, you must be clear about the goal, not only of the activity, but also of the evaluation. Why is the student performing that particular set of activities, what is the goal of the action? Once you know the objective, you can determine how far the student has progressed. As teachers, we can only judge our students on the basis of perceptible factors and clearly defined requirements. If a student's objective is to create a painting using found objects, that must be the basis of the evaluation. If a student is asked to perform a role in a realistic manner, then that is how the evaluation should be conducted. If asked to write a short story in the manner of O. Henry, a student must be evaluated on the extent to which this was accomplished. A well-defined goal and a detailed explanation of what is expected can remove virtually all of the seemingly subjective elements of evaluation, thus leaving the practical and objective analysis of the critique. Another area of difficulty in the creative arts deals with the nature of the act of creation. For the most part, students in arts classes are asked to draw on experiences and emotion to perform their activities. Assignments can relate to deep-seated desires, and life-long passion. In short, art students tend to "lay their soul bare" in the process of creation. The result is that students have an enormous stake in the evaluation process, because in a sense they feel that the teacher is evaluating their psyche as well as their art. In such an atmosphere, it becomes difficult to provide critical responses to student work. Therefore, it is important to depersonalize your critique of student work. Make it clear that what you are evaluating is the accomplishment of an assignment and not the personal feelings that went into its creation. This can be done explicitly, by simply stating your position to the class, or implicitly through critiquing style and nonverbal cues. Avoid terms like "wrong" and "bad" and instead ask for the "why" of activities. For example, ask, "Why did you choose to represent the subject in this way" instead of saying, "I think this is really terrible." The goal is not personal devastation, but evaluation for the purpose of improvement. Which leads to the final aspect of the critiquing process, that of progression. Just as goal setting and articulation are important to the evaluation process, progression is the element which gives students somewhere else to go. There is very little value in a critique that provides no insight into what to do next, so each evaluation should include some indication of strong points which can be pursued and weak points which can be worked on or developed.

FEEDBACK ON YOUR TEACHING Learning to teach well is easier when you get frank, constructive feedback about your teaching and ways to improve. Teaching is an active skill which involves thinking, planning, action, and results. The more knowledge of results you have, the more you can fine-tune your efforts. Another good reason for getting appropriate

feedback is that it will help you make the class a joint learning enterprise between you and your students. You can share your goals, plan accordingly, and gauge how well objectives are being accomplished. This is a valuable benefit of building selfcorrection into your teaching. Some ways to obtain feedback are listed below.

Questionnaires Questionnaires can take many forms to fit many formats. There are completely anonymous thus allowing students to be forthcoming and honest. Written questionnaires also allow you to consider the responses at length and at your leisure. The basic structure of questionnaire feedback requires that the teacher create a form which addresses specific issues of teaching and learning effectiveness, or make use of pre-existing questionnaires which seem appropriate. This form is then given to the class during the middle of the term, allowing the students time to experience the teaching and giving the teacher time to improve before the end of the term. Questionnaires are then evaluated to determine teaching/learning trends which might be targeted to improve the educational experience. Such questionnaires can take on many forms, depending on the kind of feedback required. One form is the Specific Concerns Questionnaire, used to target activities and events which require a more particular kind of feedback. For example, if you have tried a new classroom format and would like to know how well it worked, you might construct a questionnaire to determine what the students feel was accomplished. Another option might be to create a form which compares the usefulness of several textbooks in describing a particular idea. For a general overview you might consider the CTD General Questionnaire, designed to provoke a wide range of comments by asking for a rating of specific teaching activities as well as requesting written comments about aspects not covered in the questionnaire.

Class Interview Another effective form of feedback is the class interview. In this forum students are encouraged to speak openly about the class and the teacher. This can be an open class discussion with the teacher participating, or can be conducted by an outsider (a CTD consultant, another teacher, a student), allowing students to respond to questions without the teacher being present. The use of a CTD consultant is recommended because the CTD consultant can correlate interview responses with other feedback and observations. Also, the consultant is a trained observer with no personal interest in the results.

