HDFS 3080 Supervised Internship & Field Experience · What? (Coherent Summery) (15%): The reflection’s summary should be thorough and concise, taking up no more than 1/3 of the

Course Description

Semester: Fall 2016

Day/Time: Mondays 2:30pm-3:30pm, 3:35-5:35 and Wednesdays 2:30-3:30

Location: Rowe 234, FYP&LC Conference

The HDFS 3080 (FYE Teaching Assistant) course is designed to provide advanced student leaders with knowledge and resources needed to effectively TA in the First Year Experience Peer Mentor EPSY 3020 course. This course serves as a forum for TAs to learn and discuss topics rele-vant to transition, holistic success, and leadership to a high-er level of nuance and criticality. TAs will use this advanced knowledge to facilitate weekly discussion sections for FYE Peer Mentors on these same topics. Through ongoing per-sonal reflection and feedback, TAs will increase awareness of their own facilitation, learning, and leadership styles. In addition, HDFS students will participate in a zero-credit in-ternship through the Center for Career Development to maximize the career development potential of this leader-ship opportunity.

Course Materials

HDFS 3080

Supervised Internship &

Field Experience

Textbooks

REQUIRED: Lesseur, Shawna.

(2015, 2016). UConn FYE Student

Success Guidebook. 2nd Edition. Insti-

tute for Student Success.

REQUIRED: Qualman, Erik. (2015).

What Happens on Campus Stays on

YouTube. Equalman Studios.

RECOMMENDED: Patel, Eboo.

( 2013). Sacred Ground: Pluralism,

Prejudice, and the Promise of America.

Beacon Press.

Additional Resources

2016 FYE TA Manual

Course HuskyCT Sites to be

Used Weekly

FYE.UCONN.EDU

Contact Information Shawna M. Lesseur

[email protected] Rowe 235 C

Sarah Renn [email protected]

Rowe 215 D

Jennifer Murphy [email protected]

Next Gen LC Offices

Karim Abdel Jalil [email protected]

Lucia Greene [email protected]

Instr

uc

tors

Su

pe

r TA

s

Attendance

We do not grade on attendance in this class, or at the

University of Connecticut in general. However, much of

this field course is based on both active engagement and

leadership. If you are not in HDFS and EPSY on time

every week our program will not function properly. As

such, attendance is actually vital to your success in this

experience and your grade in HDFS. If you must miss

any part due to illness please contact your STAs as soon

as you know, before the class, to get materials and/or

coverage for your discussion section. This is a mission

critical part of demonstrating professionalism in your

role as an FYE Teaching Assistant.

Late Work

Late work will not be accepted in HDFS. This is a leader-

ship field experience which, like the real world, requires

timely submission of work to maintain professionalism.

If you face a true life emergency contact your STAs im-

mediately so they can work with the instructors and you

to explore potential options for your specific case.

Technology

We will use technology heavily in the HDFS experience,

both as students and TAs. This will include weekly use

of HuskyCT, professional application of social media,

and occasional technology supported in-class activities.

This means that technology is welcome in the class for

these purposes, but for these alone. Please note that pro-

fessionalism will be of the utmost importance.

University Policies

The following links will take you to full

descriptions of major University policies

relevant to this course as well as your field

placement in FYE.

Student Code of Conduct http://community.uconn.edu/the-student-code-preamble/ Students with Disabilities & Reasonable Accommodation http://csd.uconn.edu/rights-and-responsibilities-2/ Harassment and Discrimination http://policy.uconn.edu/2015/12/29/policy-against-discrimination-harassment-and-related-interpersonal-violence/ Religious Observance http://guide.uconn.edu/instruction/religious-holidays/ Weather Closure http://policy.uconn.edu/2011/10/27/emergency-closing-policy-2010-2011/

Course Policies

Confidentiality

As TAs you will be giving feedback to your Mentors

every week that will shape their course grades. It is im-

perative that you keep this knowledge confidential to

respect and maintain the academic rights of the EPSY

students.

Grade Breakdown & Scale

HDFS Course Learning Outcomes Expected Outcome Opportunities for

Growth Methods of Assessment

You will demonstrate advanced critical and creative thinking

skills in your facilitation of EPSY TA Times, delivery of feed-

back to students, and critical reflection journals.

