OSU’s Integrative Biology Department welcomes and encourages the participation of Undergraduate Teaching Interns (TIs) in the Principles of Biology (BI211, BI212, BI213) teaching labs. Former, successful students of BI21x are uniquely positioned to appreciate the challenges of the undergraduate student of BI22x and peer mentor less experienced undergraduates. Becoming a TI is an opportunity for talented students of BI22x to further use and apply their knowledge in the learning lab while also acquiring tools of instruction.

Program Learning Outcomes:

1. Identify characteristics of successful instruction in the science classroom
2. Develop tools of interpersonal engagement in a professional setting
3. Create teaching materials, formative or summative assessments
4. Use/Practice basic biology skills and knowledge
5. Identify characteristics of successful scientific graduate students in the Integrative Biology Department

The Role of the Teaching Interns

TI's serve as:

• Educational assistants who facilitate student achievement of laboratory learning objectives
• Student experts who have a unique understanding of the challenges that current BI22x students face

To qualify:

• Please complete the TI application and turn in to Dr. Lori Kayes
• Complete online FERPA training

Responsibilities:

• Schedule to assist a 3-hour lab each week with Dr. Lori Kayes
• Participate in the weekly prep meeting for Biology 22x TAs on Mondays at 8 am, lasting one to two hours. TI's are expected to work with mentor TA for the duration of the meeting or attend the alternative. If you are unable to fulfil these requirements, notify Dr. Lori Kayes immediately.
• Conference with your mentor GTA during each prep meeting to discuss the lab’s activities, signature expectations, and set up any necessary additional materials
• Maintain communication between TA mentors and coordinators. You are encouraged to exchange contact information.
• Arrive on time (no later than 5 minutes prior to lab) and prepared to lab and stay for the duration of lab
• Interact with students to facilitate the lab goals and students’ discovery without simply “giving the answers”
• Treat all lab students equally and with respect and avoid preference for giving assistance to friends while in lab
• Maintain a professional demeanor
• Prepare and deliver 1 lab’s content/topic introduction slideshow. To meet this expectation, each TI must: Communicate with mentor GTA AND mentor TI to identify topic for presentation (identification should be done by week 3).
• Use lab objectives when crafting presentation/activity/quiz.
• Show rough draft of presentation and quiz at least 1 day prior to delivery.
• Practice delivery of presentation (as desired by TI).
• Adhere to all stipulations of FERPA training.

Assessment:

• TIs will be evaluated by their mentor GTA and by the course coordinators on the above expectations to assess a letter grade based on the completion of these expectations.
• Tis will be observed by GTAs in classroom during their presentation week, if possible.
• TIs will be anonymously evaluated by students via written student evaluations.

The Role of the GTA Mentors

GTAs serve as:

• Content/Instructional experts who have mastery of lab content/instructional design/implementation
• Representatives of Integrative Biology Department and Oregon State University

GTA Expectations:

• Read TI expectations outlined above
• Work with assigned TI throughout term to achieve program learning outcomes
• Work with the assigned TI at the prep meetings on Monday mornings.
• Conference with your TI before each lab to discuss the lab’s activities, signature expectations, and set up any necessary additional materials.
• Assist TI with preparation and delivery of 1 lab’s content/topic during the term.
• Evaluate each TI on specific expectations to assess a letter grade.

To meet the expectation that each GTA will work with the assigned TI to achieve outcomes and meet TI expectations, each GTA should:

• Foster professional collegiality with TI.
• Note absences (from prep meeting and lab meetings) and notify the course coordinators if the TI is absent.
• Recognize the TI expectations.

To meet the expectation that each GTA will work with the assigned TI at the prep meeting on Monday morning, each GTA should:

• Sit with and include their assigned TI in all group work at prep meeting.

To meet the expectation that each GTA will conference with TI before each, each GTA should:

• Arrange a regular time to talk with TI 5 minutes before the beginning of the lab.
• Discuss plan of action for lab and signatures, noting any deviations from the lab manual or in-class activities.

To meet the expectation that each GTA will assist TI with preparation and delivery of 1 week’s content/topic, each GTA should:

• Work with the TI to select an appropriate topic and/or week to lead.
• Discuss alignment of lab’s learning objectives with instructional activities & formative/summative assessments
• Show TI an example of previous presentations (Canvas org site)
• Work with TI to devise plan for instruction
• Review and give feedback on a rough draft of the presentation prior to delivery

To meet the expectation that each GTA evaluate each TI on specific expectations to assess a letter grade, each GTA must:

• Fill out the provided evaluation form at the end of the term http://oregonstate.qualtrics.com/jfe/form/SV_5hcxN6wRI0djXN3