WHAT WE DO:
For Current and Past PFs
This space will develop as the community of former Pedagogical Fellows increases. We are looking to stay in touch with as many of you as possible and would love updates as to what you are doing and any news that you may have that might be of interest to others. Even though we all come from different disciplines, it is good to have connections in various universities, labs and other places not necessarily tied to our own work. If there is enough interest, we are hoping to have an annual yearbook for people to keep up with each other. Please send us news and join the PF Facebook group!
Pedagogical Fellows Facebook Group.
To watch a video introduction to the Pedagogical Fellow Program, click on the video box below. If you have any questions about the Pedagogical Fellows Program, please call 949 824 6307.
About the Pedagogical Fellows (PF) Program
In response to a University of California mandate to prepare graduate student instructors, Dr. De Gallow created the TA Professional Development Program (TAPDP) in 1989 and since then, thousands of TAs have participated in the annual event. To facilitate the training and to insure incoming TAs receive discipline specific information, the TLTC and the Division of Graduate Studies provides fellowships who serve as teaching mentors for incoming teaching assistants.
After a thorough application and review process, successful Pedagogical Fellows are chosen from departments that take part in TAPDP. The Pedagogical Fellows then participate the University Studies 390ABC program.
US 390A, Advanced Pedagogy provides an orientation to TAPDP. At the same time, participants have the opportunity to engage in some of the current literature on pedagogical theory and issues in American higher education. Theoretical topics addressed in class include: motivation theory; teaching and learning styles; adult education; and student-centered learning. Classroom management topics include: UCI demographics; academic honesty; syllabus construction; effective discussions; classroom civility; and TA roles and responsibilities. In addition to in-class presentations, by the end of the course, participants will have drafted at least two full original workshops in preparation for TAPDP. They will then draft an additional original workshop before TAPDP as well as completing their full TAPDP curriculum.
US 390B, Preparing for the Professoriate offers several opportunities for the Fellows to develop their academic dossier. This course also provides consultation training for the Fellows so that they can act as consultants for the greater graduate community. By the end of the course, participants will have created two academic cover letters, an updated CV, a statement of teaching philosophy, a statement of research agenda, a syllabus for a service course in their field, and one other document relevant for a job application in their disciplines.
US 390C, Academic Service is a service learning course wherein participants continue to work as consultants, but also serve on the hiring committees for the incoming Pedagogical Fellows.
If you are interested in becoming a Pedagogical Fellow, contact the TLTC. Applications are available in the Fall Quarter and are accepted in the early part of Winter Quarter.
Below is a presentation provided to the graduate liaisons offering further orientation to the Pedagogical Fellows and TA Professional Development Programs.
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