Mentoring Undergraduate Students Effectively (for Graduate Students)
A challenge for any teaching assistant is to navigate what can be a somewhat fraught role: not being the instructor of a given course, and so not the final arbiter of a student’s evaluation, while also having substantially more expertise than the undergraduate students they are working with. The goal of this learning community is to explore evidence-based practices in tutoring (which is often a substantial part of any TA’s responsibilities) and the mentoring of writing, to help teaching assistants become more effective in their roles, and develop practices that will translate directly to possible future teaching assignments.
This experience is designed for graduate assistants who do not have an instructor of record assignment but is appropriate for any graduate student who wants to learn more about tutoring and gain skills in mentoring undergraduates. Participants will receive a copy of The Master Tutor by Ross B. MacDonald, and we will use this text to ground our study of tutoring. Participants should plan on attending all five sessions (2/2, 2/16, 3/2, 3/16, & 3/30 from 12:00-1:00pm).
Registration is required by January 26.