Prepares you for careers with professional, collegiate, and community sport organizations through hands-on experience, making you workforce-ready. A full-time, fully accredited MPH degree that positions graduates to be policy-makers, managers, and leaders in public health. Designed for executives, physicians, and health care professionals, this program allows you to advance your health care management and leadership skills and capabilities. Tailored to working professionals seeking leadership roles in organizations that aim to improve the health of populations.
Learn how to draw on developmental science to address the needs of children and adolescents in advocacy, community, and health care settings. Choose from one of three tracks: child life, individualized studies, or infant and early childhood mental health.
This unique program will offer new opportunities to students looking to become leaders and innovators in this rapidly evolving field. Ideal for students who are interested in expanding their skills but not in the research aspects of computer science. Fulfills requirements for obtaining a license to teach in early childhood family education programs in Minnesota.
Designed to train individuals who are interested in using information technology to solve health care problems. Understanding the personal, sociocultural, and biological bases for sexual health is integral to success in the health care and education fields.
One of the few dedicated MPH programs focused on maternal, reproductive, child, and family health in the country. Learn theoretical and applied computer science, combined with research opportunities in nearly all areas of the field.
Study modern electrical engineering, with interdisciplinary work available in related fields such as bioelectrical sciences, control sciences, and computer sciences. The Master of Tribal Administration and Governance MTAG is an applied professional development degree designed to develop the knowledge and skills needed to work as an administrator in a tribal government. Prepare to independently manage primary care needs of adults and older adults, as well as become leaders in health systems with a firm grounding in evidence-based practice and system change.
Graduates work as expert clinicians and consultants in acute care settings, nursing homes, transitional care settings, and specialty practices. Prepares both emerging and expert innovators to become nurse executives and entrepreneurs, health care business leaders, nonprofit managers, nursing faculty, public policy advocates, and more. Work with individuals, families, communities, and health systems in developing integrative approaches to health promotion, disease prevention, and chronic disease management.
Graduates provide clinical leadership in a complex and rapidly evolving health care system in multiple settings. Graduates are prepared to work in teams of clinicians, computer technology staff, and administrators to transform health care using digital tools and techniques.
Nurses with a master's degree can learn more about how to improve health outcomes and care for people with complex, chronic conditions. Prepares you for a wide variety of employment opportunities across the mental health care service spectrum, including in community-based psychiatric clinics, private practices, and inpatient psychiatric units. Graduates specialize in educating women on prevention and health, and serving as primary care providers through chronic or acute illnesses.
Skip to main content. What We Offer University of Minnesota Online programs are equivalent to on-campus degrees and certificates, generally with the same instructors, program requirements, and curriculum. Undergraduate Certificates. Agricultural Business Certificate. Applied Business Certificate. Business Administration Certificate.
Election Administration Certificate. Facility Management Certificate. Understand the complete building life cycle from a multidisciplinary perspective. Finance Certificate. Health Management Certificate.
Manufacturing Management Certificate. Nursing Home Administrator Certificate. Sport and Recreation Management Certificate.
Explore the many different aspects of sport and recreation management. Graduate Certificates. Adult Literacy Certificate. Applied Biostatistics Certificate. Dual Language and Immersion Education Certificate. Human Sexuality Certificate. Enhance your human sexuality knowledge and earn a specialized credential. Integrated Food Systems Leadership Certificate. Integrative Therapies and Healing Practices Certificate.
K Technology Integration Certificate. Leadership for Managers Certificate. Leadership for Science Professionals Certificate. A graduate-level certificate for scientists who want to lead at the next level.
Medical Industry Certificate. Allegra is deeply informed by Quiet, the inner life of people, places and things, and the ritual, relational and performative aspects of weaving. Adjacent is a space where art happens online. Collaborating with galleries, creators, and partners around the world, the site showcases virtual talks, live performances, and more. Adjacent is a direct response to the pandemic, re-imagining and re-contextualizing the Arts in this new reality. The second scenario brings up the topic of nepotism.
This is an important enough topic that the University has an official policy on Nepotism and Personal Relationships. TAs should avoid evaluating the work of anyone they are closely related to, or have a close relationship with.
If this situation arises, TAs should consult with the teacher: in many cases, it will be possible to structure the TA's duties to avoid any problems. However, in some cases, it might be necessary to assign the TA to another class. In the third scenario, if the TA previously had a close friendship with the student, then the issue is the same as the second scenario: the TA should not be grading the work of the student and should inform the teacher about the friendship.
