Merge branch 'main' of https://github.com/DukeStatSci/ta-manual

best-practices.qmd

@@ -17,7 +17,7 @@ title: Best practices
 
 -   **Course website:** Familiarize yourself with the website for the course.
     This may be a site designed by the instructor or it may be a Sakai or Canvas site.
-    Sakai is a university wide course development and presentation platform that will be replaced by Canvas next year; some courses are already piloting Canvas this semester.
+    Canvas is a university wide course development and presentation platform that is replacing Sakai at the end of this semester; some courses are already using Canvas.
     All courses use Sakai or Canvas at least for grades.
     You will need a NetID to access Sakai at http://sakai.duke.edu or Canvas at <https://canvas.duke.edu>.
     Both allow faculty (and TAs if the faculty gives permission) to post course information such as lecture notes, assignments, announcements, exam solutions, and other teaching materials to which you want your students to have access.
@@ -31,7 +31,7 @@ title: Best practices
     Learning Innovation also offers training on Sakai and Canvas.
 
 -   **Discussion tools:** Piazza is no longer supported by Duke University but individual instructors may still choose to use it.
-    Alternative discussion tools include Conversations in Sakai, and other tools your instructors may choose.
+    Alternative discussion tools include Discussions in Sakai or Canvas, Conversations in Sakai, Ed Discussions in either platform, and and other tools your instructors may choose.
     Once your instructor has chosen which tool they will use, ask for training on that tool.
 
 -   **Gradescope:** Gradescope is an online grading tool that is usually integrated with Sakai or Canvas.
@@ -55,7 +55,7 @@ title: Best practices
     Large introductory classes often use OIT provided Docker containers for computing.
     Graduate courses often use department servers.
     In remote teaching, the situation is complicated by distance and the need to see the screen of your students.
-    Graduate Teaching Assistants and experienced undergraduates usually supervise the computing lab sections.
+    Graduate Teaching Assistants and experienced Undergraduate TAs usually supervise the computing lab sections.
     Get help with the computing environment from Dr. Durso or from Learning Innovation's online training options.
 
 -   **Collaboration tools:** Whether your instructor is using email, Slack, Basecamp, Microsoft Teams, or any other collaboration tool, make sure you understand how to use it and what your instructor's preferred communication methods are.
@@ -92,7 +92,7 @@ title: Best practices
     You will want students to leave after the first class knowing why the lab sections are important and what your expectations will be.
     You will want to leave after the first class knowing the students' expectations and knowing that they are engaged enough to begin expending the time and energy needed to do well in the course.
 
--   Make sure you have worked through the lab ahead of time leaving plenty of time to ask the instructor for clarification.
+-   Make sure you have worked through the lab ahead of time leaving plenty of time to ask the instructor and Head TA for clarification.
     Make sure you understand the general learning objectives.
     Be ready to explain to students why they are being asked to do the exercise.
 
@@ -103,7 +103,8 @@ title: Best practices
     Help them make the link between the computing lab and what has been covered in the text and lectures.
 
 -   Check in with breakout groups online, even when it looks like there are no questions.
-    Wander around the live classroom or lab.
+    Please *"wander around the live classroom or lab."* 
+    If there are many questions, establish a procedure you will use to answer them in some order and fairly. 
     Students are more likely to reach out and ask a question if you're physically (or virtually) closer to them than if you're sitting in front of the classroom.
     Don't ask the Ferris Bueller query "Any questions?" Instead, "what questions do you have for me?" or "I'll take 3 questions now" are both better ways to solicit inquiry.
 
@@ -112,15 +113,17 @@ title: Best practices
     Live coding, where you are demonstrating something as you talk about it, and students code along, should be done slowly.
     You don't have to be perfect.
     It's okay to make mistakes and correct them, modeling authentic coding for your students.
+    If you make a mistake or get an error code, model the process of troubleshooting by talking through finding the issue and making corrections. 
     Demonstrate first, and then have students work on their own code.
     Watch for frustration.
     Address it positively.
     Suggestions for how to do this incredibly well can be found [here](https://mine-cetinkaya-rundel.github.io/golive-uscots/golive.html#1).
 
