"Literature and the Environment" ENG/ENV 386, William Gleason and co-instructor graduate student Katherine Thorpe Other avenues for graduate student teaching Many graduate students are interested in opportunities to teach other than, or in addition to, an appointment as Assistants in Instruction. As a service, the McGraw Center compiles a list of such opportunities. Graduate Teaching Fellows The McGraw Center employs experienced graduate students as instructors in a number of programs, including as Graduate Teaching Fellows. Instructors receive compensation for their work and also gain an additional level of pedagogical insight through their training in the design and delivery of instruction to others. Community College Teaching Fellowships The Princeton / Community College Teaching Program is a collaboration between the McGraw Center for Teaching & Learning and the Graduate School. This unique program enables you to teach courses at Mercer County Community College, Rowan College South Jersey, Camden County College, or Middlesex College. The Fellowship provides a valuable, mentored experience by a tenured community college faculty member, and helps you develop as a teacher, providing an opportunity to design and teach a course. This professional development opportunity is particularly rich for graduate students because it encourages you to develop effective teaching skills in a highly diverse community college. These skills have been proven to benefit all students, regardless of their career trajectory. Learning Objectives The Fellowship is spread across two semesters: typically across the Spring and Fall of the same calendar year. During the mentored semester (typically conducted in the Spring Semester), you will: Shadow and learn from a tenured community college faculty member. Sit in on lectures and classes and attend faculty meetings. Get a behind-the-scenes view of the life of a professor at a community college. In many cases, guest lecture or present during this mentored semester. Spend time learning about the student populations in community colleges, as well as the range of resources that are available to them. This information and experience is put to use in the second semester of the program (typically in the Fall) when you have the opportunity to teach a course as the sole instructor of record at a community college. For more information please contact James Van Wyck, Assistant Dean for Professional Development, [email protected] or 609-258-2134. The Writing Program Princeton graduate students who will be in Dissertation Completion Enrollment (DCE) status are invited to apply for one-year positions as Quin Morton Teaching Fellows. Quin Morton Teaching Fellows teach one topic-based Writing Seminar of their own design each semester and participate in an intensive faculty development program, which includes meetings and workshops on seminar design and writing pedagogy. Post-Docs at Princeton University are eligible to apply for Postdoctoral Fellowships in Scientific Writing. These part-time fellowships enable researchers to augment their scientific training with training in writing and writing pedagogy, and then offer half-term science writing courses for graduate students. For information about how and when to apply for these and other opportunities, contact the program assistant. For more information visit the Princeton Writing Program website. Collaborative Teaching Initiative Proposals for AY 23-24 Date: December 12, 2022 To: Faculty in Humanities and Social Science Departments From: Jill Dolan, Dean of the College Gene A. Jarrett, Dean of the Faculty Rodney Priestly, Dean of the Graduate School Re: Collaborative Teaching Initiative Proposals for AY 23-24 Courses due January 23, 2023 Now in its eighth year, the Collaborative Teaching Initiative encourages graduate student and faculty co-teaching, enabling new working and mentoring relationships while maintaining the high quality of undergraduate teaching that Princeton promotes. We now seek proposals for co-taught courses to be offered in either the fall or spring terms of the 2023-2024 academic year, by faculty and graduate students in departments in the humanities and social sciences. The initiative allows a faculty member and a graduate student to co-design and co-teach an undergraduate seminar or lecture class. The aim is twofold: first, to facilitate graduate student intellectual development and pedagogical and professional experience under the guidance of a seasoned mentor, specifically through the design and full co-teaching of a course; and second, to provide innovative team-taught classes for Princeton’s undergraduates. The initiative presupposes genuine and experimental team teaching, combined with pedagogical and professional development for the graduate student instructor, who will play an integral role in both course design and teaching. Consistent with our policy on instructional responsibilities, faculty involved in the initiative must still assume primary responsibility for the course and must teach no less than half the lectures or precepts. But both faculty and graduate student collaborators should be fully engaged through the course’s duration. Proposals for team-taught classes under this initiative will be evaluated first by a departmental committee consisting of the chair, director of graduate