• TA appointments include remission of tuition. The charges will be taken off from your student account once your appointment is set up.
• You are still responsible for paying segregated fees. Check your student account invoice for amount due and payment deadlines.
• Pay your fees at the Bursar's Office.
• You will receive a stipend paid monthly and your fist check will be available on October 1st.
• The contract follows the academic year. Ask for deadlines before you plan your travels. As a TA you should be available before the first day of classes not just to attend the lectures but to finish the paperwork, contracts involved, forms etc.
•  As a TA you will sign up for health insurance through your assistantship appointment. Therefore you do not need to sign up for SHIP (the university's Student Health Insurance Plan)
• Plan to attend the Benefits Seminar & Drop-in Sessions for Graduate Assistants before you sign up for insurance. This seminar will provide you with an overview of your UW benefits package. The drop-in sessions are designed to assist you with the completion of your benefit applications Ask questions to your upper classmates for referrals.

• You are an international student and you are planning to get an extra job.
• You get married or have children. Those are changes of status that have consequences related to your benefits.
• You have any questions related to payroll and benefits.

Head teaching assistants are responsible for picking up supplies from the Undergraduate Office (7238) at the beginning of the semester. If you get assigned for a class and there is not a Head TA then it is your responsibility to pick up your supplies.
Supply packages will be put together by office staff for each TA and include the following:

• 2 boxes of chalk (1 white, 1 colored)
• 2 yellow tablet
• 4 Post-it note pads
• 1 packet 3x5 cards
• 3 pencils
• 3 pens (1 black, 1 blue, 1 red)
• 5 manila folders

Our Undergraduate Coordinator will assist you with classroom assignments for exams, review sessions or extra sessions. Please contact her as soon as you know when you would like the extra room. Last minute requests often get less desirable room assignments.

Please remember that Head TAs have the responsibility of making the calls for proctor services for the exams, make up exams and reserve rooms. If you get assigned for a course and there is not a Head TA then is your responsibility to reserve the rooms.

As first-time TAs in the Department, you will get an Early Evaluation. These evaluations are routinely done for all new TAs with the purpose of helping you develop as TA. Your course instructor will also perform a written evaluation at that approximate time of the semester, sitting in your discussion section to observe and prepare written comments. At the end of the semester, along with all the other TAs, a final evaluation will be completed, which will become a part of your record.

Early Evaluation Forms

Final Evaluation Forms

Dave Romens CAN help you reserve a conference room for one of two reasons:

1. To hold a practice presentation
2. To hold a make-up/McBurney exam for less than 6 students

Conference rooms absolutely CANNOT be booked for:

1. Class or course meetings
2. Review Sessions

Keys for conference rooms need to be returned promptly either to room 7470, or the green lock box fixed to the wall outside of room 7470.

• Copying is done in 7407 SS for instructional and administrative purposes only. The copy codes for each semester are established prior to the start of classes. If you need the copy code for your class, please ask Dave, the student helper, or Mary Beth. Please remember that the department copy machine, located in room # 7407, should be used for a limited number of copies.  The Copy Center on 6th floor has high volume machines capable of making multiple copies in a cost effective manner. There are staff members using the copy machine in room # 7407 also, so please plan on large copying jobs being sent to the Copy Center with a lead time of no less than 2 full working days.  Submit these copy requests to Dave and he will work with the Copy Center on your behalf.
• Office staff will be happy to do copying for you.  The guideline to follow is if you need 1-75 copies of single page documents, or 1-50 copies of multiple page documents, these can be made on the copy machine in # 7407. All multiple page documents will be duplicated as double-sided copies unless otherwise requested.  There is a pink copy request form located on the counter top in 7470.  Please fill that out, attach it with a paper clip to the original, and place it in the black tray (excludes exams - see the last paragraph.) Office staff will make your copies as soon as possible. Please be sure to leave a minimum of 2 days for copying if at all possible.  Most times the copies will be ready well before that time frame.
• If more than 75 copies of single page documents or more than 50 copies of multiple page documents are needed, the request will be sent by office staff to the Social Science Copy Center. At least 3 days of lead-time in advance of the due date is required for normal service charges at the Social Science Copy Center. The only exception to this rule is for exams.  A minimum of two days of lead time is requested for exams.
• Exams should be given only to staff personnel, not student workers, for copying. Please do not take your exam or other materials directly to the Copy Center to be copied. Department staff will be happy to handle the copy order. Exams are kept in a secure location. All completed copy jobs can be picked-up in 7470.
• Please be sure to check copyright rules before doing extensive copying of books or articles. You may contact Susan Hering with questions (shering@ssc.wisc.edu).

