Open application dates:
Monday, January 9, 2017 05:04 PM - Sunday, January 22, 2017 11:59 PM
"Even while they teach, Men Learn" --Seneca
Welcome to the application for the Undergraduate Teacher Scholars Capstone program! To apply to this program you will need to have earned a 3.0 GPR or better at Texas A&M and have established a relationship with TAMU faculty member who is interested in working with you to either a develop a one credit seminar on a topic of your choice or an "add on" that will improve and enrich an existing course that the faculty member teaches. You will need a proposal and timeline for your project that has been approved by your faculty mentor.
Preparation Semester (1st Semester)
- Why is this important? Why is this something worth teaching? What place or standing does this occupy (have) in the world? What place or standing does this have in the 21st century?
- What has the experience conveyed about the process of putting together a course? Include the process to select the course topic, Canon vs Non-canon, what is included in the course vs what is intentionally left out of the course.
- How difficult did you find picking an evaluation or assessment technique? What were the pros and cons of using a few high stakes exams, multiple quizzes, essays, participation in determining knowledge acquisition/content mastery?
- After creating a syllabus for your own one credit hour seminar. Reflect upon the quantity of work & effort put forth to create a 120 hour degree by Texas A&M University faculty members? Consider how much time, how much effort, how much consideration has been done to provide this to 1 student? Now in your head reflect upon the fact that there are nearly 40,000 undergraduates all doing the same any given Fall or Spring semester.
Teaching Semester (2nd Semester)
- What are you most afraid of before the semester starts? What are you most confident of? What will be easy for students? What will be the biggest challenge for students?
- What went well? What crashed and burned? Were your concerns/fears/assumptions justified? What will students take with them forever? What will you take with you forever?
- What was the hardest part to accept as a teacher when you covered a topic or idea that was or was NOT learned/retained/mastered/absorbed by your students? (a rephrasing—How did it make you feel when you covered a topic, focused upon that topic in depth, and reviewed that topic only to see students NOT retain that information/lesson?)