Mathematics Teaching Apprenticeship

                                           21:640:397 or 21:640:398 (3 CREDITS)

 

The teaching apprenticeship is:

  • Intended for more advanced undergraduate Math and Applied Math majors who wish to learn about, and actively experience, teaching
  • Student GPA should preferably be above 3.25
  • Student should have earned an A for the course in which they are assigned to be a teaching apprentice
  • A student who earned a B+ in that course may be considered, but their grades in courses across the Math major should play a role in whether or not they be allowed to do the apprenticeship
  • Generally assigned to a large-lecture course, but exceptions can be made for apprenticeships in other courses

 

The teaching apprenticeship should be beneficial for the:

  • Apprentice, e.g. learning experience
  • Instructor, e.g. support with grading, support with proctoring a midterm exam
  • Students of that class/section(s), e.g. availability of extra office hours

 

A teaching apprentice can:

  • Assist with SOME grading, with oversight of instructor (additional info below)
  • Hold EXTRA office hours, i.e., in addition to, not in replacement of, the instructor's office hours
  • Proctor quizzes/exams
  • Observe the instructor teaching (hence apprentices should not have class scheduled at the same time as the instructor’s class)
  • Assist with a SMALL portion of lecturing over ONE or a FEW classes; for large lecture classes, apprentice’s teaching would be done in recitation class (additional info below)
  • Provide a final report to the mentoring instructor, summarizing and describing their experience

 

Regarding grading, the instructor should:

  • Work with the apprentice in formulating a grading rubric for a particular assessment (e.g. quiz, some exam questions), which the apprentice would then use for grading
  • Review the apprentice’s grading to ensure it is accurate and fair

 

Regarding lecturing, the instructor would need to:

  • Carefully assign a topic for the apprentice to present
  • Review the apprentice's ‘lecture’ BEFORE it was presented to the class; [The lecture could be as simple as doing some sample problems or, IF DEEMED APPROPRIATE by the faculty overseeing the apprentice, presenting a topic or a portion of a topic]
  • Be present in class to observe the apprentice present their small lecture(s)
  • Provide constructive feedback (pros and/or cons) to the apprentice
  • Observe the apprentice teach another class to see how the instructor’s feedback was implemented, what improvements were made, and what the apprentice needs to continue to work on for improvement of their teaching

 

For teaching apprentices assigned to large-lecture classes the professor overseeing the large lecture could work with their TA to have the apprentice present in a recitation section, rather than the large lecture.  For example, one professor of a large lecture has their teaching apprentice teach to two recitation classes in one day.  After observing the first teaching session that day, the professor provides verbal feedback on that lecture.  To see how the apprentice implements that feedback, the professor then observes the apprentice teach a second recitation class that same day.  Additional feedback is provided as appropriate.

Students require a special permission number (SPN) to register for the apprenticeship.  That number cannot be issued without a faculty member agreeing to oversee the requested apprenticeship.  See the Undergraduate Program Director, Dr. Robert Puhak - rpuhak@rutgers.edu, for related information.