DEPARTMENT OF PHYSICS, OREGON STATE UNIVERSITY

TA TRAINING & MENTOR PROGRAM

We would like to help you become a more effective teacher, and continue your professional development as a teacher throughout your graduate career. You will find faculty and graduate students friendly and informative on the topic, and do not hesitate to approach them for guidance at any time. However, we also have a more formal process in place that will connect you with mentors.

Opportunities to become a more skilled TA:

• Physics TA training during Fall orientation week

This is a discipline-specific orientation that gives you the tools you need to begin a successful teaching career. You'll meet faculty, experienced TAs, and discuss nuts and bolts, as well as new ideas in physics pedagogy.

• OSU TA orientation during Fall orientation week

More general discussions that include TAs from other departments

• The TA Seminar offered during Fall (required for first-time TAs)

Discuss issues that arise during your first term; discuss items that are too detailed or premature for orientation week, continue to learn about physics pedagogy, practice presentations, specific training as needed. (See below for approximate schedule)

• The Teaching Seminar offered during Winter and Spring:

Discussion of special topics in pedagogy in physics and science. Very useful for those considering an academic career. Recent topics have included Physics Education Research, interactive teaching, conceptual reasoning, student attitudes, interdisciplinary issues in science education, effective pedagogical techniques, students' struggles with different representations in physics, TA training, grading.
• Mentoring by experienced TAs:

You will be placed in contact with an experienced TA, preferably one who has taught the class you are teaching. This person will attend some of your classes, offer feedback, and be available to help when you need it. You in turn will mentor incoming TAs as you gain experience.

• Feedback and evaluation by course instructors & students

Each term, students evaluate your performance. Faculty should observe some of your classes.

• Apprenticeships

Advanced teachers who have a strong motivation towards an academic career may apprentice with a faculty member (this can be done for credit), and take responsibility for a small part of the faculty member's class. This might mean preparing a few lectures, setting homework and possibly an exam question. The faculty member would discuss the course philosophy with you, and guide you through the process.

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DEPARTMENT OF PHYSICS, OREGON STATE UNIVERSITY

MENTOR PROGRAM REPORT & FEEDBACK

We would like to help you become a more effective teacher, and continue your professional development as a teacher throughout your graduate career. Part of the TA assignment will be to spend 4-5 hours per term involved in mentoring activities. In particular this will develop the skills of the new TAs, but in the process, the professional development of the more experienced TAs will also be enhanced.

The particular activities should depend on where you feel you can be most effective, and the faculty, especially the course instructor, will be able to guide you. Examples include:

• receiving mentorship from other TAs

• attending the recitations or labs of other TAs and providing constructive feedback

• organizing and facilitating groups of TAs to discuss teaching and improve knowledge

• assisting with the Fall TA orientation and the Fall TA seminar

• helping compile literature for TA training

• other activities that TAs can help TAs develop professionally (your ideas are welcome!)

Please help us enhance this program by answering the following questions. This form should be returned by each TA to the course instructor each term. Your comments will be held in confidence if you so request.

NAME: ______________________________ COURSE/TERM:_______________

1. What specific mentor activities did you engage in this term, and how many hours of your assignment did this responsibility take? (continue on reverse if necessary)

2. In your opinion, were the activities beneficial to your professional development? To that of others? Did they enhance the program? How can the mentor program be more effective? (continue on reverse if necessary)