1. TEACHING ASSISTANT DEVELOPMENT PROGRAM
ORIENTATION PACKET
FALL 2010
Instructors:
Emily Spencer, MTA
Diego Esparza, MTA
Debbie Sims, Coordinator TADP
Dezheng Sun, MTA
Schedule:
TADP Orientation 2010-2011
Monday
8:00-8:10 Introduction
8:10-9:00 Seminar I
9:05-9:55 Seminar II
9:55-10:25 Break
10:25-11:15 Seminar III
11:20-12:10 Seminar IV
12:10-12:20 Conclusion
12:20-12:50 Union Representatives
1:00-2:00 Blackboard (Optional)
Tuesday
10:00-10:10 Introduction
10:10-11:00 Seminar I
11:05-11:55 Seminar II
11:55-12:25 Break
12:25-1:15 Seminar III
1:20-2:10 Seminar IV
2:10-2:20 Conclusion
2:20-2:50 Union Representatives
3:00-4:00 Blackboard (Optional)
Wednesday
12:00-12:10 Introduction
12:10-1:00 Seminar I
1:05-1:55 Seminar II
1:55-2:25 Break
2:25-3:15 Seminar III
3:20-4:10 Seminar IV
4:10-4:20 Conclusion
4:20-4:50 Union Representatives
5:00-6:00 Blackboard (Optional)
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2. Index:
Section I
Rights and Responsibilities
Pages 3-7
Section II
Organization, Rapport and Knowledge
Pages 8-14
Section III
Diversity and Other Sensitive Issues
Pages 15-18
Section IV
Teaching Styles and Strategies
Page19
Orientation Evaluation
Page 21
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3. SECTION I
Rights and Responsibilities
Emily Spencer, Mentor TA
Teaching Assistant Development Program
PhD candidate, Department of Chemistry
My TADP office hours
Monday and Wednesday 9-12 and 1-4
University Office Building, Room 122
Phone: 951.827.3386
Email: tadp@ucr.edu
Goals and Objectives
To understand your rights as a TA.
To understand your responsibilities as a TA.
To know what resources are available to you as a TA.
To understand lecture-style teaching.
Your Rights
To have fair and timely compensation
To file a grievance if you are treated unfairly
To have the supplies you need to effectively teach your class
To get feedback on your performance
To get additional training if you need or want it
Money
49% appointment (usually)
Stipend as stated on quarterly contract
Health insurance (GSHIP)
Registration and Tuition Remission
Does not include (usually)
GSA, ASUCR, Rec Center, or Commons fees.
Nonresident Tuition
Workload
49% appointment
11 weeks at about 20 hours/week
No more than 220 hours/quarter
Appointment Letter
Instructions regarding schedule and duties
Number of labs, discussions, office hours, etc.
Lecture attendance
3

4. Grievances
You are consistently working more than your appointment.
You are being treated unfairly.
Union Representative
951.369.8075
www.uaw2865.org
riverside@uaw2865.org
Professor in charge
TA allocation person
Department Chair
Supplies
Evaluation
Online evaluations - ieval.ucr.edu
Last three weeks of instruction
Mandatory
Available three weeks after evaluation period ends
Increasing Your Responses
VERIFY that your course sections are correct
POST the link on your blackboard page
EMAIL your students the link
REMIND them in class
Past evaluations
Evaluations are linked by quarter. Separate links for numerical scores and student
comments.
Course, departmental and campus data given
Evaluation questions are grouped into 5 distinct sections
Report
Instruction
Organization and Knowledge
Facility in English
Overall Efficacy as a TA
Comments are (supposed to be) anonymous.
Additional Training - TADP
Office Hours
Mondays 9 am – 4 pm
Tuesdays 9 am – 5 pm
Wednesdays 9 am – 4 pm
Thursdays 9 am – 4 pm
Fridays 9 am – 12 pm
4

