Intro to the TLTC PF and TAPDP Programs

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Information about Intro to the TLTC PF and TAPDP Programs

Published on April 7, 2008

Author: clongstr

Source: slideshare.net

Description

A presentation that introduces the TLTC Pedagogical Fellows and TA Professional Development Programs.

Welcome! TA Professional Development Program Orientation

TA Professional Development Program

Orientation

First, let’s clear up some acronyms TLTC - Teaching Learning and Technology Center TAPDP - TA Professional Development Program (“tap-dap”) PF Program - Pedagogical Fellows Program

TLTC - Teaching Learning and Technology Center

TAPDP - TA Professional Development Program (“tap-dap”)

PF Program - Pedagogical Fellows Program

TAPDP Annual new graduate student teaching professionalization / training program. Tries to be as discipline specific as possible. Recruit from participating schools/departments. Occurs on the Tuesday and Wednesday of Welcome Week.

Annual new graduate student teaching professionalization / training program.

Tries to be as discipline specific as possible.

Recruit from participating schools/departments.

Occurs on the Tuesday and Wednesday of Welcome Week.

TAPDP 2 days, full 8 hour sessions. There is a stress on interaction and practicing teaching skills. Focus on effective teaching and learning in the UCI classroom.

2 days, full 8 hour sessions.

There is a stress on interaction and practicing teaching skills.

Focus on effective teaching and learning in the UCI classroom.

Pedagogical Fellows Competitive Fellowship Program Participating departments send candidates The pedagogical fellowship program modelled after the academic job search.

Competitive Fellowship Program

Participating departments send candidates

The pedagogical fellowship program modelled after the academic job search.

Thorough Screening Process for Fellows Candidate must have significant UCI teaching experience Candidate must have superb teaching evaluations Candidate’s teaching must be observed by hiring committee Candidate must have advisor’s recommendation Candidate must demonstrate adequate progress towards their degree

Candidate must have significant UCI teaching experience

Candidate must have superb teaching evaluations

Candidate’s teaching must be observed by hiring committee

Candidate must have advisor’s recommendation

Candidate must demonstrate adequate progress towards their degree

University Studies 390 3-quarter course with different focus for each quarter. (2-4 credits) 390A - Advanced Pedagogy , preparation for TAPDP training. (Spring Quarter) 390B - Preparing for the Professoriate ; peer mentoring program. (Fall Quarter) 390C - Academic Service ; continued peer mentoring. (Winter Quarter)

3-quarter course with different focus for each quarter. (2-4 credits)

390A - Advanced Pedagogy , preparation for TAPDP training. (Spring Quarter)

390B - Preparing for the Professoriate ; peer mentoring program. (Fall Quarter)

390C - Academic Service ; continued peer mentoring. (Winter Quarter)

PF/TAPDP cycle New PFs selected by end of Winter Quarter Spring Quarter - PFs take 390A Summer Workshop development, Pre-Service sessions TAPDP during Welcome Week (Tue & Wed)

New PFs selected by end of Winter Quarter

Spring Quarter - PFs take 390A

Summer

Workshop development,

Pre-Service sessions

TAPDP during Welcome Week (Tue & Wed)

PF/TAPDP cycle continued: Fall Quarter 390B Consultation training Recruitment begins for next year

Fall Quarter 390B

Consultation training

Recruitment begins for next year

PF/TAPDP cycle, continued: Winter Quarter - 390C Consultations continue New Pedagogical Fellows are selected

Winter Quarter - 390C

Consultations continue

New Pedagogical Fellows are selected

Results of the 2007 TAPDP Survey

Since 1989, the TLTC has trained 3,600+ TAs in TAPDP

Since 1989, the TLTC has trained 3,600+ TAs in TAPDP

2007 Participants 35 departments 312 TA participants 94% feel new TAs should participate in the program

35 departments

312 TA participants

94% feel new TAs should participate in the program

Overall Program: 85% Excellent/Very Good 15% Good 0% Poor/Very Poor

85% Excellent/Very Good

15% Good

0% Poor/Very Poor

TA evaluation of the PF Facilitators 100% = EXCELLENT! ...”well organized” ...”knowledgeable about being a TA ...”effective presenter” “ I would go to this PF for help” “ I am better prepared to TA because of TAPDP.”

