APPENDIX
This appendix provides information for on-campus resources available to graduate and undergraduates students.
RESOURCES FOR INSTRUCTORS: SERVICES FOR TEACHING ASSISTANTS
You may find that several of the agencies listed in the section entitled "An Instructor's Guide to Student Services" are relevant to you in your role as graduate student, as well as being resources to which you can refer your students. Beyond the sources mentioned there, the following agencies may be of use.
Academic and Instructional Services Graduate School,
Provides a range of academic and support services to graduate students. Of particular interest to TAs are: 1) the Graduate Student Handbook; 2) Foreign Teaching Assistant Orientation; and 3) the Office of Minority Graduate Student Recruitment.
Graduate Student Grants Service,
Publishes a directory of grants available to graduate students and a monthly grants bulletin, and offers proposal-writing workshops and individual consultations. Maintains on-line database to aid graduate students in searching for funding. Access the University of Corona Home Page, then select Academic and Departmental Information, then Research, Graduate
Studies, and Economic Development.
Graduate Student Senate, Publishes the Vision, a graduate student news monthly; offers child care subsidies; revenue sharing program; shares sponsorship of cultural, social, and other events and contributes to funding for various services for graduate students; senators elected by graduate students in each department serve on a variety of campus committees.
Library
If you will be doing literature searches for a faculty member, you can get an authorization allowing you to take out books in her/his name.
Circulation
Reference
Copy center
Reserve (includes audio-visual reserve)
Office of Human Relations,
Provides information and confidential consultation/referrals about community, diversity and social justice issues on campus. Conducts and disseminates the results of ongoing campus climate research based on periodic surveys of undergraduates regarding sexual harassment, racial and ethnic issues, anti- Semitism, GLBT issues and other topics. Provides guidance and logistical support to a large number of campus communities and working groups concerned with improving campus climate and the quality of life, learning and work on campus. Assists in initiating, funding and evaluating pilot projects aimed at improving campus climate.
Textbook Annex,
To order texts for courses you teach if your department does not do it, and to purchase books for courses you take.
Personal Resources
University Child Care
University Child Care (UCC) provides full-day, full-week and part-week child care services for children ages 15 months through five years. University students and employees are eligible to enroll their children in the program. UCC is open year-round Monday through Friday, following the University holiday schedule.
UCC meets Office of Child Care Services licensing criteria and is also accredited by the National Academy of Early Childhood Programs, an agency which sets national standards for high quality early childhood programs.
Tuition rates are based on a sliding fee scale determined by family size and household income. A variety of subsidies are available through the University and Social Service Agencies. For more information about the program and to receive an enrollment application, contact the UCC office
Family Housing,
To apply for University-sponsored housing for couples and families. Apply early -- there's a long waiting list.
Commuter Services and Housing Resource Center
Lists houses, apartments, rooms for rent in the area; you can call likely
prospects from their office, which also provides information on tenancy laws
and other topics related to householding. Also the home of the Pioneer Valley Oil Coop, Childcare Tuition Assistance Program, and the Homesharing Program.
Counseling and Assessment Services
Walk-in hours 1:00-4:30 Monday-Friday for initial assessment. We also refer you to the annual "Faculty and Staff Telephone Directory," which contains a complete listing of campus services.
Graduate Employee Organization
Student Union Building
The Corona System is one of a small number of universities in the nation whose graduate student employees are unionized. Graduate employees at Corona have voted to be officially represented by the Graduate Employee Organization of Local 2322, UAW. The Graduate Employee Organization (GEO), formed in 1987 and affiliated with the United Auto Workers, is the bargaining agent for all Teaching Assistants (TAs), Teaching Associates (TOs), Project Assistants (PAs), Research Assistants (RAs), Associate Resident Directors (ARDs), Interns, Trainees, and Working Fellows at Corona. Accordingly, the working conditions and terms of employment are governed by a collective bargaining agreement that has been negotiated by GEO and the University administration. This agreement (which is available in the GEO office) covers areas such as:
Fee and Tuition Waivers Just Cause for Discipline
Health Fee Exemptions Appointment Procedures
Stipends Non-Discrimination
Grievance Procedures Sexual Harassment
Job Descriptions Workload
Time-Off Professional Rights
Travel Reimbursements Second Jobs
In addition to representing graduate employees in matters concerning their employment here, the concerns of GEO include promoting the economic well-being of graduate student assistants, supporting legislation and budget issues that are in the best interest of students at Corona, encouraging improvement in the standard of instruction at the University, and ensuring University compliance with the contract through the grievance procedure. For example, if a graduate student assistant has a grievance concerning her/his employment, s/he should contact the GEO, which will act as the employee's representative to the University administration.