5. Your Responsibilities
To communicate effectively
To be professional
To attend every class or to cancel classes when necessary
To manage crises in the classroom
Communication with your students
Speak clear and understandable English
Speak slowly and clearly
Non-verbal means of communication
ESL TAs
Must pass the SPEAK test
If you have a conditional pass, you may TA, but you must also take ESL classes.
Grad Division will pay for the first class.
English language software is available for use in TADP office
Blackboard
Grade reports
Communication with your students
Being Professional
Attire
Language
Email/Phone
Office Hours
Receiving Gifts
From the perspective of the student giving the gift
From the perspective of the other students in the class
Appropriate Language
Instructor or peer
Respectful
Being Approachable
You will definitely hear about this one…
Canceling Class
Departmental policy
Methods:
Blackboard announcement
Email
Note on the door
Managing Crises
http://ehs.ucr.edu/
5

6. Notification System
To Sign Up:
Through GROWL (growl.ucr.edu), you can opt in for text notification under the
addresses menu.
Fire
Follow the classroom evacuation
During an earthquake
Remember to duck, cover and hold
Duck or drop to the ground
Protect your head and neck with your arms until the shaking stops
Hold on to the furniture that covers you
After an Earthquake
Be prepared for aftershocks.
Do not immediately evacuate as falling debris can cause major injuries.
Follow evacuation routes directly to building's Emergency Assembly Area (EAA).
Check in with emergency staff at the Emergency Assembly Area and notify them of
injured people, hazards or damages observed.
Stay at the Emergency Assembly Area and follow directions of emergency response
personnel.
Emergency Notifications
Information concerning emergencies at UCR and related topics is available to the campus
community through the following resources:
UCR Website at www.ucr.edu
UCR EH&S Emergency Management Website at www.ehs.ucr.edu/emergency or
http://campusstatus.ucr.edu
UCR Campus Radio KUCR: 88.3 FM or www.KUCR.edu
Riverside Area News and Information Radio
KFRG 95.1 FM or KGGI 99.1 FM
KFI 640 AM or KNX 1070 AM
Riverside Area Emergency Information – Charter Cable Channel 32 or 33
Resources Available
Media Resources
http://cnc.ucr.edu/multimedia/
951.827.3041
Keys for media cabinets
Equipment for classrooms
Media Library
http://library.ucr.edu/?view=libraries/media/index.html
951.827.5606
Instructional video loans
Reserve videos for students to view in private viewing rooms
Computing Support Services
951.827.3555
6

7. http://cnc.ucr.edu/instruc_tech_group.html
Provides assistance and workshops for persons interested in using computers in the
classroom
Libraries- http://library.ucr.edu/
Rivera – 951.827.4392
Science – 951.827.3316
Student tours to demonstrate library use
Place books and documents on Reserve and list under your name and course number
Student Judicial Affairs
951.827.2808
http://conduct.ucr.edu/
conduct@ucr.edu
Reporting academic dishonesty and student misconduct
Adjudication of issues such as sexual harassment, plagiarism, and rape
Escort Services
951.827.3772; http://www.escortservice.ucr.edu/
Dispatch desk in Rivera library, Sunday-Thursday nights
Call dispatch (number above) to have someone walk with you.
Campus Police
951.827.5222
If on-campus, this number results in faster response than calling 911, which is routed to
CA Highway Patrol.
TADP
Office Hours
Mondays 9 am – 4 pm
Tuesdays 9 am – 5 pm
Wednesdays 9 am – 4 pm
Thursdays 9 am – 4 pm
Fridays 9 am – 12 pm
Email: tadp@ucr.edu
Phone: 951.827.3386
7

8. SECTION II
Organization, Rapport and Knowledge
Presentation Outline.
Diego Esparza, MTA, TADP
Graduate Student, Political Science
University of California Riverside
despa001@ucr.edu
Sub-Section I: Organization: Syllabus and I-learn.
Part A: Getting Information
Step 1. Do you know where your classrooms are located?
Step 2. Talk to the Professor, Supervisor or Department Secretary about:
-Teaching responsibilities.
-Attending Lecture.
-Proctoring exams and Academic Dishonesty.
-Grading.
-Enrollment.
-Syllabus.
-Office Hours.
-Section Attendance and Section Grade.
-Supplies.
-Special Instructions.
Step 3: Get the lecture materials.
Part B: Constructing the Syllabus
Step 1: What is your teaching philosophy? What is your grading philosophy?
Step 2: Build your syllabus with the provided outline and sample. Next Page.
8

