SP 410/510 Teaching Communication in Mentor Relationships
Winter Term 2002


Darlene Geiger, M.S.
Office: NH 56

Phone: 503-725-4194
Email: geigerd@pdx.edu

Course Description:

This course is designed for mentors and teaching assistants who are interested in helping students in the Communication Studies department succeed academically. As a class we will generate an ongoing list of topics for readings, discussions and guest lecturers that will help to promote the various ways in which we can assist students in making connections among the department, students and the PSU community.

Required Books and Readings:

You need to buy a quick reference-type book for editing student work; it will help you have a better grasp on writing terminology, which will convey important writing concepts to students. There are many of these types of guides at Powell's so feel free to choose whatever book appeals to you; just be sure to buy one. Here are two books that I have found useful:

  • Random House Webster's pocket grammar, usage, and punctuation: Completely revised and updated (2nd ed.).New York.

  • Strunk Jr., W. & White, E.B. (2000). The elements of style (4th ed.). San Francisco, CA: Longman.

Objectives:

To provide assistance and support for Communication students in order to help them succeed academically.

To explore various teaching & learning theories and their application to the student/mentor relationship.

To extend our knowledge of campus resources that can assist students in their academic as well as personal success.

To promote student awareness of mentor/TA accessibility as a resource.

To develop the foundation for a long-term TA/Mentor program in the department.

Expectations:

It is expected that you work cooperatively to achieve the goals we set forth as a class. This means that you attend all the meetings, take initiative in creating and completing projects, come prepared to discuss information, whether is information from the readings or your colleagues, and make contributions toward establishing a lively, creative and interactive environment. Accountability and interdependence are inextricably linked to the success of this class.

Evaluation:

Your grade is primarily based on the level of accountability you have in this class. Our class is more akin to the functioning of a committee rather than a traditional course. Therefore, any tasks that arise as a result of our discussions must be completed in a timely and dedicated manner; your attendance at meetings is always expected. You are allowed to be absent for two hours before your grade is lowered.

Proposed Schedule
(Subject to change)


DATE Topics/Readings Meeting Agenda
Week 1
Wednesday, Jan. 9		 None Syllabus and discussion of action items
Week 2
Wednesday, Jan. 16		 Syllabus/information packetMaking the most of collegeThe mentor Mentor/TA roles as influential (power dynamic)
Week 3
Wednesday, Jan. 23		 Critical thinkingProof reading checklistHandouts in class Providing effective feedback for students
Week 4
Wednesday, Jan. 30		 Grading students' classroom writing Grading issues
Week 5
Wednesday, Feb. 6		 Responding to writing online Providing feedback online: differences/similarities
Week 6
Wednesday, Feb. 13		 10 dreaded ways to start discussion Generating discussion online and face-to-face
Week 7
Wednesday, Feb. 20		 Handouts in class Learning Styles
Week 8
Wednesday, Feb. 27		 What's it like to have ADD?ADD signs/treatment Finally, I know what's wrongADHD in higher education Learning "dissed" abilities
Week 9
Wednesday, Mar. 6		 Writing Center withCarol Burnell, Writing Center Coordinator Feedback on non-native writers' papers
Week 10
Wednesday, Mar. 13		 None Evaluation and qtr. recapPlan for next term