Videotaping Videotaping is a simple process and can be a valuable form of feedback. Contact the CTD for videotaping services. Once a tape is made the real teaching/learning benefits come from the way it is reviewed. One of the most valuable aspects of video is the opportunity it affords teachers to see a class from the student's perspective. It enables teachers to see their little idiosyncrasies, as well as any bad habits which may have developed in front of the class. For this benefit, all that is needed is the tape and the teacher. By reviewing the tape with another teacher or a CTD consultant, you can obtain a third-person perspective on teaching techniques. This enables you to see how an outsider would view your teaching in a setting which is in no way threatening or confrontational.

Classroom Assessment It is critical to get ongoing feedback from students as to how effectively you are teaching. There are numerous ways to get that feedback. Cross and Angelo (1988) have developed an extensive repertoire of such methods. They define feedback (classroom assessment) as small-scale assessments conducted continuously in college classrooms by discipline-based teachers to determine what students are learning in that class. Following are some examples: 1) Have students anonymously write down the two or three main points that they got out of the presentation and leave it at the door as they depart. This will assess how clearly you are making the main points of your presentation or what the students are picking up from the presentation. 2) If you are emphasizing the application of class material to outside settings, ask the question, “Have you applied anything you have learned thus far in this class to your own life? If yes, please give as many detailed examples as possible.” 3) Choose four or five questions (no more) asking for student feedback about your exams. Have the students respond anonymously. They can respond immediately after the exam or at a later date. Make certain to allocate sufficient time for them to respond. In addition, you may create your own custom designed evaluation form. Follow the instructions on the following website: http://www.ctd.ucsd.edu/resources/evaluations/customized.asp or select preformatted questionnaires at: http://www.ctd.ucsd.edu/resources/evaluations/index.htm.

Self -Assessment The first step is to try to objectively evaluate your own teaching. Consider good and bad habits, positive and negative responses. Make a list of accomplishments and faults. The second step is to take the list you have developed and talk it over with someone who has been exposed to your teaching techniques; usually this will be another teacher or a CTD consultant. Together you can discuss the list and how to make improvements.

Combined Assessment The final aspect of obtaining feedback involves a combination of some or all of the above-mentioned strategies. Questionnaires can be used in conjunction with other forms of feedback to target areas of difficulty. Videotape can be used with selfassessment for a clearer understanding of student perceptions. It is important to find a form of feedback you feel comfortable with and use it as needed. But more importantly, comfortable or not, it is essential to have your teaching evaluated. It is hard to make improvements and grow and develop when you don’t know what is wrong. On the other hand, it’s great to get positive feedback and find out that you are doing some things right. Evaluation is an important component of teaching. CTD offers confidential, nonjudgmental evaluation services. The other evaluations you will encounter-departmental (whether for TA advancement or faculty tenure) or CAPE--should not be your first experience in evaluation.

ADDITIONAL ASSISTANCE There are a number of on-campus organizations designed to help UCSD teachers and students. Below you will find listings for additional teaching assistance, academic assistance, career assistance, and personal assistance. If there are concerns not addressed in this chapter, please do not hesitate to contact the Center.

TEACHING ASSISTANCE For further assistance with your teaching, or with teaching-related problems there are two directions you might want to follow. First, there is the Center for Teaching Development which offers assistance to all UCSD teachers, faculty as well as teaching assistants and international teaching assistants. CTD has staff consultants who can work one-to-one with teachers as well as a variety of materials which can be accessed. The Center also offers an extensive selection of video support materials and activities. The Center for Teaching Development is located in Center Hall, Room 307, (858) 534-6767, mail code 0030, http://www.ctd.ucsd.edu. Another avenue of teaching assistance is available through your department. Experienced teachers are often willing to help their less experienced colleagues, and many are willing to serve as mentors. Teachers who have received special recognition are particularly helpful in providing information about good teaching. One other area which is often overlooked is that of the students. They can often tell you what works and what doesnâ&#x20AC;&#x2122;t work.