 -   If you have suggestions for improving the lab materials or find errors in the lab instructions, please discuss them with your instructor.
+    Be sure you understand how corrections will be made for later lab sections when an early lab TA discovers a needed correction. 
 
 -   It may be a hardship for some students to have to use their cameras during an online lab session, but make sure to set expectations.
-    You can't see how they are doing if their cameras off the whole session.
+    You can't see how they are doing if their cameras are off the whole session.
     Try at least starting with cameras on for a check-in.
     Talk with the instructor about setting expectations.
     Use activities to keep students engaged even if their cameras are not able to be used.
@@ -143,6 +146,7 @@ title: Best practices
     Giving students the answer does not help them develop the problem-solving skills that will be necessary for them to do well in the course.
     Ask guiding, probing questions, but get the student to do the thinking.
     Offer similar problems as examples to work through, together.
+    Your students should expect to have their questions answered but should not expect you will give them the answers to the homework questions.
 
 -   Students differ in their mathematical preparation, and for our undergraduate courses, students will often be very rusty on algebra or calculus, depending on the course.
     Be sure to work from the level of the student.
@@ -172,6 +176,7 @@ title: Best practices
 -   Set grading policies for partial credit, late papers, etc. with the instructor.
     Make sure these policies are easily accessible by students (e.g., on Sakai, Canvas, or the course website).
     Make sure you understand the instructor's expectations.
+    Grade like a human, not a machine.
 
 -   Find out from the instructor whether they expect you to make the solution key or grading rubric, including both answers and a breakdown of how points will be distributed.
     Ask the instructor to review before it goes live.

covid19.qmd

@@ -5,7 +5,8 @@ title: COVID-19
 ## In-person learning
 
 This semester classes will be held in-person from the beginning of the semester.
-If at any point classes are moved online, office hours will also be moved online.
+We do ask that at least some of each course's TA Office Hours each week are held online in Zoom. 
+If at any point classes are moved online, office hours will also be moved fully online.
 
 ## What if you get sick?
 

head-ta.qmd

@@ -4,7 +4,7 @@ title: Head TAs
 
 ## Which classes should have Head TAs?
 
-Classes that meet either of the criteria below are strongly encouraged to have a Head TA. If you choose not to have a TA or need help identifying someone for this role, please contact the DUS.
+Classes that meet either of the criteria below are strongly encouraged to have a Head TA. Instructors who choose not to have a TA or need help identifying someone for this role, should contact the DUS.
 
 -   Each of our 100-level courses (except for Focus courses)
 
@@ -145,8 +145,8 @@ The following are the role and responsibilities of the instructor and should not
     Unless there is a very specific reason, do not decrease this cadence.
 
 -   Managing the Sakai or Canvas Gradebook.
-    The instructor may not grant teaching assistants (including the Head TA) access to the Gradebook in Sakai unless there is a very specific reason to do so.
-    Note that the university prohibits undergraduate TAs from having access to the Sakai Gradebook entirely.
+    The instructor may not grant teaching assistants (including the Head TA) access to the Gradebook in Sakai or Canvas unless there is a very specific reason to do so.
+    Note that the university prohibits undergraduate TAs from having access to the Sakai or Canvas Gradebook entirely.
 
 -   Check in with Head TA during Week 3 and Week 6 about workload.
     If there are concerns with workload, assign another TA (graduate student or advanced undergraduate) to help with some Head TA responsibilities or reach out to DUS for more resources, if needed.

index.qmd

@@ -5,8 +5,8 @@ title: Introduction
 ## Our Purpose {.unnumbered}
 
 As a Teaching Assistant, whatever your duties, you are part of the Statistical Science Instruction Team.
-In Fall 2023, we are offering over 1,500 seats in courses taught by departmental faculty to students who came to Duke from across the planet.
-Students will range from over 400 undergraduates enrolled in their first 100-level course to doctoral students nearing the end of their formal coursework.
+In Spring 2024, we have filled over 1,500 seats in courses taught by departmental faculty to students who came to Duke from across the planet.
+Students will range from almost 400 undergraduates enrolled in their first 100-level course to doctoral students nearing the end of their formal coursework.
 We want students who take only one or two courses from the department to learn the usefulness, importance, and power of statistical thinking and modern methodologies.
 We aim to educate students in our Statistical Science majors, minor, interdisciplinary majors, Master's, and Ph.D. programs, in particular, to be highly accomplished future leaders in statistical science, regardless of their career paths.
 For all of these students, whatever their programs, we aim to provide a transformative educational experience in statistical and data science.

