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Found 29 results
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https://docs.google.com/spreadsheets/d/1XNJR4IhOJ56zd7zLuVSUK7h054dBRNvyiC7iStCOsxo/ Last year, I started the process of making an updated version of funding packages with the help of students accepted into programs. The list isn't complete but I hope it provides a more complete version of what universities expect in exchange for their funding. It is open-access so edits are welcome.
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Hello all, In December my PI gave me an undergraduate to help me with my project (it's a huge project and we just need more hands). The undergraduate is a first year (about to start his second year) with no lab experience. I've had to teach him everything from putting on gloves to how to work pipettes...etc. Now, 7 months later, the undergrad is still struggling. I myself have been frustrated. He has trouble with things I taught him months ago (like diluting an overnight culture to a specific number and letting it grow) and doesn't make the best decisions... And he forgets a lot of things I tell him (even when I ask him to write it down). His technical skills are improving but he still lacks a scientific sense and doesn't have much lab maturity. I believe that it is something that develops over time, experience and exposure to more science classes. However, my PI is frustrated with the undergrad's progress. Now, my PI mentioned to me that he is thinking of firing the undergrad. My question is: How do I help my undergrad do better? How do I help him develop this scientific sense at a quicker pace so he doesn't get fired? Are there any good methods any of you have used to help a struggling student? I am limited by how much more time I can devote to my undergrad. I have my own experiments, a thesis to write and a different undergrad (summer program) to manage.
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Hi. I have noticed that one of the students in the class I TA has been looking progressively more distressed over the winter term. She has not been participating in discussions as much, lost quite a lot of weight, comes to class with dark rings under her eyes, and I can see her collarbones when she takes off her jacket. At the end of classes last month, she asked me if I would be TAing another class she was interested in in the fall, and when I said yes, she said she was going to take it. I will be seeing her again in a few months. Should I say something if I notice that she still looks distressed? Should I say something now? I can't quite tell if the distress is stress from school, life, illness, or drug abuse, and I don't want to guess. I feel responsible to say something, but I don't know how. All the web pages I googled say to approach her in private, ask her how she is doing, express concern, listen, acknowledge my limitation in expertise, suggest resources without forcing her to use the resources, and follow-up. What do you think? Has anyone here tried it? What strategies worked? I struggled and am still struggling with my own life. I do wish professors had approached me to ask how I was doing because as I learned, several noticed. I don't want the same to happen to her but am not sure if she would feel the same way I did about being approached. Advise, please and thanks.
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I was accepted at Laurier ( MA) and I was awarded a TAship. Since I have never Ta'ed I would like to hear from you who have this experience. I feel kinda anxious to picture me in front a classroom ! lol thanx !
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Hi Grad Cafe, I've been selected as a top 3 candidate for full time position in an English department at a community college. I have a final interview with the college president and the dean in a few weeks. Any tips on how to prepare for this? They didn't provide any extra info. I did a teaching demonstration and 60 minutes worth of question and answers in the initial interview. Like many people in the field, I'm feeling a bit desperate for this. It's my only successful application, and I'm terrified of my future if I don't get the job. Thanks for any help!
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So I've recently been accepted to both UPenn's Urban Teaching Apprenticeship and Teachers College Elementary Inclusive Education program. I'm trying to weigh the pros and cons of both programs, but I'm having trouble deciding! At UPenn I would be getting a Pre-K-4 certification, and at TC it would be 1-6. The UTAP program would be a one-year program, and TC would be two years, or one and a half if I accelerate. Both programs give the opportunity to earn a Special Ed cert alongside Elementary. Right now I would say I'm leaning towards Penn but I also know that TC is very highly regarded in the field of education, whereas Penn is not as well-known. Help!! Anyone else struggling with this decision??
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Any opinions on UCLA's TEP program from current students/alum? I was curious to hear anyone's thoughts on the program while I await admissions notification And to any applicant: called and they stated decisions would be sent out mid to end of this week! but we will see! good luck to us all
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I was wondering how important the teaching evaluations you get from undergrads in the sections you TA are to a teaching portfolio. My evals aren't bad, they just aren't good either. In terms of scores on various questions I've been scoring a bit below the department average for all classes. How much do schools care about getting a 4.0/5 on a Likert scale when the average is 4.2/5? What does matter most in terms of teaching portfolios?
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So I have offers from two schools right now. Both are R2 institutions, both are well thought of. For School 1, the offer includes no teaching the first year, but then 2 classes per semester for the rest of my time there. For School 2, offers rarely require teaching, as the department is mostly graduate students, and there aren't many undergraduates to teach. I was assured that if I wanted to teach, I could, after I pass comps, but I talked to a couple of people who were about to graduate, and they've taught 3-5 classes, period. However, it's definitely something I would have to seek out. However, I would get a lot of experience and exposure to research, grant proposal writing, etc. . At this point, I have no idea if I would want to spend my career at a high R1 institution, or someplace more focused on teaching. But I worry about shortchanging myself by going someplace where teaching is more of an afterthought. I don't want a decision I make in 2018 to limit the career possibilities that I could make in 2022 Thoughts?
