For the next 10 weeks, you will work in teams on the Portfolio Project, a UX writing and research case study that analyzes a problem and works through potential solutions

The format of the class is a mix of mini-lecture, discussion, in-class activities, and research assignments. Students will work in small groups, pairs, or solo for in-class activities.

without previous programming experience

Each department will be responsible for implementing a program of evaluation, which allows for student response, to be conducted at least annually.

For TAs assigned to labs, studios, study centers, quiz sections, and teaching their own courses, at least one observation by faculty with feedback to the student is required during each of the first two quarters of teaching at the UW (Graduate School Memorandum 14); observation by faculty and regular feedback is recommended for teaching assistants at any level.

Evaluations of the student appointee's performance should be part of the basis for the reappointment consideration and should be available for review and response by the student.

For TAs assigned to labs, studios, study centers, quiz sections, and those who teach their own courses, supervision is to include at least one observation by supervising faculty as early as possible during each of the TA’s first two quarters of teaching at UW.

Criteria for teaching competence and procedures for observations are to be determined by each department.

Reports to TAs in their first two quarters of teaching: By the end of the fourth week of the following quarter, departments will provide the TA with a report summarizing their performance of TA duties. Departments are to use their own forms for these reports.

Precise allocation of course grade to components need not be announced in advance. However, such allocation to the extent possible should be indicated, and each student should have available on request the allocation among all components of any course grade after grading has been completed.

The standard for granting credit in CR/NC courses shall be the demonstration of competence in the material of the course. Grading should be consistent with the University's policy for numerically graded courses, in which students receive credit for grades of 0.7 or greater.

The definition of satisfactory academic and professional performance and progress may differ among graduate programs. Each graduate program is required to document and distribute performance and progress requirements to each of its graduate faculty and graduate students upon student enrollment.

professional behavior relevant to the program

Students not meeting milestones should be provided with a written explanation of performance expectations, clear descriptions of performance benchmarks and outcomes that would demonstrate improvements, and a timetable for demonstrating progress or achievement of these benchmarks.

Institutions can develop that potential in three ways: by sending people off campus for training, by bringing outside experts to the campus, or by organizing it in-house. As someone who has been involved in all three as both a participant and a facilitator, I’d like to explore the pros and cons of each. My purpose is not to promote one model over the others, but rather to help you better understand all of the options so you can decide which one is best for your institution.

Some new chairs go to boot camps and other forms of leadership training. I’m a big fan of professional coaches, but I suspect the return on that investment would be greater after you’ve been in the saddle awhile.

One way we’ve tried to enact this is through college-specific, advising-strategy teams. The idea — adapted from a model at California State University at Fullerton — is to create a team dedicated to advising, degree progress, and student retention within each of our institution’s colleges. The teams are made up of staff members, administrators, and professors, who design advising strategies that make sense for their students and share responsibility for putting those strategies in place (some make sense for faculty members to carry out; others are better handled by staff advisers or degree-progress specialists).

The approach that most intrigued me is one that has to do with engaging students in a conversation about why and how they write, sometimes using these AI tools.

“What message would we send our students,” Watkins writes, “by using AI-powered detectors to curb their suspected use of an AI writing assistant, when future employers will likely want them to have a range of AI-related skills and competencies?“What we should instead focus on is teaching our students data literacy so that they can use this technology to engage human creativity and thought.”