We've found that a conference between the RAs and the professor
who has requested them is an indispensable aid to organizing
each term's RA-student conferences. These meetings should occur
before the beginning of the term. Each RA group is headed by
a "lead" RA responsible for contacting you and arranging
a meeting time.
Responsibilities of the faculty member: (you should
be prepared to coordinate these items)
The instructor should provide a syllabus which contains a
detailed description of the assignment.
The instructor should expound upon the writing assignment
and tell RAs what his/her expectations of the RA program are
and what role specifically the RAs will be playing in the
course. Students will consistently ask RAs "what does
the teacher want?" Find out. Emphasize that "best
drafts" are expected. What will be the consequences for
students not meeting conferences, not handing in drafts on
time, and so on?
The instructor should provide a way for pick-up and delivery
of the papers for the Rhetoric Associates. Remember, it is
NOT a good idea for the RAs to directly receive the papers
from the students. Together, figure out how you will be introduced
to the class and how you will receive papers. Make sure you
are allotted sufficient time to read the papers, comment,
and meet with the authors and that the writers will have time
to revise.
Responsibilities of the Rhetoric Associates: (your
RAs will coordinate these items)
Be prepared to ask questions concerning the assignment--make
sure that you completely understand the project assigned to
the students.
Arrange the receiving of the papers with the instructor,
be sure that all dates (when the paper is due, when conferences
will be held, etc.) are clearly understood by both the instructor
and the RAs.
Schedule a time for the initial meeting of the class with
the Rhetoric Associates. If the introduction sheet is completed,
give the instructor a copy of the introduction paper to be
given to the students to look at beforehand.
Discuss the timing of the RA process. Make sure that the
instructor allows for adequate time to read the papers and
comment on papers and hold conferences.
Ask if a specific style guide is required for documentation
format. If not, there is a "ready reference" guide
available.
Discuss how conferences should be set up: should the RAs
come to class with sign-up sheets? should the RAs give sign-up
sheets to the instructor to pass around? Post the sign-up
sheets?
Arrange a follow up meeting with the instructor to discuss
the first assignment. Let the instructor know that you would
like to know "how you did" on writing critiques
of the papers and also what grades your students earned.
[Julie Foust gives instructors at mid-term the opportunity
for their students to write a one-minute evaluation of the
RA
process.]
Ask the cooperating instructor if s/he has any further questions
regarding the RA program. Remind him/her the guidelines of
the Rhetoric Associate Program.
Make sure the faculty member knows how to get in touch with
you: phone, e-mail, address. Get similar information from
the faculty member.
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