If the TA did not previously have a close friendship, then the student should not form one, since this can raise the types of concerns mentioned in the University Nepotism Policy. The fourth scenario likewise brings up some potential problems. Being willing to give students extra help is, of course, laudatory, and is not a problem in and of itself. However, problems can arise, for example, if a TA is willing to help only students the TA likes, or if the TA is trying to use the help sessions to start a romantic relationship.
TAs hold positions of responsibility. For this reason academic or other misconduct by a TA is a particularly grave situation, and can be be grounds for termination of the TA position. TAs should be familiar with the college acceptable use rules, as well as the University Student Conduct Code, should exercise good judgment, and should model good student conduct. If you are not sure what constitutes cheating, read the resources below and ask questions of the instructors in classes you are taking.
Certain activities such as collaboration on assignments may or may not be permissible depending on the class and on the assignment. It is your responsibility to know what is normative in general e. Two websites that might be useful are the Office for Community Standards site, which contains a couple of FAQs as well as links to university documents like the Students Conduct Code, and academic conduct information for students in CSCI classes.
If you notice suspicious activity in a class you are TAing, you first need to decide whether it is likely that cheating occurred, and, if so, whether there is reasonable evidence to support that suspicion.
If you think that cheating did indeed occur, then you should always report this to the course instructor. More specifically, you should. What types of TA practices best help students learn?
What types of activities are particularly helpful to teachers? In classes you have taken, what have TAs done that has not been helpful, and what have TAs done that has been particularly helpful? Here is a list of some practices that other TAs and course instructors have mentioned as being particularly useful. Here are examples of scenarios whose purpose is to alert TAs to some challenging situations that might come up in their TA work, and to provide questions about how to address those situations.
In each case the scenario is given, followed by two or three questions. Suppose you are TAing for a large class that has a number of TAs. The professor has each TA grading a section of the class. You get some student complaints that you have deducted points for a mistake that students in another section did not lose points for.
Suppose a TA is grading an assignment, and the professor asks the TA to return the graded assignments in lab on Thursday so students have them to study before a midterm the following Monday.
The TA waits until Wednesday to start the grading, then is unable to get all the grading done on time. Due to a heavy schedule the next day they don't finish the grading until Friday afternoon, too late to return the assignments to students before the weekend. Moreover, they don't notify the professor or other TAs about the grading or reply to any professor email about the grading until they have finished it on Friday.
Once it became clear that the grading would not be done on time, what did the TA do to make the problem worse? What could they have done to handle the problem better? Suppose you are spending a lot of time in office hours with a student. But even though you are explaining things carefully and repeatedly, they are just not grasping what you are explaining. Suppose that you discover that next week you have to grade a midterm for the class you are TAing, spend substantial time on a project for one class you are taking, and study for a midterm for another class you are taking.
Suppose that, when grading, you notice that two students' solutions are identical, even though the assignment instructions clearly state that students should not work together, and even though the assignment was complicated enough that the chance of all answers being identical is negligible. You happen to see one of the students later that day, and ask the student about the similarity. The student tearfully confesses that they copied the other student's work because they had trouble at work lately, were falling behind in the class, and were afraid of failing it.
The student also asks you not to report the incident to the instructor because they were afraid of getting "kicked out of school.
What are the your responsibilities in this situation? Should you report the incident to the instructor? Suppose that you are TAing a class and a student turns in some code that is suspicious because the code style seems much different than what that student usually writes. You do a web search and find that the code is fairly similar, although not quite verbatim, to code posted on a web site.
When asked about this, the students admits to viewing the site, but claims that they wrote their own code based on what they learned at the site, rather than copying the code verbatim. The student also claims that viewing the web material was not cheating since the class syllabus prohibits getting solutions from "others," and the students claims this does not prohibit getting help from online resources, other texts, etc. Is it cheating for a student to search the web or other resources for solutions to a homework problem, even if they do not copy verbatim any solutions they find?
Breadcrumb Home Undergraduate teaching assistant handbook. Undergraduate teaching assistant handbook. In particular, it consists of the following sections: Basic information : this section contains administrative information about being an undergraduate TA in the Department of Computer Science and Engineering. This includes topics such as which classes TAs help with, what criteria are used in TA hiring, and what the hiring timeline is.
Best practices : this section contains tips about being a successful TA. Scenarios : this section contains scenarios based on commonly occurring TA situations. Application and hiring timeline Undergraduate TA positions are on a semester-by-semester basis. For fall semester, applications are considered starting in late spring, and continue throughout summer and through the start of classes.