Additional pages will be added to TAs’printing accounts for the printer in room 6411. TAs will be notified of the number of copies allotted around the second week of the fall and spring semesters by an email from the student liaisons.

The purpose of those additional pages (which is for instructional purposes only) is to allow TAs to make one copy of each teaching material prepared for instructional purposes. Follow instructions above for multiple copies of materials for class distribution.

The department copier in 7407 now has color scanning and email capabilities. You are now able to scan and email the pdf directly from the machine.

To scan a document:
Start by pressing the "Scanner" button on the left side of the key panel. The screen will wake up and present you with your scanning options. Select the "To" field and type your email address with the touchscreen. Place your originals in the autofeed or on the glass and select 1-sided or 2-sided from the option panel on the left side of the touchscreen. At this point you may want to press the "Preview" button on the touchscreen to see the scanned document before it is sent. Press the round green "Start" button to begin the scan. After viewing the preview, select "Send" at the top of the screen. To log out when finished, press the "Energy Saver" button on the right side of the key panel. Please see Dave in 7470 or Alisenne in 7414 if you need any assistance.

Blue books and Scantron sheets are available in 7470 SS. At the end of the semester or whenever it is convenient, please return all unused blue books or scantron sheets

Other Materials in the Economics Supply Room are for professors and staff use only. If you have a request for additional supplies for your course, please see Dave in 7470 Social Science.

There are limited numbers of projectors and laptops available for check out. You are responsible for returning this equipment to the Faculty Service Office. Do not leave equipment in the classroom. If you find the equipment isn't working or is damaged, please report it.

Teaching assistants should immediately consult with their course supervisors (faculty instructor) if they suspect academic misconduct.

When administering classroom exams, there are a number of frequently used steps that can be taken to reduce the possibility of cheating:

• Seat the students in every other row and seat.
• Make sure that all books and other materials not to be used during the exam are placed out of sight of students.
• Stay in the classroom and observe students while they are taking the exam.
•  Request additional proctors for exams if needed
• If students are crowded during exams, alternate versions of the test may be advisable.

If, while proctoring an exam, an instructor detects signs of possible cheating, he or she should first observe the student carefully; if the same signs are seen again (such as eyes directed at a neighboring student's paper or crib notes), the instructor should indicate discreetly to the student that he or she is aware of abnormal behavior and/or talk to the student as soon as possible after the exam. Instructors may want to compare the exams of two or more students to look for similarities. Depending on observations and judgment regarding the student's responses during the discussion with the student, the instructor may then decide to start procedures for academic misconduct.

• Keep a professional attitude towards students, professors and TA's (give phone number and be available).
• Take the job seriously and be aware of cultural differences
• Find right balance between performance as a graduate student and your job as a grader 
• Make sure you understand the material completely (spend time reading the assignment/exam carefully and ask the instructor/TA questions)
• Always check with professor/TA about his/her approach to partial credit,  sample a few exams before deciding on partial credit rules (procedure vs. correct answer/algebra mistakes).
• Write down the rules and stick to them, keep consistency (this is very important when you are grading a large number of papers and for requests/complains), grade one question at a time
• Confirm the partial credit rule used with the professor before you start grading.
• Using specific characters to identify wrong answers (for example x), missing answer/blank space, etc. This will allow you to respond to ex post complaints and to be ready for possible misconduct violations.

More tips on Grading Exams

TA Training: Fall 2011

The TA's Ten Commandments
A short list to guide you as a Teaching Assistant:

1) It's a job

• Punctuality: classes, meetings (no oversleeping, no cancellations!)
• Attend lectures: this is part of your job contract
• Attendance is part of your workload
• Attendance increases your credibility as well as knowledge
• Professional behavior
• Dress
• Actions
• Words
• Preparation

2) Communicate clearly and effectively

• With your professor
• With your students
• "Cue" important words on the blackboard
• Outline the day's activities on the blackboard
• Write and announce administrative details
• Use email (bcc) to communicate with students
• Learn student names

3) Prioritize what you do in section

• Time constraints
• Reinforce important concepts presented in the large lecture
• Pay attention to how students are doing