ACADEMIC ASSISTANCE If you need academic assistance, or if one of your students seems to need some special attention, there are several options. First there are the academic advisers found in every department. These advisers can help in planning your own program, dealing with conflicts, and suggesting alternatives. If this is unsuccessful, there is also the Office of Graduate Studies and Research where you will find representatives who can help with graduate academic problems. Undergraduate academic problems should be referred to the academic advisers in the colleges.

Academic Advising (Undergraduates) The academic advising staff in each of the colleges is there to help guide students through the maze of academic requirements and to assist with any general academic problems. Academic Advisers will direct students to the appropriate office if the problem is not within their area of responsibility. If a student needs advice concerning a specific academic major, he/she should consult with the faculty member who serves as Undergraduate Adviser for that department. Departmental student affairs staff are also good sources of information. The location and telephone numbers for Directors of Academic Advising in each college are provided below. Nancy Friedlander - Eleanor Roosevelt College Provost Office (858) 534-9864 Kay Reynolds - Muir College Provost Office (858) 534-3580 Nancy Groves - Revelle College Provost Office (858) 534-3490 Brigette Benoist â&#x20AC;&#x201C; Sixth College Provost Office (858) 822-5955 Anne Porter - Thurgood Marshall Provost Office (858) 534-4110 Catherine Joseph - Warren College Provost Office (858) 534-4350 For academic difficulties such as math or writing problems, check the Office of Academic Support and Instructional Services (OASIS) which employs tutors to help students having trouble in their courses. OASIS can be reached at (858) 534-3760, mail code 0045. Graduate students having difficulties should contact the departmental adviser, OGSR, or CTD.

CAREER-RELATED ASSISTANCE For career-related assistance, either for yourself or for one of your students, there is a Career Services Center on campus. This Center is designed to help students find out about and prepare for future career options. You will also find information about professional and graduate schools, testing facilities and organizations, and part-time employment. The Career Center can be reached by calling (858) 534-3750 or writing to mail code 0330.

PERSONAL ASSISTANCE For more personal assistance there are several alternatives. Department advisers and instructors are often willing to discuss personal matters which affect academic performance and they can often suggest further areas of assistance. Other students who are in the same discipline or have experienced similar difficulties can also be helpful. However, the organization on campus best suited to dealing with personal problems is Psychological & Counseling Services. This office provides free confidential counseling and assistance to any student. A staff of well-qualified psychologists and counselors provides assistance to students who may be experiencing academic, emotional, personal, marital, family or vocational problems. Individual and group counseling, psychotherapy, marriage or relationship counseling, sex therapy, family therapy, behavioral and hypnotic techniques are available. Individual counseling and psychotherapy are offered within the context of a short term model. All services with the exception of specialized testing are available at no charge. Services are offered at all six college locations as well as at the main center. Confidentiality is assured. The Central Office is located in 242 Social Sciences Building. For further details or to make appointments, call (858) 534-3755.

OTHER ASSISTANCE For information about other university services and resources, check the Instructional Resource Guide for Faculty and TAs available at the CTD.

CONCLUSION No one has ever suggested that good teaching can be learned from a single handbook. Becoming a competent teacher takes a great deal of time, effort, commitment, and experience. In creating this handbook, we have sought to provide a guide to improvement and a source of ideas, rather than a definitive text on the subject of teaching. In the Center, you will find many books and articles dealing in depth with many of the subjects presented here. As is the case with any publication of this type, the CTD Handbook is under continuous review and will be revised and revamped as new teaching strategies and technologies emerge. Because of this ongoing evaluation, we encourage comments and suggestions especially from newcomers to the teaching profession. If you have found any portion of this handbook particularly helpful, or any section in need of improvement, please contact the Center.

APPENDICES

APPENDIX I UCSD POLICY ON INTEGRITY OF SCHOLARSHIP Instructors' Responsibility The instructor should state the objectives and requirements of each course at the beginning of the term and clearly inform students in writing what kinds of aid and collaboration, if any, are permitted on graded assignments.