studies, and director of undergraduate studies. The chair will pass the most promising proposals along for consideration by representatives of the Office of the Dean of the Faculty, the Office of the Dean of the Graduate School, and the Office of the Dean of the College. The program will support only the most promising course proposals submitted from departments in Divisions I and II. We do not plan a fixed department allotment of courses but will decide based on each nominated proposal’s quality and promise. To be eligible, faculty must ordinarily be members of the tenured or tenure-track faculty and hold a current, active appointment at the University for the semester in which they propose to teach. Graduate students must have successfully completed their general examination. They may be in their regular program or in DCE status at the time the course is taught. Additionally, eligible graduate students will have completed all departmental pedagogy training requirements, if any, and will have already demonstrated excellence in teaching as an AI in a previous semester or in the current semester. Graduate students participating in the program will receive a three-hour AI appointment, regardless of the size of the course. The appointment may include courses that would not otherwise qualify for an AI allotment. The three-hour AI appointment is the same for lecture and seminar courses. For students within their regular program length, the AI appointment will be part of their standard financial support. For participating students in DCE status, the three-hour AI appointment will fully cover the DCE tuition fee and the stipend rate will be the teaching equivalent of three AI hours. Students may participate in only one collaboration per year but may combine this with other AI or AR duties, as appropriate. Successful applicants will meet with McGraw Center staff before the semester in which they teach to refine their plan for collaborative teaching and to discuss their goals and co-teaching methods; they will also complete a pre and post-teaching survey administered by McGraw. Throughout the year, the McGraw Center will offer opportunities for participants in this initiative to share ideas about course design and teaching with their colleagues and to receive guidance on their pedagogy. Staff at the McGraw Center are also available to meet with faculty and graduate student collaborators to help develop and provide feedback on their proposals. To arrange for a consultation on your collaborative teaching proposal, contact the McGraw Center. Proposals for co-taught courses to be offered in either the fall or spring semesters in AY 23-24 should be submitted by department chairs to Associate Dean Rebekah Peeples no later than January 23, 2023, for full consideration. Applications must include a completed application form as well as a draft syllabus. For departments that need to plan the full academic year’s curriculum in advance, we will also accept proposals for spring 2024 at this deadline, and we will announce any courses selected for spring 2024 on this earlier timeframe. A separate call for proposals for spring 2024 will go out in the summer if funds remain after this first round of selections. We welcome your questions, as well as your proposals, for this important initiative. Teaching and Academic Support for Incarcerated Students Petey Greene Prisoner Assistance Program The Petey Green Prisoner Assistance Program is a prison teaching program associated with the PACE Center in which undergraduate and graduate volunteers help incarcerated young people learn basic academic skills. Volunteers also learn about life in prisons. Visit the Petey Greene Program or contact the PACE Center. The Prison Teaching Initiative The Prison Teaching Initiative (PTI) seeks to bridge Princeton University’s academic and service-driven missions by providing the highest-quality postsecondary education to incarcerated students in New Jersey; offering Princeton University graduate students, postdocs, faculty, and staff innovative, evidence-based pedagogy training and the chance to diversify their teaching portfolios through intensive classroom experience; and fostering a robust campus dialogue on mass incarceration and its relationship to systemic inequalities in access to education. Contact for more information about teaching with PTI. Princeton University Preparatory Program (PUPP) Graduate Teaching Fellows PUPP is a comprehensive academic and cultural enrichment program for high-achieving, low-income high school students from Ewing, Lawrence, Nottingham, Princeton and Trenton High Schools. PUPP works with high school scholars beginning the summer after their 9th-grade year and continuing through high school graduation. Our goal is to prepare our students for success at selective colleges and universities. The Fellows will serve as mentors and lead weekly academic enrichment sessions on critical reading, writing and thinking skills for 6-12 high school juniors and seniors from the New Jersey area. Learn more about PUPP. For more information contact Dr. Jason Klugman (Director, PUPP) or Quinnshauna Felder-Snipes (Counselor, PUPP) Additional Teaching Opportunities? Do you know of other teaching opportunities for Princeton graduate students that we might include here? Please let us know at [email protected].