Major policy decisions of the Union are made by membership meetings. The Workplace Council, made up of representatives elected by each department or work unit, meets monthly and oversees the functioning of the organization between membership meetings. Day-to-day activities are coordinated by a nine-member Steering Committee elected by and from the membership. Other active committees include Political Action, Bargaining, Grievance, Racism and Social Justice, Literature, and Family Issues.
GEO encourages all graduate student TAs, TOs, PAs, RAs, ARDs, Interns, Trainees, and Working Fellows to participate in the organization. To obtain further information about GEO, to receive a copy of the contract, to ask a question about an employment matter, or to find out who are the stewards representing your department, please contact us on campus at Student Union Building.
BIBLIOGRAPHY ON COLLEGE TEACHING
All of the works listed below are available in the Center For Teaching.
Adams, M., ed. (1992) Promoting Diversity in College Classrooms: Innovative Responses for the Curriculum, Faculty, and Institutions. New Directions for Teaching and Learning, 52. San Francisco: Jossey-Bass Publishers. This sourcebook provides practical and wide ranging resources on social diversity in the classroom, curriculum, and in the teaching and learning processes. Particularly helpful are the pedagogical perspectives, and institutional growth for transforming colleges and university classrooms from monocultural to multicultural.
Angelo, T. A., & K.P. Cross (1993) Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey Bass Publishers. This book features fifty valuable classroom assessment techniques to help teachers develop a better understanding of the learning process of their own students and assess the impact of their teaching upon it.
Davis, B. G. (1993) Tools for Teaching. San Francisco: Jossey-Bass Publishers. Tools is a readable, rich, and comprehensive source book, covering classroom-tested strategies and suggestions designed to improve the teaching practice of beginning faculty members.
Erickson, B.L., & D.W. Strommer (1991) Teaching College Freshmen. San Francisco: Jossey-Bass Publishers. Erickson and Strommer offer practical guidance on how to most effectively teach college students in their first year and create academic support systems for them.
Lowman, J. (1995) Mastering the Techniques of Teaching. San Francisco: Jossey Bass, Publishers. Lowman provides an excellent introduction to university teaching. He stresses skills needed to both present material and establish a rapport with students.
McKeachie, W.J. (1999) McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 10th ed. Boston: Houghton Mifflin Company. McKeachie offers advice on a broad range of topics, suggests the best use of innovative teaching strategies, and provides overviews of theoretical work done on various teaching issues. A classic in the field.
Meyers, C., & T.B. Jones (1993) Promoting Active Learning: Strategies for the College Classroom. San Francisco: Jossey Bass Publishers. This book offers a practical guide to successful strategies for active learning including problem-solving exercises, cooperative student projects, informal group work, simulations, and case studies.
Sarkisian, E. (1997) Teaching American Students: A Guide for International Faculty and Teaching Assistants in Colleges and Universities. Cambridge, MA: Harvard- Danforth Center for Teaching and Learning. This guide presents a comprehensive overview of the issues and includes a good deal of practical advice as well, including a resource list and bibliography.
An Instructor’s Guide to Student Services
What if a student asks for advice about problems beyond your responsibilities as a
teaching assistant?
You may be asked to give counsel to a student who is experiencing academic, social, or personal problems. Many times, just being a sympathetic listener can help the student release the anxiety and tension that is common to university students caught up in demands from many sides.
Sometimes, the situation calls for something more than a supportive listener. You might suggest that the student take advantage of the support services available on campus or you might even make the connection for the student, with the student's permission. This section lists some of the services available to undergraduates.