policies.qmd

@@ -26,15 +26,15 @@ For online exams, randomization and unique problems can help.
 Some time-limiting techniques are helpful but students with accommodations must be helped as well.
 There are hundreds of companies out there willing to sell students answers to problems sets, quizzes, and exams; using these services is likely to be a violation of the Duke Community Standard.
 There are AI/ML tools now that might be used to generate code or other work; instructors may have a policy about this in their syllabi.
-If you suspect such usage, talk with the instructor.
+If you suspect usage in violation of the instructor's course policies, talk with the instructor.
 
 ### Teamwork / collaboration
 
 If your course allows teamwork for homework or labs, ask the instructor to speak with your students about what type of collaboration is appropriate.
 For instance, if students can work together on HW problems, discussion is appropriate, but students must write up individual responses for every question.
 Student answers should not be the same as their collaborators'.
 If there is an in-class group assignment for which one submission is expected, make certain the submission instructions are clear and followed by the groups.
-Our students come from all over the world, from all kinds of prior learning experiences, and what is permitted in teamwork can be highly varied.
+Our students come from all over the world, from all kinds of prior learning experiences, and their prior experience with graded teamwork can be highly varied.
 Please help your students understand the nuances of permissible teamwork.
 
 ## Students with disabilities

responsibilities.qmd

@@ -17,16 +17,18 @@ Depending on your level (undergraduate, MS, or PhD student), the number of hours
     -   RA+s are expected to work 4-5 hours per week, on average.
 
 [^responsibilities-1]: Unlike PhD TAs, we don't generally have part-time MS TAs since the funding structure for these two types of students is different.
-    However, sometimes we might need a specifif MS TA for a specific MS course and might be able to negotiate a part-time offer for them upon their request.
+    However, sometimes we might need a specific MS TA for a specific MS course and might be able to negotiate a part-time offer for them upon their request.
     In these rare cases, being a 50% MS TA is possible and this would amount to 6-7.5 hours per week.
 
 Within these hours, TA responsibilities will vary between classes therefore TAs should obtain clear guidelines for the specific tasks required of them from the instructor.
 Many of these tasks are described in general terms below.
 
--   Complete all requested training and learn the tools and technologies required for the course you are assisting.
+-   Complete all requested training and learn the tools and technologies required for the course you are assisting. 
 
 -   Answer all communications from the department, your instructor, other campus employers, and the university, within 24 hours, before the end of the next business day.
 
+-   Complete your profile with a photo, phonetic name spelling, and other requested information in your TA Training site and TA course site (in Canvas or Sakai).
+
 -   Familiarize yourself with the university curriculum and policies:
 
     -   Undergraduate courses: The undergraduate bulletin <https://undergraduate.bulletins.duke.edu> and T-Reqs (Trinity Requirements) <https://trinity.duke.edu/undergraduate/academic-policies> are sources for Trinity College Academic Policies and Procedures.
@@ -87,7 +89,7 @@ Many of these tasks are described in general terms below.
 
 -   Stay available for course related duties until the end of the final exam week.
 
-    -   **Fall 2023 final exams end at 10 pm on Monday, December 18.** Grades are due within 48 hours of the end of the exam period. This means TAs are expected to continue to hold office hours during their respective final exam periods, and to be available for grading final exams in their assigned courses unless they make special arrangements with the course instructor. Please discuss the end of semester plans with the instructor you are assisting right away.
+    -   **Spring 2024 final exams end at 10 pm on Saturday, May 4.** Grades are due within 48 hours of the end of the exam period. This means TAs are expected to continue to hold office hours during their respective final exam periods, and to be available for grading final exams in their assigned courses unless they make special arrangements with the course instructor. Please discuss the end of semester plans with the instructor you are assisting right away.
 
 -   If you miss a scheduled meeting, training, office hours, or other event, immediately contact the instructor.
 
