Teaching United States History: working through the United States history survey, this blog examines what we teach and why, how we teach it and with what tools, and what assignments we use and how we evaluate them. It's a forum for teachers and students to discuss their experiences in teaching and studying United States history.
Friday, June 1, 2012
Graduate Students and Teaching
When I ran into Daniel Tosh's marketing crew in New York City (none of us is sure which came first tosh.0 or tush.0; that chicken and egg debate will probably never be answered) and left with 400 "Tosh.5.29" wrist bands for my gigantic course in the fall, I started thinking seriously about how I want to structure the class. The biggest difference between this one and my others is that it has graduate student teaching associates (TAs!!!). When I was a TA, faculty members let us run the 50 minute discussion any way we saw fit. If we wanted to convene study sessions, we could, but the only part that really seemed to matter was consistent grading.
What has worked for you - either as a TA or as a faculty member:
did the professor provide guidelines for each discussion?
did the TA create reading quizzes?
what's the worst part of TAing? (beyond grading)
what's the best part?
If anyone can provide answers, maybe I'll know how to best use my 8 in the fall. Here's a guide from USC. Until then, I'll be planning the epic barbecue we'll have in August.