Continuing TAs are considered first, and then new applicants. The department will email applicants selected for interviews. For spring semester, applications are considered starting in early November and continuing throughout December and early- and mid-January.
Again, the department will email applicants selected for interviews. Summer undergraduate TA positions are considered in April and May. Because there are only a small number of undergraduate TA positions in summer, and because these positions normally require an experienced TA, the department does not usually consider new applicants for summer positions. Hiring paperwork TAs should sign their offer letter and submit any additional needed paperwork mentioned in the offer letter in a timely fashion.
Continuing appointments The department welcomes undergraduate TAs to continue as a TA for as long as they are undergraduates at the University of Minnesota, and as long as their work is of high quality. Selection criteria A variety of factors are considered when deciding which applicants to interview and hire. Here, in no particular order, are the most important criteria: Past TA experience: As discussed above, the department usually makes continuing offers to interested students who have done a good job in past TA work here.
Communication skills and rapport with students: TAs need to be able to speak clearly; explain computer science concepts well; relate to students, faculty, and staff; write well; etc. International students whose native language is not English must have a passing score on the University TA language requirements to be eligible for a TA position.
Class level: Many TAs are juniors and seniors. However, the department will hire students who are sophomores or freshman, but such applicants should have extremely strong qualifications.
Time availability: Students should have sufficient time to do quality TA work. Students taking an extremely high number of credits, or who have extensive additional commitments usually do not have enough time. Moreover, students' available times need to match course needs since much TA work involves helping with specific labs or discussion sections.
This time match can be especially important since we are often trying to find students to help with specific labs or discussion sections. Other factors: These include work experience that uses course content e. Students registered for under the minimum credit requirement need to have an approved credit exemption on file and international students need an approved reduced credit load as well to be eligible for TA positions.
TA duties and hours Undergraduate TAs usually assist with labs or discussion sections, hold office hours, do grading, attend weekly course staff meetings, and do occasional other tasks such as helping maintain the course website. TA pay Undergraduate TA positions are paid hourly positions. TAing summer classes The department usually hires a small number of undergraduate TAs to help with summer classes.
Academic conduct and professionalism Since undergraduate TAs are University employees with important responsibilities, they are held to high standards. Department and University rules This section contains a variety of official information that all TAs should know.
Academic conduct Availability There is an expectation that TAs will be available and physically present for their TA work. Outside work If you accept a TA position, you are expected to have sufficient free time about 10 hours per week during the term of that appointment.
Planning for classes Instructors will usually contact TAs the week before classes start. Weekly course staff meetings Most classes have a weekly meeting of the instructor, any graduate TAs, and all the undergraduate TAs.
Textbooks Because of the number of undergraduate TAs, the department is unable to provide textbooks to undergraduate TAs. Office hours Early in the semester you should discuss office hour times with the instructor. There are three long tables in the Keller Hall atrium that are available for TA office hours. These locations are popular since they are centrally located, and in a popular study space. There are no computers installed on these tables, so TAs using them for office hours should bring their own laptops.
Each table is available from am to pm. Keller This is is a popular room since it is equipped with about ten computers, is next to a larger CSE lab, and near the Keller Hall department offices and classrooms. However, it is a small room, and so the number of TAs who can use it is limited. It is available from am to pm. This is a department computer lab. It is in a lab configuration, with a number of long tables, over a dozen computers, and a whiteboard and projector.
This room is available from am to pm when it is not being used for scheduled class labs. Shepherd Although this room is not in Keller Hall, it is reasonably spacious, and can, therefore, be used by a number of TAs simultaneously.
TAs using this room will likely need to bring their own laptops. The room is available am to pm. Note that due to building access restrictions this room is not available for evening office hours. Both will be available for office hours when they are not being used by scheduled class labs. We expect these rooms to be available for office hours starting in Spring Absences If you know in advance you will miss some scheduled TA duties you should see if you can get another TA to cover for you, and should also notify the course instructor.
Communication TAs should check email regularly minimally once every business day and respond to faculty, other TA, department staff, or student inquiries in a timely fashion usually within one business day, but sooner if the situation warrants it.
Duplicating The department provides copying for homework assignments, laboratory assignments, and examinations. Submitting and returning student work For security and other reasons, assignments cannot be accepted in the Computer Science main office. Final grading After finals, TAs should not leave town until all of their grading for the class is finished.
Confidential information Student ID numbers, grades, etc. Here are some specific rules: All TAs should know what information is public and what is private. Note that not only are items like grades, student ID numbers, etc. If you have any questions about whether the requested information is private or public, please ask the course teacher or the department before releasing it.
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