4) Do assigned work at a professional level: you are creating your BRAND

• Your reputation in and out of the department is being created now: pay attention to the quality of work you do on study questions, problems, test questions, etc.
• Grading: consistency matters
• Guard the integrity of graded material: do not teach to the exam
• Proctoring: safeguard academic integrity-communicate expectations, educate students as to the meaning, significance, and importance of striving at all times to be a person of integrity

5) In the classroom

• Think about and develop your own teaching style: think about alternative ways to teach the material
• Strong voice
• Eye contact
• Solicit and work for student participation: it's called a discussion section for a reason
• Be attentive to your body language and personality in the classroom
• Solicit feedback as needed
• Can you hear me?
• Can you read the board?

6) Loyalty to fellow TAs and the lecturer

• Remember that presenting to 400+ is different from presenting to 20
• Think about how you can present a "better" way

7) Know when to "buy time"

There are times when you need to think about your answer or consult the lecturer: get student contact information so that you can get back to the student with an answer after you have thought about the answer

8) Don't promise something you cannot deliver: GRADES

9) Be mindful of your relationship with the staff:

• Be respectful of staff's time and their resource constraints
• Turn in copying requests with plenty of time
• Don't monopolize the copier
• If you have questions ask Mary Beth or Dave: they often will have the answers you need

10) Enjoy the work

• You have the opportunity to really change another person's perspective and to arouse their curiosity and intellect-this is an incredible responsibility AND privilege
• You have the opportunity to do work that is creative and challenging: appreciate and engage in these aspects of the work
• Get to know your fellow TAs: they will provide a wealth of support and ideas

Remember the adage "Confidence is having done it once before": the tasks of being a TA will grow easier with time and experience-be patient with yourself as you navigate these first weeks of the experience

Being a TA poses challenges that are compounded by the difficulties of coming from a foreign country. Among these concerns are language and cultural differences that affect the relationship of the TA with his or her students. In basic microeconomics, TAs have to discuss complementary and substitute goods. An example of substitute goods would be butter and margarine: when the price of butter rises, people tend to substitute margarine for it. Complementary goods, on the other hand, are goods that are often used or sold together so that when the price of one good changes it affects the consumption of both goods in the same way. Examples of complementary goods are hotdogs and hotdog buns: if hot dogs get cheaper, people will need more hot dog buns to eat them with. When you ask international TAs if peanut butter and jelly are substitutes or complements the answer tends to be substitutes, as peanut butter and jelly sandwiches are not commonly eaten outside of the US, but for the typical UW undergraduate student there seems to be no better example of complementary goods. The idea of the workshop is to identify the main challenges international TAs face, i.e. the peanut butter and jelly they will encounter along the way, and to propose strategies for addressing them. Central to this effort will be the construction of practical tools: writing a detailed handout for the class, having an agenda for every discussion, and spelling out your teaching philosophy.

Embracing Diversity - Some thoughts on being an International TA - pdf

Are you a first time TA? Have you taught before, but not in the US? For many incoming international TAs, teaching in a foreign language and/or in a different cultural background can be very intimidating and thwart their good intentions and aspirations. However, as international TAs we have unique perspectives and abilities that can enrich our students’ (and our own!) learning experiences.

There are many aspects of diversity and all are relevant to good teaching. In particular we will address concerns including:

• Language
• Culture
• Ways of teaching the material
• Expectations
• Differences in class content

In this workshop, we will also share some thoughts on various ways to embrace our differences instead of being intimidated by them.

There is no “I” in Teach: Developing a Strong Working Relationship with the Professor and Other TAs of the Course - pdf

Intended for: All TAs,

Although its importance is often overlooked, the relationship a TA has with his or her “colleagues” is a very crucial part of a successful course. A bad relationship with the professor can negatively affect the continuity of the course and is unfair to the students. A good relationship will make your job as a TA easier and may even help you in your graduate studies. Similarly, having a good relationship with the other TAs for the course can be a huge time-saver that allows you to keep the material for the course consistent across sections.

This workshop is designed to help TAs understand the importance of these relationships and develop techniques to maintain them. We will start by discussing what a good TA/professor relationship looks like compared to a bad one, and possible reasons for the latter. Next, we will discuss how these different types of relationships can affect a course, both positively and negatively. And finally, we will develop tips for creating and maintaining a strong TA/professor relationship. The above topics will also be addressed with regards to a TAs relationship with the other TAs for the course.

