Graduate Mentorships

Mentorship Information

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Mentorship Information

Each year, the department offers a handful of graduate research and graduate teaching mentorships, contingent upon Graduate School funding and applications from sponsoring faculty members. These mentorships allow interested MA and MFA students to work closely on a research project with a faculty member or to team-teach with a faculty member an undergraduate course in literature, rhetoric, or creative writing while receiving training in course design, pedagogy, and assessment. Interested students should contact the graduate program manager, Tessa Hauglid, for details about specific mentorships and their application deadlines.

Application 


Teaching Mentorship: Spring 2020

Jill Rudy

Teaching Mentorship, 8-10 hrs

The emphasis in ENGL 391 will be on teaching students to document and analyze folklore performances, including fairy-tale adaptations.  The graduate student, who should have taken ENGL 356, 391, 392, or ENGL 640) will extend her or his learning in connection with the history, pedagogy, and current fieldwork practices of folklore and fairy-tale studies.

 

The mentee also will gain experience working with me in scaffolding experiences to present mini-lectures, conduct class discussion, create small-group learning activities, and assess student’s digital dialog responses and other short writing assignments.

 

The mentee will have literary classroom teaching experience and course organizing to add to a Vita or resume.

Research or Teaching Mentorships: Department of English for Fall 2020

 

Deadline for applications: February 24, 2020

Dawan Coombs

Teaching Mentorship, 10 hours

The TA for this course will support ENGL 420: Young Adult Literature. The TA will help plan course activities, develop materials, facilitate class discussions and activities as well as assess student work. The TA may also choose to conduct classroom-based research and gain experience collecting, coding, and analyzing data. This teaching assistantship may be best suited for a graduate student who enjoys young adult literature and recognizes its literary merit.

 

Emron Esplin

Teaching Mentorship, 10 hours

The recipient of this teaching mentorship will work as the TA for Emron Esplin’s English 293 course in Fall 2020. The TA’s responsibilities will include completing the assigned readings, attending the class sessions, teaching 3-5 full class periods during the semester according to the TA’s specialty and teaching preferences, running study sessions for exams, grading exams, conferencing with students about their writing assignments, and holding office hours. This award provides a great opportunity to teach literature rather than composition, and it doubles as a good way to prepare for the GRE Subject Test.

Amber Jensen

Research mentorship, 10 hours

This research mentorship is designed for an English graduate student interested in writing pedagogy to participate in the pilot phase of a research study examining secondary and postsecondary teachers’ beliefs and perceptions about writing across the high school to college transition. If you have taught (or plan to teach) writing in K-12 and/or college settings, and you are interested in exploring transitions between these learning spaces, we would love to have you join this research project! This mentorship will give you hands-on experience with graduate research skills such as finding and reading relevant research; drafting a literature review from an annotated bibliography; obtaining IRB research approval; developing interview and survey protocols; pilot testing interview questions with K-12 and postsecondary writing teachers; and beginning initial coding and data analysis. We also invite you to participate with the research team on future presentations and articles we write related to this study.

 

Meridith Reed

Research Mentorship, 5 hours

What makes someone a great teacher? I’m looking for a graduate student who is interested in studying how an individual develops real expertise and ability as a college writing teacher. We’ll observe and interview novice and experienced college writing teachers, and we’ll look at the documents that make up those teachers’ classes (syllabi, assignment sheets, lesson plans)—all in order to identify and explain what qualities and abilities define expertise in teaching writing. You’ll work closely with me to develop skills in building a literature review, collecting data, analyzing data, and writing up research results.