9. SYLLABUS OUTLINE
Course Number and Name
Quarter and Year
Section 21, 22, 23
Instructor: Your Name
Section 21: Day, Time, and Location
Section 22: Day, Time, and Location
Section 23: Day, Time, and Location
Office Hours: Day and Time
Office Location: Watkins 2210
Contact: your email address (don’t put your phone number!!!)
Course Description:
Required Materials (required text, lab materials):
Course Objectives and your teaching philosophy (what is the learning goal):
Course Requirements (what work will be assigned):
Grading (how many points each assignment is worth):
Course Schedule (the specific dates for each assignment):
Specific Course Policies (exam policies, attendance policies, requirements for written
assignments and projects):
Academic Dishonesty Policy (what you will do if the students cheat): Some instructors require
students to sign the Academic Integrity Statement and return it. This is a good idea.
[END SYLLABUS OUTLINE]
9

10. ENGLISH 1C: Applied Intermediate Composition at University of California, Riverside
Instructor: Debbie Sims Spring 2008
Office Hours: M 2-4 pm, T 11 am - noon Time: MW 5:10-6:30 pm
Office: HMNSS 2305 Location: INTS 2130
Email: Deborah.sims@email.ucr.edu Sec #: 068
Required Texts:
1. Maasik, Sonia, and Jack Soloman, Eds. Signs of Life in the U.S.A.: Readings on Popular Culture
for Writers. 5th ed. Boston: Bedford / St. Martin’s, 2006.
2. Maguire, Gregory. Wicked: The Life and Times of the Wicked Witch of the West. NY:
ReganBooks, 1995.
Course Description: English 1C introduces students to the analysis and interpretation of texts. In 1C,
reading becomes as important as writing: that is, students will strive to become more aware of reading as
an interpretive act that requires critical scrutiny of underlying presuppositions. Students will deepen their
understanding of the shaping power of language and its conventions and become more aware of the
collaborative nature of making meaning.
Grades:
Assignment Percentage of Your Grade Grade Scale
Essay #1 15% 94 – 100% = A
Essay #2 15% 90 – 93% = A-
Essay #3 20% 87 – 89% = B+
Essay #4 20% 84 – 86% = B
Active Participation / Attendance 10% 80 – 83% = B-
Quizzes 10% 77 – 79% = C+
Homework & Blackboard Participation 5% 74 – 76% = C
Final Exam 5%
Failing Grades:70 – 73%= C- ; 67 – 69% = D+ ; 64 – 66% = D ; 60 – 63%= D- ; Below 60% =F
Essays: All four of your essay assignments should follow MLA format (see pp. 59-62 for assistance).
You will lose points for failure to cite correctly in-text or in your works cited page. All essays must have
a title. Printing in standard ink with regular toner level is your responsibility – do submit an essay that is
printed improperly (ie. pale, blurry, or fragmented text). Your writing should be grammatically correct
and free of spelling errors, and it should demonstrate increasingly complex critical thinking and analysis
as the quarter progresses. You will earn an A when your papers develop a specific, narrow,
interesting thesis in a well-organized, well-argued, well-supported fashion. I do not accept late
essays. In addition to handing in a hard copy of the essay project, you are also required to submit an
electronic copy of all essays via Blackboard’s Safe Assignment. You will not receive a grade for your
paper unless it has been submitted electronically.
Peer Workshops: You will be responsible for peer editing during class, which means that you will listen
to or read the work of other students and offer meaningful feedback to them in an effort to help them
reach a cogent final piece of work. Missing workshop days will have a negative impact on your grade.
On workshop days you must bring 2 copies of your essay to class.
Attendance and Participation: Much of the work in this class will be collaborative; therefore, your
10