The following is a series of lectures based on lesson plans I wrote while working as a TA for the Microeconomics 101 classes of Prof. Elizabeth Kelly. The material within has been adapted from a variety of sources, including textbooks and lectures. I would particularly like to thank Prof. Elizabeth Kelly, Prof. Larry Westphal, and Prof. Bernard Saffran for their help and encouragement.

Sources used:
Katz, Michael L. and Rosen, Harvey S. Microeconomics. Mcgraw-Hill, 1998.
Krugman, Paul and Wells, Robin. Microeconomics. Worth Publishers, 2005.
Mankiw, N. Gregory. Principles of Macroeconomics. Harcourt College Publishers, 1998.
Perloff, Jeffrey M. Microeconomics. Pearson Education, 2007.

Demand and Supply - pdf
Market interventions - pdf
Elasticity and Incidence - pdf
PPFs and International Trade - pdf
Monopoly and Natural Monopoly - pdf

Criteria for Teaching Assistant Appointments

• In making assistantship appointments, the Department of Economics seeks to make the best possible match between the background, abilities, and academic program of the students and the particular position being filled. Preference for teaching assistant positions is given to current Ph. D. students in the Department of Economics.

• Priority in selecting Teaching Assistants is given to those students with existing long-term support guarantees. This priority is conditional on making “Satisfactory Progress” as outlined in the Graduate Program Guidelines. Students with existing long-term support guarantees, making “Satisfactory Progress,” are not assured of their choices, only a position.

• International students must take the UW SPEAK TEST and demonstrate proficiency in English in accordance with University guidelines to be considered for a TA position.
• A passing Speak Test score is 50.
• Students with a Speak test score of 45 can perform instructional duties only if also enrolled in a program to improve English skills.
• Students with a Speak Test score lower than 45 are not eligible for a TA job.
• Students will not be considered eligible for an assignment until a passing Speak Test Score is provided.
• Students must have a passing speak test prior the TA assignments in order to qualify for a TA support

• Performing satisfactorily in prior teaching assistantships is part of the criteria that define satisfactory progress. In appointing Teaching Assistants, consideration is given to student and faculty evaluations. A teaching assistant with poor evaluations may not be considered for a teaching assistantship and/or may be placed at the bottom of the priorities for hiring.

• Students who are not making satisfactory progress are not considered for teaching assistant positions unless approval is given by the faculty. Priority is given to all students with an existing support guarantee who are making satisfactory progress. Students not making satisfaction progress will be considered only after these priority obligations have been met. These cases will be handled on a case by case basis by the Director of Graduate Studies.

• Being assured of a position does not mean you are assured of your choices. Factors such as length of teaching experience in the department, strength of teaching evaluations, and field of study are all important in determining assignments. The Department tries very hard to assign students to one of their top three choices for TA positions whenever possible. Unfortunately, this is not always possible.

• Pre-registration to the Speak Test is required. Remember to place a request for your preregistration with the Graduate Advisor.
• International Teaching Assistant Training The course is offered every semester, fall, spring and summer.  The course carries no credits. There are no fees and no required texts and is an excellent source to improve TAs’ communication skills. Authorization from the Department is required. Contact the Graduate Advisor to request preregistration.
• You can schedule a classroom visit by an expert observer from the International Teaching Assistant Support Services. The observer will provide confidential analysis including strategies for improvement and an individualized follow-up. For more information or to schedule a visit contact ESL at 263 2814 or email gkibele@wisc.edu

A web page is a very useful tool for TAs. You can post material for the class there. Your web page can evolve and later you can use it as the required Job Market page. If you start now, you won’t be too pressured on making one when you really need it.

If you are teaching an undergraduate course and you are posting teaching materials to your web site, please e-mail your web link to the Graduate Advisor so your name on the directory can be linked.
 
For more information click the Personal Web Page Resources tab on the Resources and Information for Current Students

Did you know that more Graduate students report that colleges and universities often request portfolios from applicants for faculty positions? Faculty at an increasing number of institutions must develop a teaching portfolio as they approach tenure and promotion.

