Division of Research and Graduate Studies
Design of the Graduate Student Orientation Program: From ONTAP to Faculty Development
“It was impossible for Mentor to teach Telemachus all the specifics he would need to know to function effectively in life. In fact, if Mentor had tried, he would have failed because part of what Telemachus needed to learn was how to think, reason, and learn for himself.” (Kay 1990)1
Table of Contents
Many Have Learned "What's ONTAP?"
This emphasizes the need to develop the next generation of professors as thoughtful, reflective scholar/teachers in the college classroom. The language of teaching assistant conferences and publications has historically used the words “training” and “orientation” to get the assistants ready for that first few weeks of teaching and responding to problems that might arise. However, a broader function is needed. Instead of immediate situational training, graduate students must be mentored and prepared for the total role of thinking professionals.
Graduate students must assess and examine their own learning and teaching style or abilities, then set personal goals for change or refinement. This is the mark of a professional. Good learning and teaching involves REFLECTION not reflex action. Graduate students must begin the process of “becoming a professor” right away. This is the aim of our Graduate Student Orientation Program (GSO). The focus on “development” rather than training serves as foundation and impetus for GSO. It applies the three developmental stages stated by Nyquist and Sprague2 – senior learner, colleague-in-training, and junior colleague. Our intent is to begin a three-stage program elaborating the developmental stages with elements building upon our broadened Orienting New Teaching Assistants Program (ONTAP) as follows:
- Stage One. Senior Learner – (ONTAP week) focusing upon learning and teaching styles, academic policies and ethics, student diversity and needs, and beginning presentation exercises
- Stage Two. Colleague-in-Training – (courses and internships in the programs) assisting department faculty in teaching and research, learning new approaches, reflectively observing teaching, being guided by GA and faculty mentors
- Stage Three. Junior Colleague – (ongoing professional development) teaching own sections of courses, holding service roles (advising, committees, etc.), serving as peer mentor to a Senior Learner or Colleague-in-Training
Stages Two and Three are to be carried out by the various academic units. While not fully discrete or linear stages, this process will help to socialize graduate students into the professoriate with emphasis on graduate student retention and completion of paths to higher education careers. It will also contribute to more effective undergraduate instruction by these professionals, now and in their future positions.
Design of the Program
This is a University-wide program required of all first appointment graduate assistants but offering sessions for non-appointed graduate students as well. GSO is developed in three parts: (a) specific orientation for new international students, (b) general orientation for all new GAs (both occurring the week preceding classes), and Fall Semester “College Teaching” courses offered in academic units and other supervision, workshops, events. The weeklong ONTAP (Orienting New Teaching Assistants Program) gets students started in developing their professional study, teaching and communicating skills. It is also intended to make them comfortable at the University, to help build confidence and reduce anxieties. The overall purpose is to prepare masters and doctoral students to effectively communicate their disciplines as future faculty members. Theory and philosophy guiding the orientation derive from John Dewey, Abraham Maslow, Kahlil Gibran, Donald Schon’s Reflective Teaching, GTA teacher communication concerns3, instructional communication theory, plus intercultural and international research.
Many Have Learned "What’s ONTAP"
Participants have ranged from 310 to 225 masters and doctoral students each year from 1990. This past year 56 Internationals and 224 domestic students were welcomed and oriented. Participants who complete all sessions receive a cash advance on their stipend at the end of the week and a certificate. Small groups are led by TF Peer Mentors, who are prepared through regular sessions over the four weeks before the Orientation Week. Staffs from many University offices provide assistance and the TFs have major input into the content and materials used, which include a 60-page Handbook4 written specifically for ONTAP. A Director and Graduate Assistant Coordinator run the program from Research and Graduate Studies (R&GS). The International Scholars and Student Services staff has a major role in the International portion. Various graduate units and service offices provide elements of the program. Staffs from the English as Second Language program and the Speech Pathology & AudiologySchool conduct the ITA English testing.GSO and ONTAP is part of the University Strategic Plan with office and staff under the Vice President and Dean, Division of Research and Graduate Studies. This program, the University Teaching Council, and the Faculty Professional Development Center at Kent provide the catalysts and foundations for the expansion of graduate student development at KSU.
International Graduate Students
This program is combined with one offered by the office of International Scholars and Student Services (ISSS). Additionally, ONTAP is designed to (a) assist new students in adapting to this country and its culture, (b) orient them to Kent and the American educational system, (c) assess their English language capabilities and suitability for instruction, and (d) guide their professional and instructional communication.
Three objectives for the Internationals in ONTAP Week:
1) Creating a Climate for Comfort (to help them be comfortable in campus culture by Tuesday)
2) Knowing the Networks for Needs (to help them with who to turn to for information or help)
3) Training in Teaching Tasks (to begin development of their skills and strategies as teachers)
These three are themes of the various components. First, some of the TF Staff are internationals themselves and others are selected for their international experience or knowledge. Second, the Week unfolds in three Phases – cultural familiarity, then student/scholar needs, and then developing teaching roles and skills. Along with this progression are two others. Internationals progressively meet and learn about people and services at KSU. They also progressively communicate with Americans. Starting with listening practice on Friday & Saturday, they have gradually increasing opportunities to talk with others in various small and large groups.
Both International graduate students and Domestic graduate students participate, via large and small groups, in a four-day program. It has modules providing (a) discussion of learning/teaching styles and methodology, (b) practice in presentations to eliminate deficits and to begin developing appropriate techniques, (c) understanding of academic policies and ethical standards, and (d) introduction to campus services and facilities. Module sessions held from 8:00-noon on four mornings are complemented by departmental activities and other workshops in the afternoons.
Jerry Feezel*
*Dr. Feezel (Emeritus Professor, Communication Studies) former Director of the GSO Program.
1Kay, R. S. (1990). A definition for developing self-reliance. In T. M. Bey & C. T. Holmes (Ed.), Mentoring: Developing successful new teachers (pp. 25-38). Reston, VA: Association of Teacher Educators.
2Nyquist, J. D., & Sprague, J. (1998). Thinking developmentally about TAs. In M. Marincovich, J. Prostko, & F. Stout (Eds.), The professional development of graduate teaching assistants (pp. 61-88). Bolton, MA: Anker.
3Feezel, J. D., & Myers, S.A. (1997). Assessing Graduate Assistant Teacher Communication Concerns. Communication Quarterly, 45, 3 (Summer), 1-15.
4Hartman, S. T., Feezel, J. D., & Montville, J. (2002). What’s ONTAP for Me as a Graduate TA?. Kent, OH: Research and Graduate Studies, KentStateUniversity.
