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Maybe you're an undergraduate or graduate student who's just been
appointed a TA. Or maybe you're a postdoctoral student or a new
hire with limited teaching experience. In either case, you'll be
expected - with little to no training - to excel at teaching and to
facilitate the learning of your students. Kathy Nomme and Carol
Pollock recognize this gap between expectations and preparation and
draw on decades of experience in teaching and TA training to offer
practical advice on all aspects of being a TA, from interacting
with course instructors and dealing with nerves and anxiety, to
developing learning exercises and providing positive support for
students.
Curricular peer mentoring is a programmatic approach to enrich
student learning and engagement in postsecondary courses in which
instructors welcome a more experienced undergraduate student into a
credit course they are teaching. The student then serves as peer
mentor to the students enrolled. Peer mentors can provide a variety
of peer-appropriate, course-specific mentoring, tutoring,
facilitation and leadership roles and activities that complement
the roles of the course s instructor and teaching assistants both
in classroom settings and beyond. A program provides training and
ongoing support for a larger number of peer mentors and
instructional teams and manages recruitment and program research
and quality. This volume provides research findings, definitions,
theories, and practical program descriptions as a foundation for
program development and research of undergraduate curricular peer
mentoring programs in higher education. This work builds on a long
history of higher education program development and collects a
significant amount of literature that has previously been
scattered."
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