- Guidelines for Teaching Fellowships
- Guidelines for Training and Supervision of Graduate-Student Teachers
The experience of teaching is an integral part of graduate student training for the M.Phil. and Ph.D. degrees in the Arts and Sciences. Therefore all graduate students are expected to gain appropriate teaching experience as part of their scholarly apprenticeship. Teaching Fellows receive the same financial aid support as Faculty and Dissertation Fellows.
Arts and Sciences doctoral students may also apply to teach in the Core Curriculum Programs to broaden their teaching experience. Students who teach in the Undergraduate Writing Program, the Music Humanities Program, and the Art Humanities Program are appointed as Teaching Fellows. Those who teach in the Literature Humanities Programs and Contemporary Civilization Programs are appointed as Core Preceptors, receive slightly higher stipends than Teaching Fellows, and are eligible for a Core summer stipend at the end of their first year of service in the Core.
Last, the Teaching Scholars Program (TSP) affords some advanced graduate students—those who have already received the M.Phil.—the opportunity to prepare and teach independently a course of their own devising.
The Graduate School asks each department to designate a faculty member, typically the Director of Graduate Studies, to oversee the awarding of teaching fellowships and pedagogical training in each department. The faculty member designated as the Director of Graduate Student Teaching in each department and the Directors and Chairs of the Core Curriculum Programs are responsible for ensuring that equitable appointments are made and adequate training is provided. These faculty members should conform to the following guidelines for administering teaching programs and selecting Teaching Fellows to prevent misunderstandings about and inequities in the allocation of financial aid to graduate students:
- Teaching Fellows must be in good academic standing.
- Teaching Fellows in the Humanities and the Social Sciences departments have usually completed the first year of their graduate program at Columbia.
- Teaching Fellows must be within the seven-year limit for completion of the Ph.D.
- Teaching Fellows must have demonstrated oral and written proficiency in English by passing the EPT and SPEAK tests administered by the American Language Program or must be enrolled in the International Teaching Fellows Training Course (English Z0850).
- Teaching Fellows must have demonstrated competency in the subject to be taught.
- The maximum requirement for teaching may not exceed two semester courses per year. In rare cases, when enrollments exceed the available number of instructors, Teaching Fellows may take on an additional course load for additional compensation. First-time Teaching Fellows may not take on additional teaching responsibilities. Teaching Fellows ordinarily do not take on additional teaching responsibilities or other employment.
- Insofar as it is possible, Teaching Fellows should be offered a range of teaching responsibilities with increasing independence and student contact to gradually prepare them for independent teaching.
- Care should be taken that Teaching Fellows receive appropriate and equitable assignments in relation to where they are in their academic programs. Workloads for Teaching Fellows vary due to difficulty of assignment or student academic backgrounds. Therefore, these factors should be taken into consideration when making assignments to ensure that the workloads of peers are equitable in the course of their graduate programs.
- Care should be taken that Teaching Fellows receive appropriate and equitable tasks. For example, in a course supported by more than one teaching assistant, all tasks should be shared equally.
- All Teaching Fellows should be compensated according to the standards set by the Graduate School. Departments and programs may not hire GSAS students on the Arts and Sciences adjunct budget.
- If a student is awarded a Dissertation Fellowship, he or she may not be asked to give it up to teach unless the fellowship can be deferred.
- If an outside funding agency does not allow students to teach, students may not be asked to give up those funds in order to teach.
- In some cases, a department may wish to recruit students from another Arts and Sciences department. After contacting the Dean who oversees the Ph.D. programs to obtain permission for the hire the department may then contact the DGSs of relevant departments for the names of students who are approved potential hires because of their academic training and their academic standing.
- In rare cases, a department may wish to recruit students from Ph.D. programs outside the Arts and Sciences The departments must contact the Dean who oversees the Ph.D. programs in the Arts and Sciences to coordinate payment, since these programs are not covered by the GSAS financial aid allocation. Upon approval, the department may then contact the DGSs of relevant programs for the names of students who are potential hires because of their academic training and their academic standing.
