Download Teaching Assistant Applicationx

Center for Community and Civic Engagement
In Collaboration with the Northfield High School TORCH Program
Supporting low-income, minority, and first-generation college students
Fall 2014 PSEO Teaching Assistant
Purpose of position:
Teaching Assistants will support TORCH high school students enrolled in online college courses through Riverland
Community College. The TORCH cohort includes those who are low-income, minority, or first generation college
students. Throughout the semester-long position, Teaching Assistants will grow in their understanding of the
challenges and barriers faced by these students, while developing leadership, teaching, and mentoring skills.
TAs are volunteers, however they may elect to receive academic credit for their involvement in the program.
Courses for Fall 2014 include: Intro to Anthropology, Ethics, Interpersonal Communication, and Biology.
Benefits of the position:
• Use the knowledge you have gained from your studies!
• Enhance your communication, teaching, and organizational skills
• Expand your knowledge of challenges faced by low-income, minority, and first-generation students
• Gain transferable job skills and youth work experience
• Help close the opportunity gap in Northfield
Teaching Assistant Expectations:
Classroom
• Facilitate weekly, hour-long classroom discussions in the Weitz Center for Creativity on Wednesday evenings
• Ensure a safe and respectful classroom environment
• Provide course material and lesson plan for each session
• Share information with students about “how to be a college student” (i.e. how to write an email to a
professor, how to cite sources, how to write an 8-page paper, etc)
Time Commitment
• Position requires one hour of class, plus material review, lesson plan preparation, communication with
students, and regular meetings with support staff - TAs should expect 3-4 hours of work per week
• Meetings with support staff will occur bi-weekly for approximately one hour per session
• Preference will be given to TAs who are available before the start of Carleton fall term and during breaks
• Reach out to students to remind them of deadlines and check-in on assignment progress
• TAs must commit to one full semester of instruction and may elect to commit to a second if they choose
• Participate in 2-3 credit independent study with Adrienne Falcon. Meeting during the term to discuss
readings on the topics of college access and the sociology of youth.
• On-going mentoring of the students
Orientation & Training
• Attendance at Teaching Assistant training is mandatory and will take place 9th week Spring term 2014.
• Observe current PSEO classroom during 6th or 7th week, prior to committing to position.
Thoughtful Action & Communication
• Keep Student Coordinator and Supervisors informed about the status of your classroom by reporting any
concerns or classroom challenges
• Communicate with students, providing reminders of class sessions and homework due dates
• Maintain confidentiality while discussing student grades, class work, behavior, and other personal
information
• Provide weekly update via email listserv to all PSEO support staff, including class summary and any
problems, additional concerns should be addressed to both the Carleton and TORCH coordinator
Email this application to [email protected]
by 5:00pm, Tuesday May 6th, 2014
Center for Community and Civic Engagement
In Collaboration with the Northfield High School TORCH Program
Supporting low-income, minority, and first-generation college students
Fall 2014 PSEO Teaching Assistant
Course Descriptions from Riverland Community College
Anthropology 2220: Introduction to Anthropology
This course is an introduction to the field of anthropology and its sub-disciplines: cultural
anthropology, archaeology, physical/biological anthropology and linguistic anthropology. A
major theme of this course is the interaction between human biology, culture and the
natural environment.
Philosophy 1130: Ethics
This course introduces the student to fundamental ethical principles developed throughout
the history of philosophy through the study of classical and modern writings. Students are
encouraged and challenged to apply such principles to contemporary issues.
Speech 1200: Interpersonal Communication
This course focuses on communicating more effectively in personal, social, and professional
environments and examining the practical and theoretical aspects of human
communication. The course also addresses such topics as self-esteem, listening, effective
language, nonverbal communication, assertiveness, leadership, conflict, cultural
communication, and computer-mediated communication. Human diversity issues and
cultural/intercultural factors and how they affect human communication are examined.
Biology 1020: Current Topics in Biology
The primary, organizing themes of the course are centered upon learning the basic
concepts and theories of life science integrated with issues of current interest and analyzing
the current issues from the perspective of ethical and civic responsibility. Biological concepts
and theories included in the course are the scientific method, biological molecules, cell
biology, evolution, classification, genomics and genetics, ecology and environmental issues,
and emerging infectious diseases. Thus the course introduces the concepts of biology and its
applications essential to understanding life's parts and processes. Relevant ethical theories
will be introduced and applied to the current issues discussed. Due to the nature of the
course, the current issues will vary. An overall course objective is to acquaint the student with
biologically related current issues that have profound, ethical social, and/or moral
implications for each citizen and for our society as a whole. This course also is activitycentered and includes lab-like activities including environmental analysis, case study
analysis, biochemical testing for biological molecules, practicing techniques associated with
DNA extraction and fingerprinting, microscopic study of prokaryotic and eukaryotic cells,
population projections, cloning DNA, identifying structures and processes of mitosis and
meiosis, and additional lab-like activities as appropriate to the topics studied.
Email this application to [email protected]
by 5:00pm, Tuesday May 6th, 2014
Center for Community and Civic Engagement
In Collaboration with the Northfield High School TORCH Program
Supporting low-income, minority, and first-generation college students
Fall 2014 PSEO Teaching Assistant
Application
(Please type answers below or on a separate sheet of paper)
1. Name:
Class year:
E-mail:
Cell phone:
Major(s):
Concentration(s):
2. Course preference(s) (Intro to Anthropology, Ethics, Interpersonal Communication, Current
Topics Biology):
First Choice: ______________________
Second Choice (optional): ______________________
Briefly justify your preference(s) with your academic experience and knowledge:
3. Why are you interested in becoming a PSEO Teaching Assistant?
4. What skills or strategies can you bring to working with high school students, particularly those
that benefit from the TORCH program?
5. Describe your previous leadership, teaching, tutoring, and community experience.
6. Please describe your work, academic, and co-curricular commitments for Fall term 2014.
Please list 2 references below (at least one has to be a professor from your department).
Name: _____________________________ Position: ___________________________
Phone: ____________________ E-mail: _____________________________________
Name: _____________________________ Position: ___________________________
Phone: ____________________ E-mail: _____________________________________
Email this application to [email protected]
by 5:00pm, Tuesday May 6th, 2014