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Hey guys! I was wondering if anyone has heard back yet for an interview from the MA Child Study and Education program?
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What is considered a good score on your course/instructor evaluations?
Quant_Psych_2018 posted a topic in Teaching
I got my first set of course evaluations back today. This is the first time I've ever taught a course as the instructor of record. The course consisted of me teaching two classes of 30 psych students how to use the statistical software SPSS. I'm not entirely sure how to determine how I faired. For my overall instructor score, I got a 4.61 and a 4.63. There weren't any awful comments or anything like that. At most, there were a few comments about having more grades in the class and making the midterm worth less. However, I don't have much control over how the course runs. Would these scores be considered good? bad? okay? I read an article that said professors shoot for above a 4.7, but I'm not sure if that's accurate. Any guidance on interpreting course evaluations would be helpful. -
Hello all! I am hoping someone more experienced can give me some insight. I have applied to the Masters of Teaching program at Kansas State University. The admission process for it seemed like it would be pretty quick, but since it had been several weeks I checked in with the director of the program. His response was: We have reviewed and recommended but are waiting for the Graduate School to process. . .Should be soon. Would this mean that I have been recommended for admission into the program? Thanks!
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Who's planning on applying to a Masters of Education for 2017-2018 school year? Trying to figure out how everyone tackles this process...
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Hi All, Does anyone have information related to the state of the discipline when it comes to jobs? I finished an MA in history in 2000 and a teaching B.Ed in 2015 but have not gotten work in this field. It has been a desire of mine to teach history for a living, but as we all know, there are virtually no jobs in this area. So I have no invested much energy into searching especially as I have kids and making a living is a priority. We have all heard that the Baby Boomers will leave vacancies in the colleges and universities. Can anyone share a perspective on whether this is materializing? What kinds of numbers are we looking at? I am considering a PhD in history, but probably will not do it, because in mid-career 5 years out of the workforce makes no sense without high probability of a job in the field! Note I'm considering a PhD in clinical psych as well because I double majored.
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Hi guys, I am in the middle of a crisis. I just finished my degree in journalism in London, but actually I want to study literature: I got a place for a master's degree in comparative literature at UCL, so a very good uni, but I am now thinking of refusing that and go to Lausanne and start another bachelor, in Italian, French and Spanish literature. Ultimately, I want to become a lecturer at university level. So my question is: can I still get into teaching (after a PhD), even if my bachelor is not in literature, or do I really need that qualification? Is it really worth changing? Thanks people, help in this situation is much appreciated. Peace!
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Hi friends, Just curious, but what is the teaching load required for funding at your school? Obv. this varies from package to package, and if you don't want to share which school you go do, that's super cool. Where I'm coming from: I was offered a package where I would teach my own class right of the bat this upcoming fall, and if I had testicles, they'd have climbed up between my lungs for comfort. Is this normal? Not my imaginary testicles thing, but conducting your own class first thing?
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Hi everyone. I should preface my situation and aspirations with the fact that I realize the following is most likely a pipe dream. That being said, I have been feeling this way for some time and willing to do whatever it takes to change my current situation. Anyway, here it goes... I am in my late 20s and I'm currently a humanities teacher living in Massachusetts. I moved here for my wife's job (which is unique). I love living in this area, however, my career has come to a breaking point. I am no longer happy teaching to middle/high schoolers. I've been teaching for 5+ years and, by standard metrics, I would consider myself a successful teacher. As many of you know, being successful at something does not necessarily have a direct correlation to satisfaction or happiness. I have taken a few Math courses (calc) in undergrad but received low grades in these classes due to lack of effort. I graduated undergrad with a BA in English and grad school with an MA in Education. I am interested in a career within the math field now, but I am completely lost how I could pursue it at this point. Is it at all possible to pursue an advanced degree in Mathematics at this point. Where would I even start? How could I obtain the necessary prerequisites to have a chance? Would you recommend taking classes at a local CC to fulfill some of these requirements? I know research experience is also a key component. Is there any way to have an experience in research? As always, time and money are restraints in this equation. Any suggestions? Thank you in advance!
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I am a full time teacher at a small charter school, but I am too much of an out-of-the-box thinker to be completely happy teaching at the K-12 level. I want to do research and teach college. I feel super guilty, though, because my school has had a terrible turn over rate for English teachers, and I really care about my students. I have already been accepted to 2 of the 3 graduate programs I applied to, though, and I'm going. Is anyone else in a similar position? How are you breaking the news to your principal and department head?
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Hello everyone I'm interested in studying photography (including issues of class, power and the documentary genre). I was accepted to the IFA's MA program, and the UT Austin PhD American Studies program (which would have a strong photography angle). I am wait-listed at U Michigan-Ann Arbor's PhD art history program. I ultimately want to get a PhD, then teach and curate photography. IFA is tremendously respected, and would open a lot of doors (maybe more in curating than academia), but would cost $70,000. UT Austin is of course free. But do you think it 1.) is respected / opens doors and 2.) might allow me to keep a foot in both academic and curating worlds? I would appreciate any insight you might have. Thank you!