Teaching portfolios are created for the purpose of applying for an academic job or for the purpose of personal and professional development. Because your teaching experience changes as your teaching career progresses, it is a good idea to periodically update your portfolio(s) in order to keep current with your progress, and to give yourself a regular opportunity to reflect on your teaching. Start making your portfolio as early as possible. Do not wait until you decided to enter the Job Market. Preparing your portfolio in advance will save you time, especially at the end of your graduate studies when your attention should be focus on your dissertation.  Every semester sort through, organize, and update information. 

Some resources to make a Teaching Portfolio:

• Basic example of a Teaching Portfolio.
• The College of Letters and Science would be pleased to deliver a workshop to the department on request. If you are interested please let the graduate advisor know, so a 30-90 minute session can be scheduled during the semester.
• Every semester, the UW's Writing Center offers some workshops related to Teaching Portfolios and Teaching Philosophy statements.
• Developing a Teaching Portfolio
http://ucat.osu.edu/portfolio/
This site from the Ohio State University aims to provide faculty and TAs with a practical and self-reflective guide to the development of a teaching portfolio.

Some functions of a Teaching Portfolio:

• It is a way to collect evidence of your teaching progress and ability.
• It provides summary data on your teaching in a simple, readable format.
• It provides an opportunity to identify your personal teaching style.
• It provides an opportunity to be unique and showcase your personal style of teaching.
• It provides an opportunity to assess your teaching strengths and areas which need improvement.

Some characteristics of a Teaching Portfolio:

• It is focused on quality, not quantity.
• It is well documented and organized.
• It is an ever-changing, evolving document.

Some ways to use a Teaching Portfolio in the job application process (for a teaching assistantship in a different department or any academic job):

• Make it an appendix to your curriculum vitae
• Provide a table of contents of portfolio materials, listing all as available on request
• Bring it to your job interview and refer to it as needed
• Make it an additional item in your application materials, which is referred to elsewhere (e.g., in a 2-3 page required teaching experience summary)

Some items that might be included in a Teaching Portfolio: 

• Evidence of teaching effectiveness: department evaluations and summary of student feedback:
• It is inadequate to provide a long list of student comments without any kind of explanation or organization. 
• It is important to include "representative" student comments; there is no need to include a large number of comments that target the same issue or all the comments you've ever received.
• You may also want to include a few comments that address a teaching weakness providing at the same time some commentary on what you have done or plan to do with this kind of feedback.
• Choose the number of comments to include carefully. Too many can be overwhelming; too little can look sparse.    
• Teaching awards and recognition ( Letters from the TA Review Committee)
• TA References 
• Statement of teaching philosophy
  Developing a Philosophy of Teaching Statement (Ohio State)
  http://ucat.osu.edu/teaching_portfolio/philosophy/philosophy2.html
  The site has a carefully designed menu of topics (such as what is a philosophy of teaching? and what are the components of a teaching statement?) that are easy to navigate and give an overview of the teaching statement. The site also contains examples, a list of web links, and a bibliography.
  Writing Your Teaching Philosophy: A Step-by-Step Approach (University of Minnesota)
  Tutorial on writing a teaching philosophy with resources to help you each step of the way, including reflective prompts, a teaching philosophy template, and three different rubrics for evaluating your statement.
• A portfolio can include a number of different types of documents, and which you choose to include will depend on the purpose for creating one, and the intended audience. You will need to make some decisions on how you will organize your information. If the portfolio is to be submitted for a job application, how much you choose to say and how much detailed data you include will depend on how much information you think the institution to which you are applying wants to know.

 

To make sure the students’ privacy rights are respected, never allow students to pick up their academic work by

sorting through stacks of materials that include classmates’ work. For that reason the use of grad students’ mail boxes is forbidden  as “drop” or “pick up” site for academic work

Student Privacy Rights (FERPA) Brochures Available for Students and Faculty & Staff

Students with disabilities or students who suspect they may have a disability should be referred to the McBurney Disability Resource Center if they want to request special accommodations.

The most common accommodations for students with disabilities faculty is asked to provide are extended test time and/or a small group or private room testing environment.

 

Faculty rely on a variety of options to accommodate time and space accommodations in the department. Students who are recommended for extended time only may begin the test early and finish with the class or begin with the class and then continue after to the conclusion of the regular class exam. A departmental office or the classroom assigned to the course if it is vacant before or after the class can serve as the location for the extended time portion of the exam.

When a student has an accommodation recommendation that includes extended time and small group or private testing, or when schedules prevent the above option, an alternative test space needs to be located and additional consideration for proctoring is made.