Students' Responsibility Students are expected to complete the course in compliance with the instructor's standards. No student shall engage in any activity that involves attempting to receive a grade by means other than honest effort, for example: No student shall knowingly procure, provide, or accept any unauthorized material that contains questions or answers to any examination or assignment to be given at a subsequent time. No student shall complete, in part or in total, any examination or assignment for another person. No student shall knowingly allow any examination or assignment to be completed, in part or in total, for himself or herself by another person. No student shall plagiarize or copy the work of another person and submit it as his or her own work. No student shall employ aids excluded by the instructor in undertaking course work. No student shall alter graded class assignments or examinations and then resubmit them for regrading. No student shall submit substantially the same material in more than one course without prior authorization. A student acting in the capacity of an instructional assistant (IA), including but not limited to teaching assistants, readers, and tutors, has a special responsibility to safeguard the integrity of scholarship. In these roles the student functions as an apprentice instructor, under the tutelage of the responsible instructor. An IA shall equitably grade student work in the manner agreed upon with the course instructor. An IA shall not make any unauthorized material related to tests, exams, homework, etc. available to any student. This policy is available online at: http://www-senate.ucsd.edu/manual/Appendices/app2.htm

APPENDIX II NOTIFICATION OF RIGHTS UNDER FERPA FOR POSTSECONDARY INSTITUTIONS The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. They are: 1. The right to inspect and review the student's education records within 45 days of the day UCSD receives a request for access. Student should submit to the registrar, dean, head of the department written requests that identify the record(s) student wishes to inspect. The UCSD official to whom the request was submitted will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records were not maintained by the UCSD official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed. 2. The right to request amendments of the student's education records that the student believes are inaccurate or misleading. Students may ask UCSD officials to amend a record that they believe is inaccurate or misleading. They should write the UCSD official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the UCSD official decides not to amend the record as requested by the student, that official will notify the student of the decision and advise the student of the right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing. 3. The right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception which permits disclosure without consent is disclosures to UCSD or UC officials with legitimate educational interests. A UCSD or UC official is a person employed by UCSD or UC in an administrative, supervisory, academic, research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom UCSD or UC has contracted (such as attorney, auditor, or collection agent): a person serving on the Board of Regents; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another UCSD or UC official in performing his or her tasks. A UCSD or UC official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. 4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by UCSD to comply with the requirements of FERPA. The name and address of the office that administers FERPA is: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC, 20202-5901 Questions about these rights or any other aspect of student records management by UCSD officials may be referred to the Director, Student Policies and Judicial Affairs, Student Center, Building B, by telephone at (858) 534-6225, by email at naguilar@ucsd.edu or JudicialAffairs@ucsd.edu or by fax at (858) 534-4934. The text of FERPA may be found in the Government Documents section of the UCSD Geisel Library. Copies of the UCSD student records policy, PPM 160-2, may be obtained at the Student Policies and Judicial Affairs Office or online: http://adminrecords.ucsd.edu/ppm/docs/160-2.html.

