Mentoring

The department invites graduate students to consider one or both of these options for the mentoring of undergraduate teaching.

Option I:  Mentoring pairs

This would be an informal arrangement between a grad student and a faculty member for the purpose of sharing teaching ideas and practices.  The mentoring pair could agree to do any or all of these things over any period of time.

--Meet to talk about teaching at all levels:  faculty will learn more about the composition program at UCI;  grad students will learn about the teaching careers of faculty, especially undergraduate teaching.  How are reading and writing taught in a Comparative Literature context?

--Visit each other’s classes:  One benefit of this practice would be a faculty member’s ability to include references to teaching in a letter of recommendation.  It’s good with a teaching visit to have a conversation shortly after to exchange notes about how the class went.  With these informal and unofficial visits, the emphasis can be on the successes and questions rather than on criticism.

--Exchange syllabi, writing prompts, and other written materials:  What are the various rhetorics of syllabus construction?  What are the differences among syllabi for various kinds of courses:  writing emphasis, literary analysis emphasis, theory emphasis?  How is the purpose of the course weighed in relation to the distribution of reading as a content?  How is theory represented in written materials? How are reading and writing integrated?  What genres of writing do we value as CL teachers?  How do we describe reading strategies?  How much or little needs to be put into writing in a prompt vs. oral instruction in class and in individual conferences?  These are some of the questions that could come up with the exchange of written materials.

--Exchange student papers with teacher comments

Faculty who are not teaching an undergraduate class may still wish to serve as mentors.  They can have discussions, visit classes, and review materials for a graduate student.  Then in another quarter, when the faculty member is teaching an undergraduate course, the experience can become reciprocal.

Option II:  Small group “following” an undergrad class

CL will designate one or two classes per quarter that would be open to grad students who are interested in being mentored on teaching (professors will designate those courses at the beginning of the year). There could be a maximum number of grad students who could 'follow' that class - perhaps 3 or 4.  There will be a meeting at the beginning of the quarter to discuss the syllabus design and course objectives.  Grad students will attend several classes during the quarter, and then there will be one or two 'de-briefing' sessions to discuss how the class went, teaching procedures etc. There may also be an option for more advanced students to teach a session of the class.

[Please check this page again at the beginning of the quarter to see which faculty members wish to participate in the mentoring program.]