In just a few short weeks, my contract as a Teaching Assistant Developer (TAD) with CTE’s Certificate in University Teaching Program (CUT) will be coming to a close. It will be a very bittersweet departure for me, as I’ve grown to admire and respect all of my colleagues at CTE, as well as the graduate students that I’ve been working with for the past two years. As my final blog post, I thought it would be appropriate to reflect on my role at CTE and what I’ve learned from it. Continue reading What I’ve Learned from Being a Graduate Teaching Assistant Developer
Author: Sally Heath
As the Acting Instructional Developer (2008-2009), Sally Heath oversees all aspects of the Certificate in University Teaching (CUT) program and works with graduate students who are interested in developing their instructional skills and expanding their teaching horizons. In addition to working at CTE, Sally is pursuing a doctoral degree in English.
From Practice…to Research…to Practice – Sally Heath
Struggling to find a topic for my blog entry today, I decided that I’d write about my how teaching practice has informed my research, which has, in turn, re-informed my practice! Last winter, CTE colleague Sheila Hannon and I conducted a survey of all UW students who had taken an English course through Distance Education within the past year. Our motivation for undertaking this research stemmed from our own experiences co-ordinating Distance Education courses within our department. The goal of our survey was to determine whether students were satisfied with their distance learning experiences in the areas of interaction and assessment. Continue reading From Practice…to Research…to Practice – Sally Heath
The Imposter Phenomenon in Academia – Sally Heath
“I am nothing but an impostor and a fake. I don’t deserve my success; I haven’t really earned it. I’ve been fooling other people into thinking I am a lot smarter and more talented than I really am.”
Does the above quotation sound familiar to you? Have you ever felt that your academic success was undeserved, or the result of luck? In the spring of 2008, I facilitated a workshop called The Imposter Phenomenon in Academia. The Imposter Phenomenon (IP) is a term coined in the 1970s by Pauline Clance and Suzanne Imes to describe a psychological pattern associated with fears and fraudulence and undeserved success. Common experiences associated with the Imposter Phenomenon include feelings of phoniness and self-doubt, the fear of being “unmasked,” a fear of making mistakes, and difficulty in taking credit for one’s accomplishments. Continue reading The Imposter Phenomenon in Academia – Sally Heath