11. active participation is extremely important. For this reason you must attend class regularly. You are
allowed 2 absences throughout the semester. After the second absence, your grade will be lowered by
half of one letter grade for every absence thereafter. There are absolutely no exceptions to this rule. You
are adults and I assume that any absence from class is for a valid reason; as such you do not need to
inform me about anticipated absences. Talking on your cell phone, text messaging, and sleeping in class
are regarded as absences.
Missing Class: When you miss class it is your responsibility to keep up with the reading and to contact
your classmates to find out what you missed. You can email them via Blackboard. I will not reiterate
lectures or provide a summary of in-class activities via email.
Tardiness: When students are habitually late to class, they disrupt the ongoing lesson. This is
disrespectful to me and to the other students. Three tardies constitutes one absence.
Blackboard: The course will make use of the online Blackboard system, which is located at
http://iLearn.ucr.edu. You will be expected to post messages on the Blackboard regularly, and important
instructions for completing assignments in this class will appear there. It is your responsibility to check
your email and Blackboard before every class and over the weekend.
Email Protocol and Office Hours: I am accessible by email and am happy to correspond via this
method. However, I will not check my email after 7 pm and I expect all emails to be addressed to me and
signed by you. Occasionally I am not available on the weekends. Also, be aware that emailing “All
Users” through Blackboard indicates that your email will be sent to your peers AND to me. Appropriate
protocol is mandatory. I will not examine your drafts via email; if you need help you must visit me
during my office hours. I find that students often rely on email rather than one-to-one contact to
communicate with me about the course and essays assignments – please keep in mind that email is a
limited form of communication and often results in misunderstanding. Attending office hours is the best
way to obtain assistance from me and it demonstrates your sincere desire to learn. Do not approach me
after class to discuss your grade or to obtain significant assistance with your essay as such issues require
serious attention and must be discussed during office hours.
Quizzes: Quizzes will be administered at random and will entail short answer questions, multiple-choice
questions, and/or writing a brief composition in class about the assigned reading.
Plagiarism: Plagiarism is the presentation of another's work as your own. Copying or paraphrasing
passages from another writer's work without acknowledging that you have done so is plagiarism.
Allowing another writer to write any part of your essay is plagiarism. Plagiarism is a serious crime and
will not be tolerated. I am required by the University to report all cases of suspected academic dishonesty
(including plagiarism) to the Office of Student Judicial Affairs. In order to preserve the integrity of your
academic experience, all of your assignments will be submitted through Safe Assignments on Blackboard,
where they will be scanned against other assignments and material found on the Web. Students who
commit academic dishonesty will be reported to the Office of Student Judicial Affairs and may be subject
to dismissal and/or receive a failing grade for the course. Visit the Office of Student Judicial Affairs’
website at www.conduct.ucr.edu for more info on the potential ramifications of academic dishonesty.
Failure to understand plagiarism and/or plagiarizing unintentionally is not an excuse!
Assignment Schedule: The following schedule is tentative - it represents my best estimation of how the
class will proceed and is subject to change as the quarter progresses. All reading is to be completed by
the date on which it is listed; arrive at class prepared to discuss the reading.
11

12. Part C: Blackboard.
Step 1. Login in. CAS Login: your email account name and code
Step 2. Check out the site. If you do not have access to your blackboard courses, you may have
to e-mail leo.schouest@ucr.edu. For some natural science students, you will have a lab/academic
coordinator that will help you out. You will find out more about this in your own department TA
training. If you do not have lab/academic coordinator you probably have to contact Leo. Tell
him your name, your department and that you are a TA for SOC 360 for sections 21, 22, 23 or
whatever, and that you need access to the lecture and those sections.
Step 3. Working on Blackboard.
Ignore all the other stuff. Look for your section link. Click on your section link.
Announcements-->To add announcement: Create announcement, subject announcement email
and submit. Why email?
Syllabus->Create item. Give it a name. Upload from desktop.
Course material-->Same as above, create item. Deleting or editing tab >>>
Discussion-> Create a forum provide a thread.
Safe Assignments-> Go to assignment tab, go to evaluate create safe assignment.
Download grade center. Control panel->grade center, you can upload xcel spreadsheets. First
work off line. Add your grades off line.
Sub-Section II: Building Rapport
Part A. The first day. It is important to consider the following steps on your first day.
You are not an authoritarian ruler of the classroom, you yourself are a mentor and should act as
such. This means professional yet friendly.
Step 1. When you walk into the room make sure you smile. Just smile!
Step 2: Begin to build trust. Think about what rapport means.
Step 3. Share something about yourself.
Step 4: Learn your students names and some of their interests.
Part B. As class progresses.
Step 1. Remember to not always simply lecture.
Step 2. Do not take yourself too seriously.
Step 3. Make eye contact with each student.
Step 4. REMEBMER!!! Be respectful and polite; one instance of rude behavior or harassment
can destroy rapport forever!
Part C: Outside of class behavior. Are your interactions with students outside the classroom
important? YES!!!
Step 1: Be in your office during office hours.
Step 2: Be flexible.
Step 3: What do you do if you see a student outside of class?
12

