Consider Becoming a Mentor . . . 

The FYC program will begin its 3rd year of using mentors / collaborators to develop the website and guide new teachers. 

Would you like to be a mentor for the 2009/10 academic year? Would you like to guide new instructors as they enter the USF classroom for the first time? If so, please consider reviewing the Mentor application material for the next academic year. To review this information, all one must do is go to the Mentoring Website: http://collegewriting.us/Mentoring/Mentoring.aspx. Read the job descriptions first and then take the survey. This information can also be easily located on the top tab bar at collegewriting.us, as well.

Richard Ellman

 "My semester as a mentor allowed me to understand that each individual teacher truly brings a unique style and approach into the classroom. I've learned that a one-size-fits-most prescriptive pedagogy will never comfortably accommodate the true diversity of voices we have in our program. It was only after mentoring that I discovered that our program philosophy, which provides flexibility within certain parameters, is the best way to welcome neophyte teachers into the fold."

                                    

Erin Trauth

"I wanted to become an FYC program mentor because, quite simply, I truly enjoy the teaching profession, and after a year at USF, I felt as though I had the experience necessary to lead others through the foundations of the program. Mostly, though, I knew I would have great pleasure in sharing this knowledge and experience with the incoming teachers.
Looking back on my experience, I realize that my work as a mentor reached far beyond the parameters of just helping four new teachers adapt to the college teaching environment. Over the course of the semester, I was asked to become involved in all aspects of program development, such as developing a new reader for composition, grading student essays for CLAQWA, expanding the current ENC1101/1102 projects, and much, much more. I'd recommend the experience to anyone who wants to feel a sense of accomplishment knowing they've not only helped their peers, but have also helped the long-term growth of the FYC program."
 

Kendra Bryant

"I chose to be a mentor probably more so to keep myself on track and to learn more about the FYC program and its expectations of its teachers and students.  However, as a student who participated in the mentoring program last year as a mentee, I found my mentor pretty helpful, especially in regards to setting up my BlackBoard gradebook.  I felt that because I have had prior teaching experience and performed well in the USF classroom -- even tackled most of the technology requirements -- then I would be more than able to help incoming students to do the same.  
 
I have found the mentoring program to be very helpful to my progress as an instructor, as well as to the success and comfort of my mentees.  In addition, the program fosters community, which makes being away from familiar people and places easier."

If you're interested . . .

Graduate students who apply and then become Mentors will guide new instructors through various challenges of teaching, such as grading students papers, classroom presentation, and developing a detailed schedule. They will be expected to work with mentees during orientation as well as throughout the semester. While working with beginning teachers, they might interact with collaborators, who will work on a weekly basis with Drs. Moxley and Murray to create new projects, redesign the FYC course webpages, and develop more efficient ways of using course textbooks, among many other tasks. The Mentoring Coordinator will supervise the mentoring process, receiving reports among both mentors and mentees.

This opportunity can provide great professional development experience, material to help develop a Curriculum Vitae, and a way to serve the department and fellow instructors. More practically, Mentors will receive a course release for each semester they hold those positions. The position is a semester-long job and requires full commitment from August to December. If you're interested, please apply!

Travel Funds Available for Outstanding Teaching of FYC

  

Only a few instructors have taken advantage of the travel funds available for graduate students teaching First-Year Composition. This year the Writing Program has been offering travel funds for excellence in teaching composition, and all instructors -- including graduate students, visiting instructors, and adjuncts -- teaching First -Year Composition are encouraged to apply. The funding will be distributed based on excellence in teaching and on a first-come-first-serve basis. These travel funds are provided from rebate dollars the FYC program is receiving from the sale of our ENC 1101 reader. Although the precise amount the Writing Program will receive remains uncertain, we estimate that we will be able to distribute $200 travel allotments. FYC teachers may apply for funding for any conference related to English Studies, whether they are presenting or not, so long as the conference relates to their professional development. Please note that to receive funding for a conference, the travel must occur before June 30th. All travel must be requested and approved no later than two weeks before travel occurs. As soon as you know that you are going to a conference, you should prepare the necessary information for processing.

No Later than One Month Before You Leave for the Conference:

After You Return:

* Please note that if you are presenting at the conference it is in your interest to also apply for General English Department Funds (see Daniel Kanouff) and GPSC Funds (Graduate and Professional Student Council), even though this is not a criteria for receiving FYC travel funds. 

Developing a Reader

This last fall, the mentors began developing the Fall 09 ENC 1101 reader. They spent several weeks collecting essays, and there are numerous readings now for each project for first semester composition.  The problem is that there are an abundance of essay options for each project, and we need your help narrowing down which should actually go into the reader. To help us please:

  1. look over the compiled reader list located on Google Docs:
  2. decide which of these readings you think would be beneficial for the Fall 09 1101 Reader.
  3. consider suggesting readings not on the list - to do so, simply edit the Google Docs list.
  4. vote on which readings should be in the reader (a ballot will be placed in the English main office between January 26th -30th)

The articles with the most votes will be considered for publication in the new reader.