APPENDIX III SEXUAL HARASSMENT POLICY AND DEFINITION POLICY The University of California, San Diego, is committed to creating and maintaining a community in which all persons who participate in UCSD programs and activities can work and learn together in an atmosphere free of all forms of harassment, exploitation, or intimidation, including sexual harassment. Every member of the UCSD community should be aware that UCSD will not tolerate sexual harassment and that such behavior is prohibited both by law and by UCSD policy. Retaliation against a person who brings a complaint of sexual harassment is also strictly prohibited and may result in separate disciplinary action. It is UCSD's intention to take whatever action may be needed to prevent, correct, and if necessary, discipline behavior which violates this policy. All members of the UCSD community, including faculty, students, and staff, are responsible for insuring an environment free of sexual harassment. A. DEFINITION OF SEXUAL HARASSMENT Sexual harassment is a specific type of illegal discrimination, which is defined as unwelcome conduct of a sexual nature that is so severe or pervasive, it creates a hostile environment for a reasonable person. It may include a wide range of behavior that, depending on the circumstances, unreasonably interferes with and adversely impacts the educational experience or work environment. Sexual harassment does not include verbal expression or written material that is relevant and appropriately related to course subject matter or curriculum, and this policy shall not abridge academic freedom or UCSD’s educational mission. B. CONSENSUAL RELATIONSHIPS There are circumstances when consensual romantic or sexual relationships are of concern to UCSD. There is an inherent conflict of interest for an individual to exercise direct supervisory, evaluation, instructional, and/or advising responsibilities, or participate in hiring, retention, promotion, or award decisions on behalf of UCSD, for someone with whom there exists a romantic or sexual relationship. If a relationship subject to this policy exists, UCSD requires that effective steps be taken to ensure that the evaluation or supervision of the student or employee is unbiased, i.e., that it is not based on the consensual relationship. Proactive, preventive measures must be taken to avoid conflicts of an ethical nature. The UC Regents have approved a systemwide faculty-student relationship policy that states, “Whenever a faculty member is responsible for academic supervision of a student, a personal relationship between them of a romantic or sexual nature, even if consensual, is inappropriate. Any such relationship jeopardizes the integrity of the educational process.” It is misconduct for faculty to engage in romantic or sexual relationships with students for whom the faculty member has, or should expect to have in the future, academic, instructional, evaluative, or supervisory responsibility. C. RETALIATION Threats, other forms of intimidation, and retaliation against a faculty member, student or staff employee for bringing a complaint of sexual harassment or for assisting another in bringing a complaint are prohibited. Retaliation is itself a violation of University policy and the law, and is a serious offense. Complaints of retaliation may be brought through the informal or formal sexual harassment complaint procedures.

The entire UCSD Policy is available online at http://oshpp.ucsd.edu. Copies of the Policy are also available at the Office of Sexual Harassment Prevention & Policy at 201 University Center.

Office of Sexual Harassment Prevention & Policy (OSHPP) Frequently Asked Questions What is sexual harassment? Sexual harassment is a specific type of discrimination which is illegal under federal and state law and UCSD policy. It is defined as unwelcome conduct of a sexual nature that is so severe or pervasive that it creates a hostile environment for a reasonable person. A determination of whether particular conduct constitutes sexual harassment depends on the totality of the circumstances. Sexual harassment may occur between persons of differing power or between peers. It may also involve a female harassing a male, or a male or female harassing a person of the same gender. Gender identity discrimination and gender stereotyping are also prohibited. What are some examples of sexual harassment?

Sexual harassment may be verbal, visual or physical conduct. Examples include:

Direct propositions of a sexual nature; Sexual innuendos and other seductive behavior, including pressure for sexual activity such as repeated, unwanted requests for dates, and repeated inappropriate personal comments, staring, or touching; Direct or implied threats that submission to sexual advances will be a condition of employment, promotion, grades, etc.; Unnecessary or unwanted touching, patting, massaging, hugging or brushing against a person’s body or other unwanted conduct of a physical nature; Remarks of a sexual nature about a person’s clothing or body; Impeding or blocking someone’s movements; Unwelcome and inappropriate letters, telephone calls, electronic mail, or other communications or gifts.

Why is UCSD concerned about preventing sexual harassment?

UCSD is committed to creating and maintaining a community in which all persons who participate in UCSD programs and activities can work, learn and live together in an atmosphere free from all forms of harassment, exploitation, or intimidation. Sexual harassment is a violation of the law and University policy. We are required by law to take proactive measures to prevent sexual harassment and to promptly and effectively resolve complaints when they occur.

How are sexual harassment complaints resolved?

The Office of Sexual Harassment Prevention and Policy (OSHPP) has established guidelines for resolving sexual harassment complaints. We encourage early reporting of concerns or complaints regarding sexual harassment because complaints are most effectively resolved at the earliest possible stage. Resolution options depend on the circumstances and may include education programs for particular individuals and mediation between the parties. Where early resolution is unsuccessful or inappropriate, a formal complaint may be filed and a formal investigation undertaken. There is no prescribed sequence, so choosing one option first does not prevent a complainant from choosing a different option for resolution later on. Individuals may get advice or assistance without filing a complaint. The UCSD Procedures for Sexual Harassment Complaint Resolution are available online at http://adminrecords.ucsd.edu/ppm/docs/200-10.pdf.