13. All of you are different, and the nature of your rapport with student will vary. Some of you will
become close to your students. Others will not be very close but will still have created some
good working relationships. The point is to respect your students and in turn be respected.
Sub-Section III. Knowledge
1. What is knowledge?
2. How to share knowledge and be knowledgeable?
1. Be humble.
2. Become knowledgeable.
Sub-Section IV. First Day!!!
First Day Script
At the First Class Meeting:
Before leaving your house make sure you have all of your necessary material including dry erase
markers and lecture notes. Bring some water, your throat can get dry really quick. In the
beginning of the quarter dress professionally. This doesn’t mean you need to war a power suit,
but it does mean that you should not wear jeans and a t-shirt with sandals (at least the first few
weeks). Pretend you are presenting a paper at a conference. opening the door, take a deep
breath and know that you can do it because thousands of others have been in you exact same
position here at the school. Open the door, walk in smile, say “hello everyone” smile again.
This is the beginning, explain to everyone that you are very excited to be here (whether you are
or not is beside the point).
1. Put the following information on the board:
-The course number (Someone may be lost.)
-Your name (What would you like to be called?)
-Your office number & office hours
-Email or (do not give your phone number out).
2. Take roll. Whether you are planning on recording attendance or not is irrelevant. Taking roll
gives you the first opportunity to learn names.
3. Do an icebreaker or two.
-use any of DJ's strategies here.
4. Introduce yourself after ice-breaker. Take a deep breath, speak slowly and loudly. To speak
loudly pretend you are addressing the person furthest back in the room. Make sure to articulate
every word. Slow down some more, and pause when you need to. You do not need to fill every
second with sound.
Tell the students the following:
Your name.
What department you are in.
What you like to study.
Where you are from.
13

14. What you did for the summer.
The best movie or TV show that you saw lately. If you see students disagree ask them why, it
could be a fun moment for the class to discuss the best movie.
5. Class organization:
-Pass out your syllabus.
-Go over the syllabus with them.
-Make sure to :
Give information about textbooks.
Have a copy of the textbooks with you to display.
Call attention to assignments & due dates.
Discuss why the course is interesting & important.
What can the students look forward to learning?
Establish the structure of the class by going over the syllabus.
-Are students expected to participate, to prepare in advance, to do readings before or after
section, etc.?
-How will students be graded? Will you be assigning quizzes?
-What are the policies for late work, attendance, and cheating?
-Are there any special procedures (i.e., safety) or requirements for the course (e.g., field trips)?
6. Answer student questions clearly & completely.
-If the question is important to the whole class, repeat it & put the answer on the board. (It might
be something you forgot.)
-Remember to give students an opportunity to ask questions.
-It's OK not to know all the answers; just be sure to find the answers & offer them at the next
meeting.
7. Remember: Set high standards at the beginning of the quarter.
-Begin working as soon as possible.
-Don't let students out early or they'll come to expect it.
-Start out firm, then relax.
-Wear professional clothing at the beginning and then relax.
Have fun. Being a TA has been a lot of fun,
8. The first day you should have a lesson plan ready to go for the remainder of the time just in
case you have too much time on your hands or no questions from the students.
14