ACADEMIC ADVISING
If your student needs academic advising (ie. information on courses and programs, add/drop, course requirements, or degree requirements) and your student fits one of the following categories, the sources listed below may be of use:
African American/Cape Verdean
Committee for the Collegiate Education of Black and other Minority Students
(CCEBMS) or appropriate departmental advisor
Arts and Science major
Chief Undergraduate Advisor for student's department
Athlete
Student Athlete Services or appropriate department advisor
College of Arts and Sciences
Undeclared majors only University Advising Center
College of Food and Natural Resources
major or undeclared major
College of Food and Natural Resources
Counseling Center Undergraduate Academics
Continuing Education major
Division of Continuing Education
Education major or interested in
teacher certification
School of Education
Certification Officer & Coordinator of Undergraduate Advising
Engineering major
College of Engineering Office of Undergraduate Affairs
Health Science major concentrating in
communication disorders Communication Disorders
Hispanic or Southeast Asian
Bilingual Collegiate Program
Nursing major
Nursing Undergraduate Program
Older Student interested in credit for
prior learning University Without Walls
School of Management major
School of Management Undergraduate Counseling Office
STUDENT SERVICES
If your student needs general information about student services, have her/him contact: Dean of Students Office
WITHDRAWL
If your student wants to withdraw from all of his/her classes, have the student contact their undergraduate Dean in the respective college office.
COUNSELING
Alcohol and Other Drug Use Health Education Office University Health Services
Anti-Semitic Harassment
Career Planning
If your student needs help in career planning, job search, internship placement, employment, resumes, etc., have her/him contact: Campus Career Network
If your student needs help in choosing a
major or career focus, have her/him contact:
Counseling and Assessment Services
Crime or other Emergency
Dept. of Public Safety, Call 911 from any campus phone.
Disabled Student
If your student is coping with a disability, have her/him contact: Disability Services,
Discrimination
If your student is uncertain what to do: Equal Opportunity and Diversity Office,
If your student has been unable to resolve
a problem on campus: Ombuds Office,
Lesbian, Gay, Bisexual, Transgender
Center: A Lesbian, Bisexual, Gay & Transgender Educational Resource Center
International Student
If your student is an international student with any problem from immigration to employment or personal difficulties, have her/him contact:
International Programs Office
International Center
Legal Problem
If your student has legal dificulties with a landperson, consumer affairs, civil liberties, have her/him contact: Student Legal Services Office
Mental Health
If your student is having trouble adjusting to campus life, or has stress-related, social, or psychological difficulties, have her/him contact: Mental Health Services at University Health Services
Emergency psychiatric services are available 24hrs per day. or Counseling and Assessment Services
Problem Resolution
If your student does not know what kind of a problem he or she has, is uncertain where to discuss a problem, or where to take a problem for resolution, he or she can contact the Ombuds Office. The Ombuids Office is the appropriate location for discussion of potential academic grievances and for discussion of academic honesty issues, as well as for confidential inquiries about discrimination and sexual harassment. Contact: Ombuds Office,
Residence Life
If your student is having trouble living in a residence hall, have her/him contact the Resident Assistant in the residence hall. Sexual Harassment or Assault (female and male)
Everywoman's Center
Or 24-Hour Crisis Line Violence Against Women toll-free hotline: 1-888-337-0800 or Ombuds Office (see above)
Veteran
If your student is a veteran, have her/him contact: Veterans Assistance and Counseling Services
FUNDING AGENCIES
If your student needs information on financial aid, work opportunities, or an emergency loan, one of the offices below may be able to help:
Cooperative Education/Internships Work/Study or Part-time
Field Experience Program Employment Campus Career Network Student Employment Office
Financial Aid
U.S.Citizen: Short-Term Emergency Loan Financial Aid Services from $25 to $100
STUDY SKILLS
If your student is having trouble keeping up with school work, is interested in support services, or is concerned about a possible learning disability, one of the following offices can be contacted:
Academic Support Services
Provides a full range of free tutoring, computer and-video-aided instruction, and in office assistance.
Learning Support Services
Tutoring is available on a walk-in basis or by appointment and includes individualized or group sessions. Regularly scheduled Supplemental Instruction for selected courses is also offered.
Additional Tutoring
Contact the relevant academic advisor or advising service (as listed in the section on academic advising).
