Instructional Assistant (IA) Reference Guide

http://www.brynmawr.edu/biology/franklin/IA/IA_Guide.html

SUMMARY:

    A position as Instructional Assistants (IAs) for the Biology department offers a unique opportunity to gain experience in many aspects of science education.  At one level it is a chance to reinforce basic technical lab skill such as preparing chemical solutions, asceptic technique and the proper use of lab equipment.  At another level it provides an opportunity to expand your knowledge of biological concepts and experimental systems covered in the course.  Finally, and potentially most importantly, IAs have the opprotunity to collaborate with faculty on lesson planning, grading and assessment and general preparedness for teaching biology curriculum. If you choose to accept this opportunity you will play a role in shaping a new paradigm of teaching excellence in the sciences at Bryn Mawr.

    The job requires a 6-7 hr/wk time commitment and only qualified and committed students are selected. Wage: $8.75/hr.

DUTIES AND RESPONSIBILITIES:

• Assist primary instructor in teaching laboratory skills and content to students.
• This means reading the entire lab protocol before the prep-meeting and posting to the Blackboard IA Forum
• Participate in prep-meeting discussion on lesson plan outline, key concepts and anticipated problems.
• Prepares necessary reagents and materials, and sets up, calibrates, and pre-tests laboratory equipment for student use.
• This means you will have to know the safe and proper use of all lab equipment.  If you are not comfortable with the use of any equipment it is your responsibility to learn before your scheduled lab. If necessary come into a lab before yours or make an appointment with the instructor. Monday IAs can make time after set-up to work with equipment.
• Monitor student activities while in the laboratory.
• This means no emailing or doing other homework during lab.
• Ensures that laboratory facilities, equipment, and supplies are clean, safe, and in proper working order after the completion of laboratory activities.
• Attends weekly preparations meetings.
• Assists with the grading of student laboratory assignments (See below for detailed instructions on grading).
• Performs miscellaneous job-related duties as assigned.

HIRING PROCESS (to be completed the first week of classes):

• Attend Lab-Safety training session if you did not attend a session with in the last year.

• General Safety sessions will take place:
• Fall 2008: Room 25 Park;Wednesday, September 3, 2008 between 1:00 pm - 4:00 pm and also on Friday, September 5, 2008 between 1:00 pm - 4:00 pm.  

• Email Kim O’Connell, Science Secretary, to begin paper work. She needs:

1. Your Full Name
2. Email address
3. BMC ID Number

• Complete Student Employement Forms (if you have not worked on campus within a year) and return them in person to the Student Employement Office
  
• I-9 Form.
• W-4 Form.
• Direct Deposit Form

• Email me (wfrankli@brynmawr.edu) with a reminder to add you to the Bio 101/102 Blackboard site.

PAYROLL (to be completed every two weeks):

• Electronic Time Sheets
• Payment Schedule, Time Conversion Chart and other forms

GENERAL PRINCIPLES OF GRADING

FOR BIO 101/102

“I think the greatest act a teacher can perform is to help a student trust herself and her internal vision, to allow a space for freedom and exploration and help a student get over any fears of engaging in that process, to help a student want for herself and from herself.”

                                                                                --Elizabeth Catanese, BMC '06

Overview:

            Beyond helping students take authorship of gathering and generating knowledge, we want Bio 101/102 students to be proficient at defining, collecting, analyzing and presenting data/observations in a meaningful and rigorous fashion.  To this end, we have students practice writing the following key sections of scientific reports.

• a hypothesis and predictions.
• a graph, table or illustration that presents the data in an organized fashion.
• click here for examples that students receive for making graphs, and tables.
• a discussion of the data that puts the results in a biological context.
• click here for Descriptions that students receive for writing Scientific Reports for Intro Bio.

Some Specifics on Grading:

• The Graders Primary Goal is to help students be clear, concise, and thorough. While grading papers, include any suggestion or comments that would help clarify things for you.  This will help the student see new ways of writing, thinking about and presenting data.  If points are deducted, be sure to include a comment or suggestion that will help the student correct the problem.
• Some Questions to Keep in Mind while you Grade:
• Do you understand what the student is trying to say?
• Could it be said more succinctly?  Ask a question, rather than write a better sentence for the student, unless they come to you asking for specific help.
• Is the scope too narrow –  the assignment may be correct, but it is not complete or at least it is not linking concepts together with other relevant issues.
• Is the scope too general – assignment is correct, but it is so vague it could apply to anything and everything.
• Click here for some examples of comments I commonly use when grading.

General Guideline for Grading Bio 101/102 Assignments

Grade	Requirements
95-100	Assignment is complete; tables and graphs are informative and include clearly and fully labeled legends; analysis and/or discussion is clearly written with correct grammar and style, covers all relevant topics, well supported, and additionally is unique and original.
90-94	Assignment is complete; tables and graphs are informative and include clearly and fully labeled legends; analysis and/or discussion is clearly written with correct grammar and style, covers all relevant topics and is well supported.
80-89	Assignment is complete; tables and graphs are informative and include clearly and fully labeled legends; analysis and/or discussion is clearly written with correct grammar and style, covers all relevant topics, but is not well supported.
70-79	Assignment is complete, but tables and graphs are unclear or poorly labeled, the analysis/discussion is poorly written, may not cover all relevant topics or is poorly supported with evidence.
50-69	Assignment is incomplete, and/or tables and graphs are unclear or poorly labeled, the analysis/discussion is poorly written, may not cover all relevant topics or is poorly supported with evidence.
0	no assignment turned in.