HDFS Class Activities

Problem Solving with STAs and Instructors

Weekly Reflections

TA Time Observations

CR Journals

Two Performance Evaluations

You will apply intermediate teaching and learning best practic-

es to your field experience leading EPSY discussion sections

each week after getting feedback on your lesson plans.


Lesson Plans Due Eve-ry Friday for STA Feedback


Weekly STA Feedback on Your HuskyCT Feedback to Mentors

You will assess your relative strengths and weaknesses as you

participate in self-awareness activities in HDFS and reflect on

your work as a TA in writing.


Mid-Semester Perfor-mance Evaluation

CR Journals

Weekly Reflections


You will model positive peer leadership on campus, in HDFS,

and in your EPSY TA group, with the ongoing support and

example of your Supervising TAs and instructors.

TA Group Discussion




You will extend the conversation about diversity and inclusion

on campus and beyond after engaging contemporary theories

and debates in HDFS and EPSY using respectful discourse.

HDFS Activities

Assigned Readings

HDFS Contributions

CR Journals

Weekly Reflections

You will illustrate to your EPSY students the importance of

using campus resources for college success after teaching them

about some of the most vital resources in EPSY.

EPSY Lecturers

HDFS Lessons



Engagement & Leadership (See

TA Roles & Responsibilities)

Critical Reflection Journals, 4-6 Pages Each (3)

Weekly Private Reflections on

HuskyCT

60% 25% 15%

A

94 -100%

B

84 – 87%

C

74 – 77%

D

64 – 67%

A-

91 – 93%

B-

81 – 83%

C-

71 – 73%

D-

61 – 63%

B+

88 – 90%

C+

78 – 80%

D+

68 – 70%

F

0 – 60%

Professional Evaluation Experience

For this field experience you will be treated as a junior staff member and evaluated as such for your

Engagement and Leadership grade. Your expectations are fully outlined in your FYE TA Roles and

Responsibilities document in the TA Binder you received at summer training. Your Supervising TAs

will supervise your progress, quality, and timeliness in your weekly feedback provided to the FYE

Mentors in your TA group. If you ever anticipate that you will not be able to make a deadline, like a

professional, it is your job to communicate that as early as possible so the team can chip into support

you and get the task done. You will also benefit from periodic informal teaching observations by the

STAs and instructors during your TA Times. It will be your challenge to take constructive feedback

seriously and work to improve your skills and grow each week. To check-in formally and summa-

rize the ongoing feedback you’re receiving on your work you will have two opportunities for per-

formance evaluations with one of your STAs. They will communicate the combined feedback of the

teaching team to help you grow in this experience and beyond. (STAs will have similar feedback

opportunities with EPSY/HDFS instructors.) Your final performance evaluation will be reflected in

your Engagement and Leadership score for the course.

HDFS Engagement and Leadership

EPSY TA Time

Teaching Evaluation

Course Outline (Feedback on Each Observed)

Preparation

Opening

Primary Content

Closing

Assessment/Follow Up

Questions for TA

Strengths of Lesson

Areas for Growth

Additional Notes from Observer

Two Performance

Evaluation Meetings

Midterm Evaluations to Occur Week 7

Final Evaluations to Occur Week 14

Evaluation format to be distributed in week two

HDFS class.

Prompt Topics and Due Dates

1: Leadership Interview—Interview another TA about their leadership style. (9/19)

2: Social Media—Contribute to the conversation about campus leadership and social media. (10/17)

3: Culminating Reflection—Look back on your time as a TA and reflect on your growth. (11/28)

HDFS Critical Reflection Journals (Mean Score, Blind Grading)

Common Grading Rubric Description of Competency Expectations

Outstanding (A Range)

Good (B Range) Needs Improvement (C Range)

Unsatisfactory (D or F)

What? (Coherent Summery) (15%): The reflection’s summary should be thorough and concise, taking up no more than 1/3 of the writing. It should include only meaningful details. And it will explain not only the content of the lesson, but also the purpose.

The reflection meets or exceeds the ex-pectations for the competency.

The summary is no more than 1/3 of the writing, but it does not explain both the content and purpose of the topic covered.

The summary is vague, too long, or filled with un-necessary details that distract form the reflection and application.

The reflection does not summa-rize the topic.

