Teaching in the Independent Classroom

Teaching in the Recitation

Teaching in the Lab

Teaching as a Grader

Teaching in the Studio

Teaching in the Clinical Setting

Teaching in the Independent Classroom

Teaching in the independent classroom means that you will be the only instructor with whom your students interact. You will be responsible for implementing every class session, giving assignments, and assigning grades.

Depending on your department, you may also be responsible for designing the course syllabus, choosing texts, and designing assignments, or these materials may be determined for you by a course coordinator who oversees many sections of the course, each taught by a different independent instructor.

Note: If you are an independent instructor who will be working in a studio or a clinical setting, you should sign up for the “Teaching in the Studio” or “Teaching in a Clinical Setting” context.

Teaching in the Recitation

Recitation leaders are teachers who assist the primary instructor for large courses that have many students. Examples of classes that employ recitation leaders are introductory-level biology, psychology, mathematics, chemistry, history, sociology, and physics. If you are a recitation leader, you will be responsible for meeting regularly with small groups of students to review materials from the large lecture class. You may facilitate discussions about the course content, answer student questions, and work on problem solving activities. Depending on your department, you may also administer quizzes, grade some assignments, and help with some record-keeping for your section of the class.

Note: If you will be leading both a recitation section and a lab, please sign up for the Lab/Recitation context.

Teaching in the Lab

As a lab instructor, you will work with a group of students in a laboratory setting to supplement material that students learn in a lecture or other class. Your responsibilities might include setting up laboratory materials, reviewing concepts with your students, demonstrating specific lab techniques, helping students to engage in laboratory activities, and monitoring student work. You may also be asked to evaluate students’ lab reports or other written work.

Note: If you will be leading both a recitation section and a lab, please sign up for the Lab/Recitation context.

Teaching as a Grader

Instructors in many different contexts will have grading as one of their responsibilities. However, the UCAT Teaching Orientation session for graders is intended for those GTAs who are assigned responsibilities that only include grading. (In other words, the “Grader” sessions are not intended for GTAs who will also lead a recitation session or work with students in some other way.) As a grader, you may be assigned to grade assignments from the students in one or more than one class, and potentially to hold office hours. Your primary interaction will be with the instructor of record, rather than directly with the students. We offer two options: Teaching as a Grader–Quantitative for those who will primarily grade within a mathematical or problem-based discipline and Teaching as a Grader–Qualitative for those who will primarily judge students’ verbal explanations via writing assignments.

Teaching in the Studio

Studio classes are often taught in architecture, engineering, and the arts. If you are a teacher in a studio setting, your responsibilities may include some lecture or facilitating discussions, but a primary focus of your teaching will be helping students to develop and practice skills related to your discipline in the studio.

Note: Teaching in the Studio is only offered on an as-needed basis. If it is not a registration option, please select the Independent context.

Teaching in the Clinical Setting

Clinical teaching typically occurs within the professional disciplines, such as medicine, allied health, dentistry, nursing, law, pharmacy, and optometry. Instructors typically are clinical faculty, instructors, or preceptors. If you are a teacher in a clinical setting, your responsibilities may include some lecture or facilitating discussions, but a primary focus of your teaching will be helping students to develop and implement skills in practical settings. Clinical instructors should register for the half-day workshop, “Teaching in the Clinical Setting.”

 

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