100% = EXCELLENT!

...”well organized”

...”knowledgeable about being a TA

...”effective presenter”

“ I would go to this PF for help”

“ I am better prepared to TA because of TAPDP.”

Very Helpful/Helpful TA Duties and Responsibilities Grading Micro-Teaching EEE Tools Designing Active Learning Lessons

TA Duties and Responsibilities

Grading

Micro-Teaching

EEE Tools

Designing Active Learning Lessons

Other Feedback Ease of online registration: 96% Very Easy/Easy Length of Program: 45% Just Right Length of Program: 20% Too Short Length of Program: 37% Too Long* *frequent suggestions that the program should be spread our over more days

Ease of online registration: 96% Very Easy/Easy

Length of Program: 45% Just Right

Length of Program: 20% Too Short

Length of Program: 37% Too Long* *frequent suggestions that the program should be spread our over more days

Other Feedback TAs should get discipline-specific training: 94% (258 / 273 respondants) New TAs should be required to participate in TAPDP: 94% (16 / 273 said that they should not)

TAs should get discipline-specific training: 94% (258 / 273 respondants)

New TAs should be required to participate in TAPDP: 94% (16 / 273 said that they should not)

Important Info Sexual Harassment Training -Guide lines provided every year, includes scenarios & role-playing Student Mental Health -Will be added in 2008

Sexual Harassment Training -Guide lines provided every year, includes scenarios & role-playing

Student Mental Health -Will be added in 2008

Sample Comments “ It was a very important learning process that everyone, regardless of training should undertake.” “ I found the entire training to be very helpful. I have never had a TA or been a TA and I was very worried about TAing. However, the training has helped to put nearly all my fears at ease and [PF’s name] deserve[s] a great deal of credit. She is a great teacher.”

“ It was a very important learning process that everyone, regardless of training should undertake.”

“ I found the entire training to be very helpful. I have never had a TA or been a TA and I was very worried about TAing. However, the training has helped to put nearly all my fears at ease and [PF’s name] deserve[s] a great deal of credit. She is a great teacher.”

Sample Comments “ You can’t teach common sense. Either you have it or you don’t.” “ I think a 9 hour workshop is too long ... it got hard to pay attention and focus on all the topics at the end of the day...”

“ You can’t teach common sense. Either you have it or you don’t.”

“ I think a 9 hour workshop is too long ... it got hard to pay attention and focus on all the topics at the end of the day...”

Sample Comments “ I enjoyed the training for the most part. I found many of the tutorials helpful, and I feel like I am somewhat ready to dive into teaching. However, as I stated in one of the previous questions, I feel that two days might be too short in properly training a teaching assistant. Now this may be from nerves, as I have never taught before, but I worry that I might still be too green to be an effective teacher. Perhaps more time spent giving micro teaching sessions where one actually ‘teaches’ might be helpful.”

“ I enjoyed the training for the most part. I found many of the tutorials helpful, and I feel like I am somewhat ready to dive into teaching. However, as I stated in one of the previous questions, I feel that two days might be too short in properly training a teaching assistant. Now this may be from nerves, as I have never taught before, but I worry that I might still be too green to be an effective teacher. Perhaps more time spent giving micro teaching sessions where one actually ‘teaches’ might be helpful.”