What if I fear retaliation for reporting sexual harassment?

Threats, other forms of intimidation, and retaliation against anyone for reporting sexual harassment or for assisting another in bringing a complaint are prohibited. Retaliation is a violation of the law and UCSD policy, and it is a serious offense. UCSD takes measures to protect those who complain of or witness incidents of sexual harassment. When may I date another UCSD affiliate?

UCSD has a Policy on Conflicts of Interest Arising Out of Consensual Relationships which addresses potential ethical and legal issues that arise when individuals develop romantic or sexual relationships. Consensual relationships where there is a power differential between the parties pose potential and real conflicts of interest. Effective steps must be taken to ensure that evaluation or supervision of the faculty member, staff person or student is unbiased and not based on the consensual relationship. UCSD employees may date one another when there is no current supervisory relationship between them. The UC Regents have approved a systemwide faculty-student relationship policy that prohibits a faculty member from becoming romantically or sexually involved with students for whom the faculty member has or should expect to have supervisory responsibility. For more information, please visit http://adminrecords.ucsd.edu/ppm/docs/200-11.pdf. What is Title IX?

Title IX of the Education Amendments of 1972 is the federal law that prohibits sexual harassment in educational institutions that are recipients of federal funds. Title IX states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.” The U.S. Department of Education Office for Civil Rights (OCR) has issued guidelines outlining schools’ responsibilities for preventing sexual harassment and for resolving complaints when they arise. The OCR Sexual Harassment Guidance is available at http://www.ed.gov/offices/ocr. How can I learn more about sexual harassment?

The Office of Sexual Harassment Prevention and Policy (OSHPP) offers education to the entire UCSD community. We have live presentations, written materials, an informative website, and an online program that features self-paced, interactive, and comprehensive education about sexual harassment and gender discrimination issues. Our online education program, Preventing Sexual Harassment, is available at http://newmedialearning.com/psh/ucsd/. Who must comply with the UCSD Sexual Harassment Policy?

All members of the UCSD community, including faculty, staff and students, are subject to the Sexual Harassment Policy. We are all responsible for ensuring an environment that is free from all forms of harassment, exploitation or intimidation. Whom should I contact if I have a question about sexual harassment?

If you or someone you know has a question about sexual harassment, please contact the Office of Sexual Harassment Prevention and Policy (OSHPP). You may leave a confidential voicemail at (858) 534-8298, email us at oshpp@ucsd.edu or visit us at 201 University Center on main campus at the corner of Gilman and Myers. OSHPP office hours are Monday through Friday 8:00 am to 4:30 pm.

Solutions found here.

