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ERIC Number: ED405617
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Value of the Undergraduate Teaching/Tutoring Experience For Graduate School Success: A Personal Narrative.
Swartz, Omar
For any student, the first semester of graduate school is the most traumatic experience in his or her career as a graduate student. Fortunately, there are some things that can be done to make the transition for these students easier. Getting undergraduate students involved in the classrooms in positions of pedagogical responsibility is the most effective thing that can be done to prepare them for success in graduate school. These teaching and tutoring experiences can open doors. For one professor, his experience as a speech communication major as an undergraduate and the mentoring relationships available to him got him involved in tutoring and teaching at the undergraduate level. Grading speeches alongside an instructor (mentor), going over evaluations and comparing them with his, and being encouraged to write and deliver lectures in class all serve to make the classroom and the teaching environment a more comfortable place for a graduate student teaching assistant. When graduate students gain agency over their education, with strength in writing, leadership, and teaching, then their approach to graduate school changes--and that change will reverberate up through the academic hierarchy. (CR)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A