- Departments and Core Curriculum Programs must provide students with written guidelines of procedures for assigning and selecting Teaching Fellows that include:
- an outline of the types of positions available and deadlines for stating preferences for assignments
- a description of eligibility and selection criteria
- an explanation of how and when applicants will be notified
- details concerning how and when applicants should accept or decline a position
- Departments and Core Curriculum Programs must provide Teaching Fellows with appointment letters indicating:
- the type and length of the teaching assignment
- the responsibilities expected of the assignment
- the training requirements
- the supervision and evaluation procedures
- details about compensation
- Teaching Fellows should undergo training and supervision that adequately prepares them for their teaching responsibilities and facilitates their professional development. If a department or program is dissatisfied with a Teaching Fellow's work, a review of his or her performance is undertaken in a timely fashion. The DGS or faculty member in charge must inform the student in writing of his or her concerns, offer specific recommendations for improving performance and give the student time to respond. If the student fails to meet these requirements, he or she may be considered no longer to be in good administrative standing.
- Despite efforts to ensure that procedures for making teaching assignments are fair and training for teaching responsibilities is adequate, disagreements and misunderstandings may arise. Graduate students and faculty should make every effort to resolve these differences by working together toward an agreeable solution. If these measures fail, they may elevate them to the appropriate dean in GSAS. If the dean is unable to resolve the conflict, students may resort to the GSAS grievance procedure.
Graduate students on Graduate School funding are discouraged from accepting teaching appointments at Columbia University affiliates, such as Barnard, Jewish Theological Seminary, Union Theological Seminary, and Teachers College. Under no circumstances will employment over 20 hours be approved. Students found in violation of the GSAS employment policy will be asked to terminate their employment or may forfeit their GSAS funding. International students should be aware that more stringent limits on employment apply to them and should consult the International Students and Scholars Office.
Departments must train graduate students to teach in the department. This training can be set up as a course that precedes or accompanies the teaching. The course should be listed on the student’s transcript. In all cases, Teaching Fellows should be given very clear instructions about their teaching responsibilities and their training requirements.
Teaching Fellows Assisting Faculty Members
Teaching Fellows who assist faculty members should be given preparatory sessions to review the course syllabus, grading expectations, and specific duties within the course. Discussion leaders should be given precise instructions for and practice with leading class discussions.
Written guidelines are helpful for introduction and reference but are best augmented with training tailored to individual situations and accompanied by in-person meetings as individuals or within workshops.
Teaching Fellows Teaching Their Own Courses/Sections
Graduate students given their own sections of introductory or upper-level courses should receive substantial preparatory training, including both practical advice and exposure to pedagogical methodologies. Whenever possible, this training should be designed as a course that could use a combination of formal meetings, workshops/discussion groups, and at-home assignments, including readings and written assignments of various kinds. Examples of written assignments could include (depending upon the course and the Teaching Fellow's duties), practice in creating lecture notes, questions for discussion, assignments, and exam questions for the students.
Many programs and departments provide most of this kind of training during the semester that accompanies the actual teaching. However, departments should also provide some preliminary training before the teaching begins.
Teaching Fellows Assisting Faculty Members
Teaching Fellows who assist in grading should meet with the faculty member with some regularity, and at least once before they receive the first assignment to be graded in order to receive detailed guidelines for grading and evaluating assignments during the term and to have their grading practices and written responses reviewed by the faculty member.
Discussion leaders and lab assistants should be observed and have their class plans reviewed.
Teaching Fellows Teaching Their Own Courses/Sections
Teaching Fellows who teach their own course should receive ongoing mentoring on all aspects of their teaching, including preparing class plans/notes, designing a syllabus, creating assignments and exams, leading discussions, and grading written work.
As part of the training, a faculty mentor should observe at least one of the Teaching Fellow's classes in the first year of teaching. This mentoring may be provided by one faculty member for all Teaching Fellows or individually by different faculty members. In the latter case, the department should provide guidelines as to what aspects of teaching the mentor should cover in the observation.
Each department should develop procedures for evaluating both the departmental training and the performance of the Teaching Fellows. In addition, there should be a clear understanding of what constitutes unacceptable performance Each semester, departments should read the official course evaluations for each Teaching Fellow and address quickly and directly any deficiencies or problems that they may reveal.