Learning Disability
Learning Disabilities Support Services This guide was developed by the Center For Teaching for their help in putting it together.
REFERENCES
Adams, M., & J.A. Anderson (1992). Acknowledging the Learning Styles of Diverse Student Populations. In Border, N., & N. Chism. Teaching for Diversity. New Directions for Teaching and Learning, 49. San Francisco: Jossey-Bass, Publishers. 19-33
Ajouelo v. Auto-Soler (Co. 61, Ga. App., 216), cited in A Handbook of Resources for New Instructors at UTK. Learning Resources Center, University of Tennessee at Knoxville.
Anderson, J.A. (1988). Cognitive Styles and Multicultural Populations. Journal of Teacher Education, 39(1). 2-9.
Armes, N.R., & P.F. Archer (1980). Building Success in the Classroom. New York: Media Systems Corporation. Cited in J. Bailey, ed. Handbook for Teaching Assistants: The TA at U of D. Center for Teaching Effectiveness, University of Delaware.
Axelrod, J. (1980). From Counterculture to Counterrevolution: A Teaching Career, 1959-1984. New Directions for Teaching and Learning, 1. San Francisco: Jossey-
Bass, Publishers. 7-20.
Bailey, J. (Ed.). (1986). Handbook for Teaching Assistants: The TA at U of D. Center for Teaching Effectiveness, University of Delaware.
Belenky, M. F., B.M Clinchy, N.R. Goldberger, & J.M. Tarule (1987). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books.
Birdsall, M. (1987). Writing, Designing, and Using a Course Syllabus. Office of Instructional Development and Evaluation, Northeastern University.
Bloom, B.S. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New York: McKay.
Cashin, W.E. (1985). Improving Lectures. IDEA Paper 14. Center for Faculty Evaluation and Development, Kansas State University.
Cashin, W.E. (1987). Improving Essay Tests. IDEA Paper 17. Center for Faculty Evaluation and Development, Kansas State University.
Chickering, A.W. & Z.F. Gamson, (1987). Seven Principles for Good Practice in
Undergraduate Education. In S. Poulsen, ed. The Wingspread Journal 9 (2):1.
Racine, WI: The Johnson Foundation.
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Farris,C. (1985). Mentor: A Handbook for New Teaching Assistants (rev. ed.). Center for Instructional Development and Research, University of Washington, Seattle.
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ACKNOWLEDGEMENTS
This handbook was adapted with permission from the TA Handbook Template prepared by the Office of Instructional Development and Evaluation at Northeastern University. The TA Handbook Template and a companion version, the Handbook for Teachers Template were prepared under a grant from the Fund for the Improvement of Post-secondary Education (F.I.P.S.E. Project No. 116-CH700-10; Project Director, Michael Theall, Ph.D.) and was based on Northeastern University's Handbook for Teaching Assistants originally commissioned by the Office of the Provost at Northeastern. The original Handbook and the Templates were designed and developed by Jennifer Franklin, with editing and contributions by Lauren Pivnick. Special thanks to Dr. Mina B. Ghattas, Director of the Center for Instructional Technology at Northeastern.
Adaptations are credited in the text according to the following system. When "Adapted from ..." appears just after the title of a section, it indicates that the section was adapted directly from that source. When "(adapted from...)" appears within the text of a section, it indicates that the preceding paragraph was adapted wholly or in part from that source.
Much of the information the handbook contains has been compiled from the handbooks of a number of colleges and universities around the country. We would like to acknowledge those institutions who have generously granted permission for the inclusion of materials in the Handbook for Teaching Assistants and its source, TA Handbook Template.
Center for Teaching Effectiveness University of Delaware, Newark
Center for Faculty Evaluation and Development
Kansas State University Center for Teaching Excellence
The Ohio State University Graduate School Instructional Development Program
University of Nevada, Reno University Teaching Center
University of Arizona, Tucson Graduate Division
University of Hawaii, Manoa Graduate Assistants Teaching Program
University of California, Berkeley Center for Instructional Development and Research
University of Washington, Seattle Office of Instructional Consultation
University of California, Santa Barbara Office of Instructional Development
University of California, Los Angeles Learning Resources Center
University of Tennessee, Knoxville Graduate Division
University of California, Davis