TA training/CoP meetings/March 26, 2015

UBC TA Training; Community of Practice
Site content
	Main Page
	Overview by Departments
	CoP Meetings
	Site map

TA Handbook: Resources for TAs

Facilitator: Qian Wanf from Asian Studies

This page gathers notes and thoughts about this meeting.

Objective of this session:

brainstorm criteria around making decisions for what resources are needed.
develop a list of things that can be included in the TA handbook
identify different formats for the presentation of the TA resources.
develop strategies for how to gather TA resources (where to find the resources)
develop strategies to get TAs/Faculty/others to engage with the development of the resource
develop strategies for how to get TAs/Faculty/others to engage with the resource
develop strategies for distributing the resource (who, where, how often, etc.).

Facilitated activities:

Brainstorming activity:

What’s the criteria around making decisions for what resources is needed?

What TAs need to refer to (technical details)
Emergency contact inffo (safety info)
What TAs need to know:

determined by experience (of TAs and Faculty)

Job requirement

consult other departments/universitites

collective agreement

what TAs ask for

best practices (and common challenges)

Survey to TAs

things that closely link with TA Training sessions
Department wide resources
Things they can count on (facts such as protocols and processes; advice)

These go under two categories:

Necessary info
Go to resources (in case of need)

List of possible content for TA handbook

What are some of the things you think we need to include in the TA handbook?

Marking and Grading

Evaluation

Guidelines and templates for how to do their job (marking, etc.)

Copy of scoring rubric (offer and example - not something they can use as is)

Grading schemes

Grading standards (Passing grades)

Best Practices (Marking)

Department Specific course content

Department context info

Structure of the program

Course outline Or expected background knowledge

TA Skill Development

Ways to get involved int he class (e.g.: guest lecture)

Teaching awards

Ways of conceptualizing the purpose of TAship

UBC/Outside UBC resources (articles;conferences)

(Effective) teaching tips and techniques

Professional development resources (CTLT, GSS)

Teaching/Prep resources (Web, papers, contacts)

How to use technology (connect)

Proactive strategies for managing challenges

Boundaries (social media)

TA-Faculty conflicts

What would you do if ... (studies; point of view of experienced TAs and instructors)

Rights and Responsibilities

Note: refer to CUPE language

CUPE rules (benefits and rights: TA hours, vacation, etc)

Info about the union

Expectation around roles (where their time should be spent - marking, etc.)

Contractual requirements and terms (hours, duties, protocols, training, etc.)

Work expectation (Arrival, availability, grading timeline/deadline, behavior towards students)

TA Assignment guidelines

Procedure for applying for TAship (department selection/sorting criteria)

Worse Case (Academic dishonesty)

Plagiarism

UBC Policies Standards and procedure for academic dishonesty

Policies (Exam invigilation)

Emergency Contacts

for TAs and to refer students (Access and diversity, plagiarism, security, writing centre, Student support centres, etc.)

CUPE Rep

Legal disclaim

Acknowledgements

Format of the TA resource/handbook

What different formats have you seen? used?

Online (department website)

Different media (Video;online quizzes, etc.)

Interactive space (with Questions)

FAQ

Hard Copy

Bright colors

Size/binding

Length (concise)

Also interactive

Workbook (that they can use during training as well)

fill in the blank

avoid completeness (Note: participants may disengage)

develop into portfolio

Icebreaker/ownership
Removable pages (as feedback)
Should evolve (develop over time)

Who says what should be included and how we learn about that?

Strategies around how to gather resources (where/how to get the resources)?

Point Person(s):

TA Coordinator

TA mentor

Course instructor

Interested faculty

To gather info:

Liase with faculty

TA input

Other handbooks

How do we get TAs/Faculty/others to engage with the development of the resource? And with the resource (after it is developed)?

Faculty meetings (Pre-/post term)
TA Orientation
TA surveys (What would you like, did you encounter, etc.)

sell as "job training"

Develop methods to encourage students to go back to handbook (e.g.: statistics)

how do we distribute the resource?

As part of training session
Department blog where it is available
At the beginning of each term (Catch all TA intake periods)