Re-render

docs/covid19.html

@@ -214,7 +214,7 @@ <h1 class="title"><span class="chapter-number">3</span>&nbsp; <span class="chapt
 
 <section id="in-person-learning" class="level2" data-number="3.1">
 <h2 data-number="3.1" class="anchored" data-anchor-id="in-person-learning"><span class="header-section-number">3.1</span> In-person learning</h2>
-<p>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.</p>
+<p>This semester classes will be held in-person from the beginning of the semester. 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.</p>
 </section>
 <section id="what-if-you-get-sick" class="level2" data-number="3.2">
 <h2 data-number="3.2" class="anchored" data-anchor-id="what-if-you-get-sick"><span class="header-section-number">3.2</span> What if you get sick?</h2>

docs/head-ta.html

@@ -219,7 +219,7 @@ <h1 class="title"><span class="chapter-number">9</span>&nbsp; <span class="chapt
 
 <section id="which-classes-should-have-head-tas" class="level2" data-number="9.1">
 <h2 data-number="9.1" class="anchored" data-anchor-id="which-classes-should-have-head-tas"><span class="header-section-number">9.1</span> Which classes should have Head TAs?</h2>
-<p>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.</p>
+<p>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.</p>
 <ul>
 <li><p>Each of our 100-level courses (except for Focus courses)</p></li>
 <li><p>Any class that has 5 or more TAs, including the Head TA</p></li>
@@ -336,7 +336,7 @@ <h2 data-number="9.4" class="anchored" data-anchor-id="role-of-the-instructor"><
 <li><p>In assigning responsibilities to the Head TA, the instructor should determine who will set up assignments in Gradescope and Sakai or Canvas and make the links for synchronization through the Lessons tool in Sakai or the Modules tool in Canvas.</p></li>
 <li><p>Making arrangements for accommodation requests from students and coordinate with the testing center if needed.</p></li>
 <li><p>Scheduling weekly meetings with all TAs to discuss course flow, make sure all TAs have a good handle on the topics / concepts / tools coming up in the subsequent week, etc, and to discuss ongoing grading. Unless there is a very specific reason, do not decrease this cadence.</p></li>
-<li><p>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.</p></li>
+<li><p>Managing the Sakai or Canvas Gradebook. 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.</p></li>
 <li><p>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.</p></li>
 </ul>
 

docs/index.html

@@ -219,7 +219,7 @@ <h1 class="title">Duke Statistical Science TA Manual</h1>
 
 <section id="our-purpose" class="level2 unnumbered">
 <h2 class="unnumbered anchored" data-anchor-id="our-purpose">Our Purpose</h2>
-<p>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. 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.&nbsp;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. By joining our instructional team, you help us to deliver a meaningful learning experience to each of our students.</p>
+<p>As a Teaching Assistant, whatever your duties, you are part of the Statistical Science Instruction Team. 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.&nbsp;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. By joining our instructional team, you help us to deliver a meaningful learning experience to each of our students.</p>
 </section>
 <section id="the-fundamental-rule-for-tas-is" class="level2 unnumbered">
 <h2 class="unnumbered anchored" data-anchor-id="the-fundamental-rule-for-tas-is">The Fundamental Rule for TAs is…</h2>

docs/policies.html

@@ -230,10 +230,10 @@ <h2 data-number="6.1" class="anchored" data-anchor-id="academic-misconduct"><spa
 <li><p>I will act if the Standard is compromised.</p></li>
 </ul>
 </blockquote>
-<p>Faculty and TAs are encouraged to be proactive in preventing dishonesty. 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.</p>
+<p>Faculty and TAs are encouraged to be proactive in preventing dishonesty. 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 usage in violation of the instructor’s course policies, talk with the instructor.</p>
 <section id="teamwork-collaboration" class="level3" data-number="6.1.1">
 <h3 data-number="6.1.1" class="anchored" data-anchor-id="teamwork-collaboration"><span class="header-section-number">6.1.1</span> Teamwork / collaboration</h3>
-<p>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. Please help your students understand the nuances of permissible teamwork.</p>
+<p>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 their prior experience with graded teamwork can be highly varied. Please help your students understand the nuances of permissible teamwork.</p>
 </section>
 </section>
 <section id="students-with-disabilities" class="level2" data-number="6.2">

docs/responsibilities.html

@@ -219,6 +219,7 @@ <h1 class="title"><span class="chapter-number">4</span>&nbsp; <span class="chapt
 <ul>
 <li><p>Complete all requested training and learn the tools and technologies required for the course you are assisting.</p></li>
 <li><p>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.</p></li>
+<li><p>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).</p></li>
 <li><p>Familiarize yourself with the university curriculum and policies:</p>
 <ul>
 <li><p>Undergraduate courses: The undergraduate bulletin <a href="https://undergraduate.bulletins.duke.edu" class="uri">https://undergraduate.bulletins.duke.edu</a> and T-Reqs (Trinity Requirements) <a href="https://trinity.duke.edu/undergraduate/academic-policies" class="uri">https://trinity.duke.edu/undergraduate/academic-policies</a> are sources for Trinity College Academic Policies and Procedures. You are encouraged to review this site for information on university policy on religious holidays, disability accommodations, class attendance, credits, exams and grading, harassment, plagiarism, etc.</p></li>
@@ -257,7 +258,7 @@ <h1 class="title"><span class="chapter-number">4</span>&nbsp; <span class="chapt
 </ul></li>
 <li><p>Stay available for course related duties until the end of the final exam week.</p>
 <ul>
-<li><strong>Fall 2023 final exams end at 10 pm on Monday, December 18.</strong> 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.</li>
+<li><strong>Spring 2024 final exams end at 10 pm on Saturday, May 4.</strong> 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.</li>
 </ul></li>
 <li><p>If you miss a scheduled meeting, training, office hours, or other event, immediately contact the instructor.</p></li>
 <li><p>Timekeeping:</p>
@@ -266,7 +267,7 @@ <h1 class="title"><span class="chapter-number">4</span>&nbsp; <span class="chapt
 <li><p>Keep accurate track of time spent on the course and report to the instructor if your hours are consistently above or below the expected levels stated above.</p></li>
 <li><p>Never exceed a total of 19.9 compensated hours per week across all campus duties.</p></li>
 <li><p>Inform Mrs.&nbsp;Scott right away if you have a Work Study Allocation which you plan to use in our department.</p></li>
-<li><p>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.&nbsp;Scott may send you a reminder or questions about your timecard. Do not ignore that.</p></li>
+<li><p>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.&nbsp;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.</p></li>
 </ul></li>
 <li><p><strong>Always complete the course and TA evaluations in the courses for which you are enrolled as a student.</strong></p></li>
 </ul>
@@ -275,7 +276,7 @@ <h1 class="title"><span class="chapter-number">4</span>&nbsp; <span class="chapt
 <section id="footnotes" class="footnotes footnotes-end-of-document" role="doc-endnotes">
 <hr>
 <ol>
-<li id="fn1"><p>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. In these rare cases, being a 50% MS TA is possible and this would amount to 6-7.5 hours per week.<a href="#fnref1" class="footnote-back" role="doc-backlink">↩︎</a></p></li>
+<li id="fn1"><p>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 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.<a href="#fnref1" class="footnote-back" role="doc-backlink">↩︎</a></p></li>
 </ol>
 </section>