Mentoring Graduate Students in Teaching

The FCCIC Model

Datos Bibliográficos

ID11062865
AutoresJessie K Finch (0000-0001-7526-0163, University of Arizona, Tucson, AZ, USA, autor de correspondencia), Celestino Fernández (University of Arizona, Tucson, AZ, USA)
Año2014
Volumen42
Número1
Páginas69-75
Fecha de publicación2014-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeaching Sociology (JOURNAL)
Identificadores de la revistaISSN: 0092-055X • E-ISSN: 1939-862X
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0092055x13507781
OpenAlexW2110659859
IdiomaEN
Citas recibidas5
Referencias citadas13

Research has consistently shown the high value of mentorship for graduate students in various areas—program satisfaction, professional self-image, confidence, productivity, and so on. However, specific templates of how to best mentor graduate students, especially in the vital area of teaching, are lacking. This article outlines the mentoring model called “From Conception to Co-instructor to Completion” (FCCIC). This five-step method provides a plan of action for faculty and graduate students who wish to co-develop a course in such a way that graduate student mentees are exposed to the entire teaching process with the supervision and assistance of a faculty mentor. This relationship moves beyond the traditional “professor/teaching assistant” hierarchy (the TA model) to create equally operational co-instructors. In this note, the FCCIC method is summarized and then illustrated through the development of a sociology course on happiness as an exemplar of how to better mentor graduate students in teaching

Graduate students · Happiness · Mathematics education · Medical education · Mentorship · Pedagogy · Sociology · Teaching assistant · Teaching method · Value (mathematics · Computer Science · Higher Education Practises and Engagement · Medicine · Mentoring and Academic Development · Psychology · Reflective Practices in Education