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Hey guys, I was wondering about who has applied to bachelor of education or teaching programs in Ontario! I have some questions: Which schools have you applied to? For what age concentration? What are your teachables? What was your GPA? What relevant experience did you have? I've applied to OISE, UOIT, and York for intermediate/senior. My teachables are biology & social science. I had a ~4.0 GPA in my last 2 years. I worked in a local high school for the past 2 years.
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warning: probable rant ahead. I'm frustrated, I really am. Marine science is my life, it is my passion and I fully intended to dedicate my entire life to it. However, my passion is currently flipping me off. A bit of background, I have a BA in Biology, MS in Oceanography from TAMU, excellent formal and informal teaching experience, and 5 (count them) internships in research, conservation, and education. I spent a good portion of last year forging relationships so I could apply for multiple PhD programs, was told that with my experience and MS I was an ideal student. Rejected by all. Decided to forgo getting a PhD at the moment because I was looking for a longer term involvement in something (and I'd have to wait another year in order to apply for and start a PhD) and have applied to everything in marine research, education, and policy all over the country and even internationally. When I ask those in similar fields what a person can do to prepare themselves for the types of jobs I am applying for, they say "graduate education (check) and internships (check)." For the benefit of the doubt, lets say that my 5 internships plus entirely self funded and designed Master's was not enough, how the HELL am I supposed to continue to do UNPAID internships for much longer? I'm at my wits end with everything. Every path I turn to is rejecting me. I consider myself a humble person but I will brag about my accomplishments just to get my point across that this process is killing my passion and my soul. I wish I was being dramatic. Don't get me wrong, I KNOW and fully accept that I have entered into a, what some would call, non-traditional career path and a difficult one at that. I have been told objectively from potential PhD advisors, hiring managers, collaborators that in many ways, I am an ideal applicant... so what am I doing wrong. Does anyone have ANY advice on getting through this on any level. i.e. how to deal with this emotionally, how to actually find a damn job, how to get a damn PhD. I'm willing to do anything at this point. /rant Apologies if this is not the correct type of post for this subject area. I just hope to connect to other people who have been through or are going through these same issues. Unfortunately, most of my friends are either successful or still in school.
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Hi everyone. I should preface my situation and aspirations with the fact that I realize the following is most likely a pipe dream. That being said, I have been feeling this way for some time and willing to do whatever it takes to change my current situation. Anyway, here it goes... I am a 29-year-old English teacher living in Massachusetts. I am married and moved here for my wife's job (which is unique). I love living in this area and my personal life is all positive. However, my career has come to a breaking point. I am no longer happy teaching English to middle/high schoolers. I've been teaching for 6+ years and, by standard metrics, I would consider myself a successful teacher. As many of you know, being successful at something does not necessarily have a direct correlation to satisfaction or happiness. I originally thought I wanted to go into the sciences out of high school, but I lacked the maturity to realize this passion. I have taken a few science courses (bio and chem) in undergrad but received low grades in these classes. I graduated undergrad with a BA in English and grad school with an MA in Education. I am having the same feeling of being interested in the sciences now, but I am completely lost how I could pursue a career in science at this point. Is it at all possible to pursue an advanced degree in Biology at this point. Where would I even start? How could I obtain the necessary prerequisites to have a chance? Would you recommend taking classes at a local CC to fulfill some of these requirements? I know research experience is also a key component. Is there any way to have an experience in research? As always, time and money are restraints in this equation. Any suggestions? Thank you in advance!
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Hello artists, I am now officially narrowing down my list of MFA programs, with a focus on painting/drawing. It is VERY important for me to get funding, and it is somewhat important that I like the location (my partner will be moving with me, and we both do not want NYC or Chicago). Adding to the list of complications, I'd really love to find a 3 year program. So far, most of my favorite choices on the list are 2 year programs. Does anyone know of 3 year programs that I might be missing? Or, if you know of any strong painting programs (that have good funding) to add to my list below, please write suggestions! So far, I'm looking at: U Michigan (2 yr) U Penn (2 yr) VCU (This is a high reach) (2 yr) University of Tennessee Knoxville (3 yr) University of Minnesota- Twin Cities (3 yr) UMass Amherst (Interdisciplinary) (3 yr) UC Irvine (3 yr) Thank you!!!
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Hello all--I need some serious advice. I was given Alternate status for a Fulbright ETA this April, I accepted a teaching position here in the states, but was just offered a Fulbright ETA position. I haven't yet signed a contract for the school, but I would feel terrible backtracking on that commitment. Any advice welcome.
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As a student I loved snow days, but now that I'm teaching my own class, I have to figure out how to adjust my lesson plan to fit in fewer days. Does anyone have any tips on what works best to get back on schedule when you lose class days?
