John Casey is a Lecturer in English at the University of Illinois at Chicago where he teaches courses in First Year Writing and Literature Surveys. Including his years as a Graduate Student Instructor, he has sixteen and a half years of teaching experience at the college level. He has served as Assistant Director of Undergraduate Studies in English and Assistant Director of First Year Writing. In both positions, he was involved in attempts to revise the departmental curriculum for undergraduates. He has presented papers on a wide variety of subjects that touch upon the teaching of writing and literature and currently serves as the Director of Anglophone/American Literatures for the Northeast Modern Language Association. His current research interests include the representation of veterans in popular culture and farming metaphors in early U.S. fiction.
For International Teaching Assistants, meaning negotiation plays a vital role when it comes to interactions with native English speaking undergraduate students in the laboratory or in the classroom. In this article, I share a few tips that can help ITA instructors or coaches guide ITAs through their interactions with their (future) undergraduate students.
We're all familiar with the frustrations that come from students not reading the syllabus. But I've come to realize the problem isn't one of whether or not the syllabus is read, but one of if and how it's used.