TAPDP 2008 Objectives

TAPDP Objectives Inform new TA’s of the roles and responsibilities as educators at UCI Highlight consideration of UCI student demographics Model student-centered learning to maintain a high standard of quality undergraduate education

Inform new TA’s of the roles and responsibilities as educators at UCI

Highlight consideration of UCI student demographics

Model student-centered learning to maintain a high standard of quality undergraduate education

TAPDP Objectives: New TAs will Actively practice teaching, receive feedback Lead a brief discussion Demonstrate an ability to apply department grading criteria in a critique of actual student work

Actively practice teaching, receive feedback

Lead a brief discussion

Demonstrate an ability to apply department grading criteria in a critique of actual student work

TAPDP Objectives Provide new TAs some experience with EEE tools. Communicate expectations of professional conduct for incoming TAs Develop a community of support among graduate students

Provide new TAs some experience with EEE tools.

Communicate expectations of professional conduct for incoming TAs

Develop a community of support among graduate students

TAPDP Day 1 AM Session will begin at 9 (registration begins at 8) Introduction to teaching at UCI Approximately three hours on: TA Roles and Responsibilities Professional Ethics Sexual Harassment Student Diversity

AM Session will begin at 9 (registration begins at 8)

Introduction to teaching at UCI

Approximately three hours on:

TA Roles and Responsibilities

Professional Ethics

Sexual Harassment

Student Diversity

TAPDP Day 1 PM Session will begin after lunch Introduction to teaching Approximately three hours on: Orientation to pedagogy, how people learn Practicing presentation and discussion skills. Includes a session on UCI emergency protocols

PM Session will begin after lunch

Introduction to teaching

Approximately three hours on:

Orientation to pedagogy, how people learn

Practicing presentation and discussion skills.

Includes a session on UCI emergency protocols

TAPDP Day 2 AM Session will begin at 9 Includes a session on undergraduate mental health The rest of the morning will cover: Academic honesty Grading, providing student feedback

AM Session will begin at 9

Includes a session on undergraduate mental health

The rest of the morning will cover:

Academic honesty

Grading, providing student feedback

TAPDP Day 2 PM Session will begin after lunch Practicing teaching Role playing common office hour situations ‘ microteaching’ or mini-lessons Review session of EEE tools Union Meeting

PM Session will begin after lunch

Practicing teaching

Role playing common office hour situations

‘ microteaching’ or mini-lessons

Review session of EEE tools

Union Meeting

Logistics Friday June 6th - submission deadline for list of incoming TAs who will teach in th 08-09 academic year. Monday June 16th - TLTC will provide a template letter for incoming TAs informing them of mandatory participation, information about registration Second week of July (tentatively) Registration Opens End of August (tentatively) Registration Closes

Friday June 6th - submission deadline for list of incoming TAs who will teach in th 08-09 academic year.

Monday June 16th - TLTC will provide a template letter for incoming TAs informing them of mandatory participation, information about registration

Second week of July (tentatively) Registration Opens

End of August (tentatively) Registration Closes

Logistics Participation must be mandated by the department Why? Cost to the TLTC: $900 per new TA trained PF training, planning University mandate for TA training $100 recharge per day for students who fail to attend TAPDP sessions without an excused absence

Participation must be mandated by the department

Why?

Cost to the TLTC: $900 per new TA trained

PF training, planning

University mandate for TA training

$100 recharge per day for students who fail to attend TAPDP sessions without an excused absence

Logistics of Welcome Week International TAs: Monday EH&S: Monday TAs check in w/ TLTC on Day 1 (Tues). On Day 2 (Wed), tas go directly to their assigned rooms TA Union (End of Day 2)

International TAs: Monday

EH&S: Monday

TAs check in w/ TLTC on Day 1 (Tues).

On Day 2 (Wed), tas go directly to their assigned rooms

TA Union (End of Day 2)

Three Check-In/Coffee Areas SSPA SST PSCB Reines Hall Roland Hall Engineering Tower Comp Sci Building 1. SOCIAL ECOLOGY/ SOCIAL SCIENCES 2. PHYSICAL SCIENCES/ ENGINEERING 3. ENGINEERING LECTURE HALL SSL REG REG REG

Questions? E-mail [email_address] Call 949 824 6307

Thank You!

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