15. SECTION III
Diversity and Other Sensitive Issues
Creating an Inclusive Academic Environment
Identity is comprised of many different factors. When individuals are judged, mocked, or
treated differently based on some aspect of their identities, this is called discrimination. As an
instructor you also have the right to feel safe and included in the UCR community. Creating a
tolerant classroom environment benefits you and your diverse identity also.
1. What are some identity categories that shape our diverse population?
race ethnicity gender sex class nationality
sexual orientation physical appearance geographic origin
weight height religion (dis)ability age health
social/cultural wealth __________ _________ __________ __________
2. How can you create a safe, fair, and tolerant atmosphere in your classroom?
Model professionalism and respect in your language and behavior.
Write your expectations in your syllabus. Explicitly state that you will not tolerate
discriminatory, hateful, or otherwise inflammatory language or behavior. Indicate that
students who are disruptive will face consequences.
Words have power! Work with your students to unpack offensive slang terms.
3. If a student arrives in your class under-prepared or lacking study skills, how can you
help him/her achieve the learning goals?
Identify the problem for the student and tell him/her during your office hours what skills
are needed to succeed in your class
Provide info about campus resources, such as the Learning Center in Surge
Allow student access to your materials from previous classes
Make a podcast or webcast of yourself teaching the basics and post it to ilearn at the
beginning of each quarter
4. How can I make myself relatable and approachable so that students from diverse
backgrounds feel comfortable seeking my help?
Demonstrate respect for the cultural differences that makes your students unique. You
can do this by trying to accommodate their needs.
Stress the human bonds that we all share and express the ways in which you can identify
with or understand the students’ experiences.
Keep in mind that you have a unique identity that has afforded you insights. You may
15

16. want to highlight your own background as a way of explaining your capacity for
empathy.
Be aware of and resist stereotypes.
Educate yourself about local and national customs.
5. How do I teach inclusively?
Be aware of the ways in which other people’s experiences have shaped the way they
learn and interact in the classroom.
Encourage intellectual creativity that is rooted in difference and diversity. When students
feel comfortable asking new and “strange” questions, others are challenged to think more
deeply about the curriculum. Acknowledge the relationship between academic rigor and
diversity -- Remember, the introduction of women and minorities’ perspectives have
brought about the development of whole new disciplines, all of which have greatly
enriched the University environment.
Don’t assume your experiences are the norm.
Recognize each person’s unique strengths and scholarly promise.
Allow your diverse student body to enrich and expand your teaching skills.
6. Okay, but what do I DO to teach inclusively?
State specific rules regarding incivility in your syllabus. Allow the students to be
involved in shaping those guidelines during the first week of class.
Use group work.
Avoid “under-teaching”; maintain rigor.
Use varied types of examples, models, and topics to teach your curriculum
Monitor and require participation. Facilitate participation sensitively.
Reframe surprising or unpopular student contributions.
Practice a range of teaching strategies (lecture, partner work, teams, whole class
discussion, student projects/presentations, use of the board and media equipment).
Explicitly ask students to share in setting the tone for the course.
7. How do I cope with diversity issues of which I may not even be aware? How can I be
sensitive to the LGBT community, learning disabled persons, and individuals with low
economic or social status?
Enter every educational situation assuming there are LGBT students present who may not
feel safe in being out.
Be aware that the examples you and others in a class or discussion are using may be
based on heterosexual experiences.
Vary your teaching methods and present information in different formats (speak and
write, make your lecture notes available to disabled students).
Do not announce student’s (dis)abilities to the class. Make the necessary
accommodations for disabled students without calling attention to your actions.
Do not request that students purchase materials that you failed to list in your syllabus.
16

17. Don’t list “optional” materials that are implicitly “required.”
Place textbooks on course reserve and assign reading in advance so that students who
cannot afford the books can read in the library or photocopy.
Be clear about the amount of technology students will be required to use.
Diversity Part 2: Intervention and Conflict Resolution
How do I cope with conflict and disruptive behavior in my classroom?
Avert crisis; remove self and others from danger and call for help. Do not attempt
conflict-resolution in a situation in which you feel physically threatened; instead, seek out
campus resources.
Assess time constraints – can you deal with the problem effectively right now?
Assess location constraints – is this problem best resolved with/in front of the whole class
or in a one-to-one setting?
Redirect! Make use of “teachable moments” in which you can point out the problem
without embarrassing the student. Facilitate conversation and discussion.
Practice open and straightforward communication; tell the student exactly what he/she
said/did that was offensive and instruct him/her to refrain from said act.
Separate your own emotions from the issue and behave in a calm manner.
Do not attack the student; deal with the issues not the person. Structure conversation
around goal setting when possible.
Document all interaction
Identify when a conversation has become destructive, close the interaction in a non-
aggressive fashion, and contact a third-party mediator
How does UCR suggest I deal with disruptive behavior?
Step 1. Clarify Expectations
Step 2. Written Warning to Student
Step 3. Formal Incident Report to Student Conduct & Academic Integrity Programs
17

