SUMMER GRADUATE PEDAGOGY MENTORS
A collaboration between CITL, Summer Session, the Division of Undergraduate Education, and the Division of Graduate Studies, the Summer Graduate Pedagogy Mentors program provides graduate student peer-to-peer mentorship in teaching.
ABOUT THE PROGRAM
CITL's graduate student mentors provide an enhanced teaching support network for graduate students teaching Summer courses as graduate student instructors (GSIs). While faculty members remain the primary supervisors of Summer GSIs, this program provides an additional resource for teaching support through a peer-centered teaching and learning community model.
The structure of the Summer Mentors program is new in 2020. CITL offers a new graduate certificate program in Course Design & Delivery starting in Spring 2020 for 30 GSIs teaching in the Summer Sessions. The Summer Mentors are integrated into this certificate program to provide ongoing and targeted support for the group of participating GSIs, including feedback on course materials (such as learning outcomes, course syllabi, assessment design, and lesson plans) and opportunities for individualized consultations and teaching observations.
The Summer Mentors are selected from among the graduate students who have participated in longer-term professional development programs at CITL. They are supported by CITL staff and by a Lead Graduate Pedagogy Mentor who coordinate their efforts and provide additional professional development in peer mentorship.
Individualized teaching consultations are also available for any Summer GSI who does not participate in the Course Design certificate program. Please reach out at firstname.lastname@example.org.
HOW TO APPLY
Graduate students who have participated in CITL's longer-term professional development programs (Graduate Pedagogy Fellows, ACUE Course in Effective Teaching) are eligible to become peer mentors.
The application period for the 2020 Summer Mentors program is closed. Applications are accepted each Winter quarter for fellowships during Spring and Summer. Visit the 2020 Call for Applications for more information about the program and the application process.
2020 SUMMER GRADUATE PEDAGOGY MENTORS
Paloma Medina is a scientist and artist based in Santa Cruz, CA. Paloma holds a Bachelor of Arts in Biology from Scripps College and is currently a Ph.D. student in Biomolecular Engineering at UC Santa Cruz. Paloma is interested in evolutionary genomics, bioinformatics, and creative mediums to explore sex and gender diversity in nature. Paloma is an award recipient of the U.S. Fulbright student research scholarship and the National Institute of Health T32 Training Program. Paloma’s creative projects have been recognized by the Santa Cruz Arts Council, the UCSC Norris Center for Natural History, and the UCSC Center for Innovation and Entrepreneurial Development. Paloma feels deeply committed to education, and is working with feminist theory and science to create spaces for students to learn and grow. As a Lead Mentor, Paloma is excited to develop engineering-specific active learning strategies and learn from pedagogy techniques from other departments. They are excited to foster community among GSIs on campus and within the Summer Mentorship Program.
Paloma MedinaGraduate Pedagogy Fellow in Biomolecular Engineering (2019); Summer Graduate Pedagogy Mentor (2019); Lead Graduate Pedagogy Mentor (2020)
Bristol Cave-LaCoste is a Ph.D. candidate in History with a Designated Emphasis in Latin American and Latino Studies. She studies how immigrant women navigated anti-prostitution laws within U.S. immigration policies in the late nineteenth and early twentieth century. During summers she teaches Queer Pasts, a class on U.S. LGBTQ history. She believes passion and emotion (even anger) have a place in historical inquiry and aims to cultivate an affective, student-centered pedagogy.
Bristol Cave-LaCosteGraduate Pedagogy Fellow in History (2019); Summer Graduate Pedagogy Mentor (2020)
Maureen McGuire is a graduate student in the History of Art and Visual Culture department. She currently researches the cultural patronage of Late Antique and Byzantine royal women. She loves art history and wants to foster a similar interest in students. She has taught online and face-to-face since 2011 and relishes sharing her skill set with colleagues.
Maureen McGuireGraduate Pedagogy Fellow in History of Art & Visual Culture (2020); Summer Graduate Pedagogy Mentor (2020)
Alessandra Rodriguez y Baena
Alessandra Rodriguez y Baena is a Ph.D. student in the Molecular, Cell, and Developmental Biology department where she studies blood development under stress conditions. Her prior teaching experiences at San Jose State University (B.S.) and at Cal Poly, San Luis Obispo (M.S.) inspired her to pursue a Ph.D. to learn more about pedagogy and gain more hands-on experience with teaching at the university level. Through CITL’s Graduate Pedagogy Fellow Program, she is continuing her department’s efforts in providing TA pedagogical training to develop more effective, equitable, and inclusive teaching practices.
Alessandra Rodriguez y BaenaGraduate Pedagogy Fellow in Molecular, Cell, & Developmental Biology (2020); Summer Graduate Pedagogy Mentor (2020)
Daniel Rodríguez Ramírez
Daniel Rodríguez Ramírez is a Peruvian Ph.D. student in Social Psychology with a designated emphasis in Latin American and Latino Studies. He holds a M.Ed. in Counseling Psychology, as well as teaching certification and experience in Teaching English as a Foreign Language. As a volunteer in the UC Santa Cruz Women’s Center MINT program in 2016, he mentored women-identified students in the process of applying to graduate schools. He also coordinated and redesigned the curriculum of the Graduate Division’s Graduate Student Leadership Certification Program in 2017–18, by incorporating inclusive, participatory, collaborative, and counter-hegemonic leadership styles. He was a 2019 Koret mentor, through which he offered guidence for an undergraduate student to conduct a qualitative research study. He was an instructor on the Global Preparation Program, where he taught a course on Research Skills for incoming international graduate students to satisfy the English proficiency requirement to work as TAs at UCSC. As a 2018 CITL Graduate Pedagogy Fellow, he focused on ways to critically engage students in active learning. As a CITL Summer Graduate Pedagogy Mentor, he has worked with other graduate students in mentoring summer GSIs in the Social Sciences. He uses a horizontal approach in mentorship, looking forward to create learning communities in horizontal and participatory ways. He is inspired by teaching resources fostering inclusivity in the classroom.
Daniel Rodríguez RamírezGraduate Pedagogy Fellow in Latin American & Latino Studies (2018), Summer Graduate Pedagogy Mentor (2018, 2019, 2020)
Karina Ruiz is a doctoral student in Latin American and Latino Studies. Her research explores governance and the mixed-status family, looking specifically at the role of children. As a teacher, Karina aims to foster student engagement through storytelling. As a CITL Graduate Pedagogy Fellow, she develops inclusive teaching practices which support critical dialogues.
Karina RuizGraduate Pedagogy Fellow in Latin American and Latino Studies (2019); Summer Graduate Pedagogy Mentor (2020)
Ka-eul Yoo is a Ph.D. candidate in Literature with a designated emphasis in Critical Race & Ethnic Studies and Feminist Studies. She specializes in twentieth and twenty-first-century multi-ethnic U.S. literature and culture, with a focus on transnational Asian American studies, war/empire studies, performance studies, medical humanities, and disability studies. During her Master’s program, Ka-eul worked as a head supervisor for two years at the Yonsei University’s Gender Equality Center and led its English language teaching mentoring program for secondary school students from multicultural or low-income, working-class families. She was also the mentor to teenage or university student North Korean defectors. She holds a Korean Language Teaching Certificate and Secondary School English Teaching Certificate. As a teaching fellow, she has taught race, gender, and disability-related upper-division courses at UCSC. Through CITL’s Summer Mentors program, Ka-eul aims to have critical conversations regarding universal design for learning, especially in the field of humanities, and create diversity-centered course design with colleagues.