So What? (Critical Reflection) (40%): The critical reflection should take up at least 1/3 of the writing. It should con-sist of original analysis that makes rele-vant connections and/or helps readers interpret the topic in a way that goes beyond the obvious. It answers the question “so what?” by interpreting implications, reactions, or connections that they otherwise not have recog-nized.


The critical reflec-tion element is substantial origi-nal analysis; how-ever, it does not fully demonstrate why the topic is important to con-sider in the con-text of the Mentor role and beyond.

The critical reflec-tion element is either too short or doesn’t go much beyond register-ing a gut reaction to the topic.

The writing does not include sus-tained critical reflection.

No What? (Field Application) (35%): One of the most important goals of a field experience course is to challenge students to take classroom learning and apply it to real-world situations. The reflection should demonstrate that the student not only recognizes the potential implications of the topic for their role as a Peer Mentor, but also indicates a relevant, achievable goal.


The writing in-cludes a full elabo-ration of general application; how-ever, it remains generalized, lack-ing specific logical next steps for the student.

The writing in-cludes only a vague description of how this topic might go from theory to practice.

The reflection does not include sustained consid-eration of field application.

Professionalism (Organization and Mechanics) (10%): The writing should be clear, engaging, and contain no ma-jor spelling or grammatical errors. It should illustrate a clear progression of thought a include basic elements of professional communication such as a body, an introduction, transitions, and a conclusion.


The reflection has the elements of an academic paper; however, it lacks some transitions or contains gaps in logical sequencing and may include a couple of minor errors.

The reflection lacks some of the basic structural elements of writ-ing, and/or there are numerous errors in the writ-ing or formatting.

The reflection is sloppy and dis-connected, lack-ing clear order. And/or the writ-ing has numer-ous errors that make it difficult to read.

EPSY 3020 Course Calendar

Mondays 3:35-5:35, Fall 2016

Week # &

Monday

Date

Monday HDFS Topics Monday EPSY Topic Wednesday HDFS Topics

1—Aug 29 HDFS Expectations

First TA Time Prep

TA Time Activities

Introduction to EPSY

(Shawna, Sarah, and Jen)

Classroom Management—

Instructors

Grading Critical Reflection

Journals Workshop

2—Sep 5 Classroom Management—

STAs

Labor Day Holiday—No Class

3—Sep 12 Lesson Planning—

Instructors

Classroom Management

Strategies (Shawna and Sa-

rah)

Lesson Planning—STAs

4—Sep 19 FYE Presentations and

Projects

Lesson Planning (Desmond

McCaffrey, Center for Excel-

lence in Teaching and Learn-

ing)

*Special TA Time for Projects

Values—STAs

5—Sep 26 Social Media and Personal

Branding—Alexa Biron

Values (Karim and Lucia) Social Media and Peer

Leadership—STAs

6—Oct 3 Evaluating Presentations

and Projects

Social Media, Personal

Branding (Alexa Biron, Uni-

versity Communications)

Giving Difficult Feedback

and Constructive Criticism

7—Oct 10 Sexual Harassment Pre-

vention - Kathleen Hol-

gerson

MBTI (Monique Negron,

Academic Achievement

Center FYP&LC)

Facilitating Difficult Dialogues

8—Oct 17 Diversity and Inclu-

sion—Instructors

Sexual Harassment Preven-

tion and Education

(Kathleen Holgerson, Wom-

en’s Center)

Diversity and Inclusion—STAs

9—Oct 24 TA Goals and Growth

Check-In

Diversity (Alana Butler,

Athletics)

Facilitating Deep Reflection

10—Oct 31,

Halloween

Active Citizenship—

Instructors

Mid-Semester Reflection Active Citizenship—STAs

11—Nov 7 Privilege—Instructors

and Guests

Active Citizenship Talking About Privilege

11—Nov 8 Election Day—Remember to vote!

12—Nov 14 Leadership—

Instructors

Privilege (Dr. Erik Hines

and Christian Price,

ScHOLA²RS House)

Leadership STAs

Thanksgiving Break Nov 20-26

13—Nov 28 End of Semester Prep Leadership (Jen) Closing Out Your TA Group’s

Experience

14—Dec 5 Final EPSY Grades and

Feedback

Closure HDFS Course Closure—There

will be food involved.

Documents

HDFS 3080 Supervised Internship & Field Experience · What? (Coherent Summery) (15%): The reflection’s summary should be thorough and concise, taking up no more than 1/3 of the