Welcome to a new spring semester! Whether it’s your first time teaching here at Kennesaw State or you are returning after many years, the beginning of a new semester is an exciting time for faculty and students.
During my undergraduate studies, I was highly influenced by my English 1101 instructor. She was a graduate teaching assistant (GTA), and she was very passionate about teaching writing and helping her students understand how to construct and support arguments successfully.
It is your first experience with teaching and most likely you are training to become a professor in the future, that is, your time as a graduate teaching assistant (GTA). Along with your new responsibilities, you may have concerns like: Will your students like you?
A faculty member recently asked me what the research recommends you do when you want students to effectively engage with supplementary reading material, such as a journal article, beyond the usual textbook readings students are assigned.
This double bind is unfortunately far from unique and it is consistent with several research findings, all converging on the idea that faculty of color and other minorities, and particularly women, are often penalized by students on end-of-semester evaluations.
Graduate students are some of the busiest people on a college campus. Aside from research and writing demands in their graduate program, graduate students are often trying to balance their responsibilities to family, friends, or employers as well.
After organizing events and workshops for part-time faculty over the course of the past three years, I hear some version of the same refrain following every event: “It was so great to meet and talk to other part-time instructors.” A recent survey conducted at KSU supported what I was hearing: 1.
Unfortunately, we don’t live in Lake Wobegon where all teachers receive above average ratings. Faculty who receive mean ratings below 3.50 are not necessarily perceived by students as ineffective teachers.
Two years ago I saw a call for applications for a CETL Faculty Fellow who would be half-time at CETL and half-time in their department for two years. Like many of you, I became curious about what such a position would entail, and what that might mean for my career. The call characterized the id
Designing a syllabus can be intimidating and overwhelming for some professors. How do they know that the syllabus is conveying clear objectives and goals? What if students misinterpret the assignments and class policies?