18. Academic Honesty
Preventing academic dishonesty is a hurdle that every instructor must face. They may be
motivated by fear or failure, competitiveness, or laziness but one thing is certain: students can
and will cheat.
What behaviors constitute academic misconduct?
I’ve begun a basic list below. As you listen to your colleagues, write down any methods of
cheating that are new to you.
Changing the margins of a word document to make an essay appear longer
Intentionally or unintentionally quoting a scholar without citing him/her
What can you do to prevent academic misconduct, cheating, and plagiarism?
1. Put the onus of ethical behavior on your students by writing your expectations and the
consequences of misconduct in your syllabus
2. Be aware of the ways that students cheat.
3. Require that all personal items (beverages, hats, phones, etc.) be removed from the desk
top and placed behind or underneath the student’s chair.
4. Require the use of blue books, have students write their names on the back of the blue
book, collect them before the exam, and redistribute them.
5. Require students to upload essays to Safe Assign, the plagiarism screening service that is
available on ilearn (and very easy to use).
6. Monitor your class during exams.
If I catch a student cheating, what do I do?
When dealing with academic misconduct, you should refer to the advice provided under the
“Intervention and Conflict Resolution” section of this handout. Remember, students cheat for a
variety of reasons – don’t take it personally!
1. Inform the student that he/she has engaged in academic misconduct and document all of
your communication
2. Inform your supervising professor
3. Download the Academic Misconduct form from UCR’s Judicial Affairs website and
follow the instructions provided
18

19. SECTION IV
Teaching Styles and Strategies
Presentation Outline
Dezheng Sun, MTA, TADP
Gradaute Student, Physics
University of California Riverside
dsun002@ucr.edu
Sub-Section 1: Seminar Objective
Find the right weapon before you go to the war
People are different, situations are different
Practice and pick the one fits you
Sub-Section 2: Icebreaker
http://www.tadp.ucr.edu/icebreaker
1. Why icebreaker
2. How to do icebreaker
3. Practice two icebreaker in class
Sub-Section 3: Group Work and Discussion
1. Why group work is important
- Encourage students to participate
- Easy to control the class
- More effective
2. Something to remember
3. Presentation practice
Sub-Section 4: Teaching Style
1. Lab TA/ Discussion TA/Lecture TA
2. Personality
Sub-Section 5: Ways to Succeed
1. Prepare early
2. Pre-run the class
3. Use all resources
4. Resources for International TA
http://www.tadp.ucr.edu/resources-2/international-language-resources/
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20. NOTES:
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21. ORIENTATION EVALUATION
Please circle the appropriate number for today’s orientation.
1. Provided goals and objectives for each segment
High Low
7 6 5 4 3 2 1
2. Were well prepared and clearly organized
High Low
7 6 5 4 3 2 1
3. Encouraged me to ask questions
High Low
7 6 5 4 3 2 1
4. Respected the role of each student in a diverse environment
High Low
7 6 5 4 3 2 1
5. Used language appropriate to the level of the course
High Low
7 6 5 4 3 2 1
6. Spoke clear, understandable English
High Low
7 6 5 4 3 2 1
7. Motivated me to do my best
High Low
7 6 5 4 3 2 1
8. Was approachable – their demeanor encouraged interaction
High Low
7 6 5 4 3 2 1
9. Gave useful feedback
High Low
7 6 5 4 3 2 1
10. Overall, were effective instructors
High Low
7 6 5 4 3 2 1
What do you hope to get out of TADP throughout your TAing experience here? Any additional
comments?
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