@@ -104,7 +106,7 @@ Many of these tasks are described in general terms below.
 
     -   If you are paid biweekly, update and save your time card when you finish work for the day and submit promptly before the deadline.
         If you do not turn in your time card you will not get paid for the hours you worked.
-        Mrs. Scott may send you a reminder or questions about your timecard.
+        Mrs. Scott may send you a reminder or questions about your timecard, but it is your responsibility to turn in your hours.
         Do not ignore that.
 
 -   **Always complete the course and TA evaluations in the courses for which you are enrolled as a student.**

training.qmd

@@ -6,11 +6,11 @@ title: Training
 
 As a TA, you will be trained by the department and other units of the University.
 All TAs will complete a mandatory training session each semester.
-In Fall 2023, we are not requiring a technology check for Zoom-readiness but that training will be provided upon request (reach out to Dr. Durso with your request).
+In Spring 2024, we are not requiring a technology check for Zoom-readiness but that training will be provided upon request (reach out to Dr. Durso with your request).
 We expect that you will get training on other technologies as they pertain to your course (Gradescope, Sakai,Canvas, etc.) from your course instructor.
 If you feel that you have not been trained adequately on a technology you're expected to use, please reach out to your course instructor and/or Dr. Durso and we'll make sure this training happens promptly.
 
-In this transition period between Sakai and Canvas, you have been assigned to STATSCI TA Fa23, the departmental training Canvas site for TAs,as the main TA training site.
+In this transition period between Sakai and Canvas, you have been assigned to STATSCI TA Spr24, the departmental training Canvas site for TAs, as the main TA training site.
 You have also been assigned to the Sakai site with the same name.
 Training may be added as needed as the semester proceeds and we'll inform you with a Canvas announcement from there.
 There is required training on TA duties, on preventing harassment and on the learning technologies needed in your course.
@@ -21,6 +21,7 @@ As a new TA or new to your course and instructor, the instructor will work with
 Your instructor might drop in on your labs or office hours from time to time and so might Dr. Durso.
 You will do training and work with them to develop your skills so that each semester that you have a TAship, you are ready for more responsibilities and leadership roles.
 You can also request a lab observation after a few weeks, for suggestions and feedback.
+Lab observations of all TAs leading labs or discussion sections will be offered in Weeks Three - Five. 
 Your instructor or Dr. Durso may do this observation.
 
 ## Further Training
@@ -45,7 +46,8 @@ The Certificate in College Teaching program has three major requirements:
 The program requirements take about a year to complete, but that may vary as opportunities for gaining teaching experience vary across departments.
 CCT work may be done alongside other classes, research, or work on a dissertation, and should not significantly interfere with the timely completion of any of these.
 After you apply to the CCT program, the program director will meet with you to go over the requirements and your timeline for completing them.
-Discuss your CCT activities with your instructor and the Department if you need assistance scheduling observations, etc.
+Discuss your CCT activities with your instructor and the Department if you need assistance scheduling observations, etc. 
+You may complete the Triad teaching observation requirement during any semester in which you are TAing or teaching. 
 
 Two Statistical Science courses have been developed and count towards this Certificate:
 

useful-links.qmd

@@ -2,10 +2,10 @@
 title: Useful links
 ---
 
--   Fall 2023 Academic Calendar: <https://registrar.duke.edu/academic-calendar/current-academic-calendar/#fall2023>
+-   Spring 2024 Academic Calendar: <https://registrar.duke.edu/academic-calendar/current-academic-calendar/#spring2024>
 -   Final Exam Schedule: <https://registrar.duke.edu/student-resources/exam-schedules/>
 -   Duke COVID updates and policies: <https://coronavirus.duke.edu>
--   Fall 2023 Office hours: Link will be provided in TA training site in Canvas
+-   Spring 2024 Office hours: Link will be provided in TA training site in Canvas
 -   Duke Undergraduate Instruction Bulletin: <https://undergraduate.bulletins.duke.edu/>
 -   The Graduate School Bulletin: <https://graduateschool.bulletins.duke.edu/>
 -   Questions or concerns: [dus\@stat.duke.edu](mailto:[email protected])