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Fall GTA Orientation

Fall GTA Orientation. Purpose. To advise new graduate students on how to serve as a responsible and happy GTAs To describe the common responsibilities of GTAs Provide advice from experienced GTAs. Who is a Graduate Assistant?.

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Fall GTA Orientation

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  1. Fall GTA Orientation

  2. Purpose • To advise new graduate students on how to serve as a responsible and happy GTAs • To describe the common responsibilities of GTAs • Provide advice from experienced GTAs

  3. Who is a Graduate Assistant? • Research Assistant: A GRA is funded to assist a professor in research or to conduct her own research. • Teaching Assistant: A GTA is funded to assist in the classroom or laboratory and may eventually be a “teacher of record” (TOR).

  4. Who is a GTA? • GTAs have diverse responsibilities and varied experiences. • Senior Learners* • Colleagues in Training* • Junior Colleagues* • GTAs may have diverse relationships with their supervising professors • E.g.. Employer-employee, Trainer-Colleague in training, Collaborating Peers *Jody D. Nyquist and Donald H. Wulff, Working Effectively with Graduate Assistants, Thousand Oaks, Ca.: Sage Publications, 1996

  5. Working with “The Professor” Starting out Right: • Introduce yourself • Responsibilities • Introduction to Students • Clarification & Deadlines • Office Hours

  6. Working with “The Professor” Know Your Environment: • Room & Technology • Dress Code • Printing • When things don’t go well • Intra-departmental politics

  7. Campus Communication • E-mail : Daily, Official correspondence • Copy (Cc) the professor to all official correspondence • Cell-phones

  8. Common Responsibilities • Attend Classes • Read Textbook/assignments • Maintain Seating chart • Take attendance • Take class notes • Maintain office hours

  9. Other Possibilities • Editing work • Proctor exams • Prepare Mid-Semester Reports: Athletes • Conduct Field Trips • Research for Profs; Acquisition of materials …

  10. Teaching Responsibilities • Sub Lecturing • Tutoring / Review Sessions • Grading

  11. Substitute Lecturing • Clarify expectations w/ Prof • Balancing style • Structuring your lecture • Confidence • Technology issues • Access to room • Expect to submit lecture notes to your Prof

  12. Tutoring / Review Sessions • Frequency • Location • Content

  13. Grading • Allot hours at the end of the semester - do your own papers early. • Grade and enter grades quickly; ask about expectations. • Providing Reports: to students and prof • Familiarize yourself with the Scantron machine.

  14. ResearchTools • Library Webpage • Two Libraries: Moody and Jones • BearCat: http://www3.baylor.edu/Library/ • OsoFast: ILL at Baylor, https://illiad.baylor.edu/illiad/logon.html • Electronic Resources: https://www1.baylor.edu/ERD/Search/AdvancedSearch.aspx • BearSpace: Storing Information, https://bearspace.baylor.edu

  15. Student Issues • Ethical Behavior (honesty, plagiarism, cheating, doing homework) http://www.baylor.edu/honorcode/ • Special Services (OALA): http://www.baylor.edu/oala/

  16. SET • Seminars for Excellence in Teaching • Improves quality of undergrad education • Assists departments in preparing teachers • Documents SACS required training

  17. SET • Requirements for TORs • Prior to or during your first semester of teaching: • Core Workshop 1 (180 minutes) • Core Workshop 2 (120 minutes) • Each subsequent semester you teach: • One elective workshop (60 minutes)

  18. “Working as a GTA”Q&A with a Panel of Senior GTAs • Lydia Cooper, English Ph.D. • Michelle Porter, Spanish M.A. • Alicia Myers, Religion Ph.D. • Bracy Hill, Religion Ph.D.

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