APPENDIX IV POLICY ON ENGLISH LANGUAGE SKILLS OF INTERNATIONAL TEACHING ASSISTANTS International graduate students proposed as teaching assistants for the first time (regardless of year in progress), whose undergraduate degree is not from an English-speaking college or university, or who have serious pronunciation problems, may not serve as TAs until they have been certified to have the requisite English language skills. This English language policy does not apply to students who serve as language assistants in courses conducted in their native language. LANGUAGE TESTING A student's language competency may be assessed on the basis of an oral screening conducted prior to the start of classes (in unusual circumstances, no later than the first week of classes) by a committee. The test periods are the month of September, Finals Week and the week after. The committee will be comprised of at least one faculty representative from the hiring department and a trained linguist appointed by the Center for Teaching Development. Each member of the committee contributes to the determination whether a student meets the minimum level of proficiency necessary for a TAship in the department. The minimum level of proficiency can be defined as the student's ability to respond appropriately to questions of a discipline-specific nature with proficient vocabulary and comprehensible pronunciation given a 15-minute interview. (See attachment #1 for details on English Language Screening Guidelines.) Approval to employ a different method of certification may be sought from the Dean of Graduate Studies and Research. Information about various means of assessing teaching-related language skills can be obtained from the coordinator of the International Teaching Assistant Language Program (ITALP, x43981). CERTIFICATION A student may receive unconditional ("pass") or conditional ("provisional pass") certification. The former indicates that the student has adequate language skills to serve as a TA without further language training. Conditional certification indicates that the student has nearly adequate language skills to serve as a TA, but must enroll in an appropriate language training course before or during the first quarter in which he or she serves as a TA. Furthermore, a student receiving conditional certification must be re-evaluated prior to serving as a TA for a second quarter and may not serve as a TA for a third quarter unless he or she receives unconditional certification by then. If a student does not receive unconditional certification to serve as a TA for the third quarter, the department must continue to honor its financial commitment to the student or may, with approval from the Dean of Graduate Studies and Research, develop a formal policy outlining alternative department action. A student who does not receive either conditional or unconditional certification must enroll in a language training course prior to being tested again and must be certified before he or she may serve as a TA. LANGUAGE COURSES A student who receives conditional certification or who fails to be certified may enroll at no cost no later than the second week of classes in the ITALP offered by the Center for Teaching Development. Alternatively, a student may enroll in an English as a Second Language course offered by University Extension, a community college, or other institution. Funding for such language training must be provided by the student's department. DEPARTMENT RESPONSIBILITIES If the department awards a TAship to an incoming foreign student who fails to be certified, the department must honor its financial commitment to that student even though he or she will not be allowed to serve as a TA. It would be advisable, therefore, for departments which expect incoming foreign students to serve as TAs in their first quarter either to have these students certified prior to awarding TAships to them or to make the TAship award conditional upon being certified. The Test of Spoken English (TSE) is an acceptable method of pre-certification in the student's home country; other proposed methods of pre-certification should be submitted to the Dean of Graduate Studies and Research for approval. Students who do not pass the pre-certification screening are still eligible to be screened upon arrival at UCSD by the method described above. COMPLIANCE To ensure a rewarding teaching experience for both the TA and undergraduates, students who are awarded TAships without certification are subject to having their stipend withheld by the Office of Graduate Studies & Research until the students are certified as having the requisite English language skills for teaching. OGSR/March 2005

APPENDIX V UCSD SUGGESTIONS FOR PREVENTING INCIDENTS OF ACADEMIC DISHONESTY Possible Strategies for Discouraging Plagiarism • • •

provide a clear definition of plagiarism ask for final copies of the assignment if in doubt, request that a student give an oral presentation

Suggested Preparation for In-Class Exams • • • • •

reserve a large room for exams have additional monitors proctor exams prepare several different versions of the exam avoid the use of “old” exams provide clear instructions for students

Possible Precautions During the Exam • • • • • • •

provide oral and written instructions concerning “allowed” or “not allowed” materials to be used during the exam have students put away books, backpacks or other items not permitted during the exam either under their chairs or in front of the room provide scratch paper collect blue books before the exam, stamp them, and then randomly redistribute the blue books have students write on the exam the names of students seated to the left and right insist that exams be written with non-erasable pen if students are allowed to submit exams for regrading immediately collect all exams and reschedule the exam if an emergency arises which requires evacuation

Possible Strategies to Prevent Substitute Test-Takers (ringers) • • •

announce in advance that picture ID’s will be required to take the exam assign seats by alphabetical order for each exam require students to sign the exam

Suggested Strategies to Prevent Students From Taking an Exam Copy Out of the Room • • • •

number all exams pass out one copy of exam per student provide clear instructions beforehand about turning in exams and picking up belongings mark all exams in a manner that is difficult for students to copy (a stamp, random # associated with name, invisible pen mark)

Strategies for Confronting Possible Cheaters During the Exam • • • • •

if a student is using notes or has notes visible, discreetly confiscate the notes or ask student to put them away announce that no talking is permitted during exams or quietly ask “talking students” to stop announce that all work is individual--no looking at other papers do not stop a student from completing the exam, even if you believe that there is cheating; instead, interrupt the misconduct as described above identify those involved by setting their exams aside and recording their names

For more information on dealing with academic misconduct, please check http://ugr8.ucsd.edu/judicial/ad-guide.html.

