SUMMER GSI PEER SUPPORT TEAM
A collaboration between CITL, Summer Session, the Division of Undergraduate Education, and the Division of Graduate Studies, the Summer GSI Peer Support Team, formerly known as the Summer Graduate Pedagogy Mentors program, provides additional support and resources for Graduate Student Instructors (GSIs) teaching during the Summer Sessions.
ABOUT THE PROGRAM
CITL's Peer Support Team is a group of graduate students who are invested in accessible and equity-minded pedagogy and in strengthening their own peer mentoring practices, and who provide a teaching support network for Graduate Student Instructors (GSIss) teaching Summer courses. 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 Peer Support Team is integrated into CITL's graduate certificate program in Course Design & Delivery. In tandem with this program, the team provides ongoing, individualized support during the Spring when GSIs are refining their course materials and throughout the Summer when GSIs are teaching their courses. These forms of support include: individualized feedback on course materials (such as learning outcomes, course syllabi, assessment design, and lesson plans) and opportunities for consultations, resource-sharing, and non-evaluative peer observations of teaching.
Peer Support Team members are selected from among graduate student applicants who have participated in longer-term professional development programs at CITL. They cohere as a community, coordinated and mentored by CITL staff, who engage in additional professional development in effective peer mentoring practices.
Individualized teaching consultations are also available for any Summer GSI who does not participate in the Course Design certificate program. Please reach out at email@example.com.
HOW TO APPLY
Graduate students who have completed CITL's longer-term professional development programs (Graduate Pedagogy Fellows, ACUE Course in Effective Teaching, and the Course Design certificate) are prioritized applicants for the Peer Support Team.
The application period for the 2021 Peer Support Team is closed.
Please visit the 2021 Call for Applications for more information about the program and the application process. Applications are usually due in Week 8 or 9 of Winter quarter for the Spring program start.
2021 SUMMER GSI PEER SUPPORT TEAM
Deewang Bhamidipati is a Ph.D. student in the Mathematics department; his research broadly concerns the interplay between number theory, algebraic geometry and topology. As a member of CITL’s Summer GSI Peer Support Team, he aims to familiarize himself with and have conversations on universal design for learning and active learning strategies, especially in the field of mathematics. He is looking forward to learning various pedagogical techniques from his peers in the program.
Deewang BhamidipatiSummer GSI Peer Support Team (2021)
Brenda C. Gutierrez is a Ph.D. candidate in Developmental Psychology. Her research aims to understand the development of sexism within cultural communities from an intersectional feminist perspective. She is a first-gen college and graduate student from Los Angeles. Her goal is to become a professor that creates an equitable, inclusive, and engaging class and research space for all students. She has worked towards this goal by participating in CITL’s Graduate Pedagogy Fellows Program and certificate programs, including Course Design & Delivery. She is excited to share her experiences and collaborate with her peers to develop their teaching practices and summer courses as a GSI Peer Support Team Member.
Brenda GutierrezSummer GSI Peer Support Team (2021); Graduate Pedagogy Fellow in Psychology (2021)
Theresa Hice-Fromille is earning her Ph.D. in Sociology with designated emphases in Critical Race and Ethnic Studies (CRES) and Feminist Studies. Her transdisciplinary research focuses on Black youth racial identity and community-based roots travel initiatives. She designed and instructed a course within the UCSC CRES program for the Black Studies minor in Winter 2021 and is the current lead mentor for Pathways to Research. During the 2020-2021 academic year she is hosting a pedagogy workshop series as the 2020 Sociology department CITL Graduate Pedagogy Fellow in which she highlights learner-centered course design. She hopes to bring her passion for youth-led mentorship and learner-centered pedagogy to the CITL Peer Support Team and is looking forward to collaborating with other graduate student instructors to design innovative teaching practices that encourage critical student engagement and foster community-building.
Theresa Hice-FromilleSummer GSI Peer Support Team (2021); Graduate Pedagogy Fellow in Sociology (2020)
Leslie Lodwick is an educator, cultural worker, and Ph.D. Candidate in the History of Art and Visual Culture department. Her research and teaching interests focus on issues of race and education in histories of nineteenth and twentieth century architecture, as well as on the visual and material cultures of childhood, school, and alternative educational spaces. She holds an M.S.Ed. and secondary English teaching certification from the University of Pennsylvania and is a former public school educator. She aims to continue to develop her pedagogical practice toward cultivating inquiry, equity, student research, and story.
Leslie LodwickSummer GSI Peer Support Team (2021)
Candy Martinez is a Ph.D Candidate in Latin American and Latina/o Studies. Her dissertation research focuses on emotional injuries and healing within indigenous Zapotec and Mixtec communities, acknowledging these communities’ social changes related to migration and inequality. The CITL graduate certificate program in Course Design & Delivery has provided her with an open-ended roadmap of tools for creating a useful, accessible, active, and caring learning environment. As a Peer Support Team Member, she is excited to share and exchange useful resources, strategies, and experiences with others to further improve the development of Graduate Student Instructors’ syllabus, rubrics, and lesson plans.
Candy MartinezSummer GSI Peer Support Team (2021)
Amanda Quirk is a Ph.D. student in the Astronomy and Astrophysics department. She studies the dynamics of stars in nearby galaxies. After graduate school, Amanda plans to have a career in education with a focus on making classrooms and curricula more accessible to students. In 2020 she participated in the CITL Graduate Pedagogy Fellows Program to help her department evolve its graduate TA training course to focus on best practices for accessibility. She went on to teach the course in the Fall of 2020 to first year graduate students and to play an advisory and mentor role for TAs in the department for the full academic year.
Amanda QuirkSummer GSI Peer Support Team (2021); Graduate Pedagogy Fellow in Astronomy & Astrophysics (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 migrants from North Korea. 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 GSI Peer Support Team, 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.