Students participating in the specialization/minor must take 2 credits of a mentored experience. The experience may be offered either through an established course offering or independent study and may be arranged for one student at a time or for a group, depending upon demand and shared interests. Following section 3335-8-24 of the faculty rules, students will put in, on average, 9 hours of work per week (“One credit hour shall be assigned for each three hours per week of the average student’s time, including class hours.”). This may NOT be a “volunteer” teaching assistantship, although it may occur in conjunction with a GTA appointment.

Should no established course offering a mentored teaching experience be available, the following offers some guidelines for developing such an experience. This is a sample of possible elements to allow faculty and students a place to begin planning. Any mentored teaching experience should include some of these elements, to be decided upon by the instructor and student in consultation with the steering committee. We strongly recommend that a mentoring plan or contract be spelled out in advance, delineating the expectations of both parties, the minimum number and frequency of meetings, and a plan for documenting the work done.

A teaching mentor is a faculty person with experience and interest in teaching who is willing to serve as a resource and help a graduate student improve his or her teaching. Some possible components of this mentorship can include:

  • Observe and discuss the graduate student’s teaching, either by visiting one or more class meetings or watching a videotape of the student’s teaching.
  • Discuss teaching styles and techniques.
  • Discuss student assessment options and issues.
  • Help the graduate student develop or revise a syllabus.
  • Help the graduate student develop course materials and/or discuss enhancements to these based on teaching and learning theory.
  • Review and discuss the graduate student’s teaching evaluations.
  • Read, discuss, and offer feedback on the graduate student’s teaching statement or portfolio (and help add new items).
  • Help the graduate student resolve problems encountered in the classroom.

For additional assistance, see example syllabi [Word] [PDF] for this type of course.

To get a either an established course or an independent study approved for this specialization, please submit a syllabus and Course Approval Form [Word] [PDF] to Alan Kalish.