APPENDIX VI PREPARING PROFESSIONAL FACULTY--a program of the Center for Teaching Development in cooperation with academic departments

Independent Study--INTRODUCTION TO COLLEGE AND UNIVERSITY TEACHING SECT ID

CRS#

TITLE

UNITS

SECT

INSTRUCTOR

COURSE DESCRIPTION The university teaching assistant (TA) experience is the major avenue for the training of the future professoriate. However, too often it involves training in leading small-group discussion-type sections or assisting an instructor with grading or other specific tasks related to the instructor's class, but does not provide an opportunity for the TA to design and present his/her own class, nor does it provide actual preparation for the many and varied roles of the academic scholar. This independent study is designed to provide an opportunity for graduate students, TAs, and postdocs to explore many of the issues involved in college and university teaching and develop the competencies required of effective college instructors. In addition to developing experience and expertise in college teaching, participants will be introduced to a wide range of faculty responsibilities. Activities will include designing and developing the complete curriculum for a course the participant is planning to teach, implementing that curriculum by offering the course (possibly with a mentor faculty member within one's discipline), learning about and utilizing instructional technology, and beginning the long-term professional development required of new faculty. Each participant will be encouraged to work with a faculty mentor in his or her department. The case study method will be utilized, along with micro-teaching, discipline-based small group sessions, lectures by guest faculty, multi-media activity, teaching portfolio preparation, and independent study, ideally resulting in a product (complete course module) which will enable the participant to be organized, prepared, and comfortable when meeting his/her first class as a new junior faculty member. Readings will include pedagogical theory as well as practical application of theoretical principles. The course will be individually designed in cooperation with each student. Students can elect to receive from one to four credits from their departmental adviser while working under the immediate supervision of Dr. Rosalind Streichler, Director of the Center for Teaching Development. Those choosing to participate in a non-credit option are welcome to attend workshops and receive course materials. The only requirement for this option is to reserve a space in the preferred workshops. Students who have successfully attained proficiency in the required competencies will receive documentation of participation in Preparing Professional Faculty, The Center for Teaching Development program in College and University Teaching. Contact the Center at (858) 534-6767 for additional details.

Appendix VII TA TRAINING COMPETENCIES Activity/Competency Checklist I would like information/ assistance in the following areas: COMPETENCY NOTES

COMPETENCY

PREPARATION

IMPLEMENTATION (contâ&#x20AC;&#x2122;d)

Departmental Guidelines

Teaching Methods

Determining Student Background Designing Goals / Objectives Syllabus Design

active learning

Lesson Plan

problem solving

First Day Procedures

laboratory sections

Available Resources

studio classes

IMPLEMENTATION

journal clubs

Student Behaviors

directed writing

NOTES

presentation / lecture discussion / questioning

cognitive strategies

PBL / case studies

learning styles

instructional technology

critical thinking

office hours

academic honesty

Teaching Materials

responsibility

written material scripto-visual

Teaching Behaviors attitude

audio-visual

ethics / responsibility

audio

interpersonal communication

computer software

organization

EVALUATION

classroom management

Test Construction / Administration

issues of authority

Grading

diversity

Critiquing in the Arts

time management

Critiquing Lab Reports Course / Selfevaluation

Competencies may be acquired through CTD and departmental workshops, readings, videotapes, observations, interviews, personal activity, and consultation with course instructors, mentors, and departmental STAs.

Teaching is a great responsibility, and good teaching takes a great deal of time. But in the final analysis, being a teacher is one of the most important and influential roles a person can play. And if you take that role seriously, and strive to be the best teacher you can be, the rewards will be most uncommon and truly gratifying. We congratulate you on your appointment as a teaching assistant and look forward to working with you throughout your career as an instructor at UCSD. -- Center for Teaching Development