Hey! Just got my refusal letter. Big bummer, but I've got to keep on pushing. If you've got the stamina, please review my appeal letter and let me know what you think.
THANKS!
-m
Dear Sir or Madam,
I am writing to request a review of my HSMP application. The reference number is ______.
My application was refused on 04 April 2006 because I scored a total of 55 points and therefore did not meet the terms of the HSMP qualifying criteria. I earned only 25 points under the Work Experience section instead of the 35 claimed in my application. The refusal letter states, “the evidence provided for the post of teaching assistant did not illustrate graduate level work.” Please revisit my reference letter from _____ _____ and reconsider this decision.
Below, I’ve provided grounds for this request, including references to Dr. _____’s letter where appropriate.
In the math department at the _____, the title of “Teaching Assistant” underestimates the complex nature and high level of individualized responsibility necessary to perform the required duties successfully. As the teaching assistant, I must not only possess a graduate-level of mathematical knowledge, but I must also pass on that knowledge to students who have not yet mastered the material. In order to succeed in this role, I must make instructional decisions and use my judgment in assessment, tasks which have an impact on the academic progress of my students. The expectation is that the TA can and will be able to act as an instructor. In effect, the Teaching Assistant does not assist; rather, she collaborates in tandem with the faculty member to achieve the learning objectives of the course. The duties outlined in Dr. _____’s reference letter aim to describe the complexity of the assignment.
Evidence of graduate-level knowledge
I was responsible for two university courses: “Integral Calculus” and “Differential Equations”. In order to teach mathematics at this level, a TA needs a firm basis in undergraduate-level mathematics. Differential Equations in particular is an advanced course required of mathematics, physics, and engineering students.
The differential equations course covers a variety of advanced topics such as Laplace transforms, numerical and computational methods for solving ordinary differential equations, Fourier series, and separation of variables to solve partial differential equations. To successfully educate undergraduate students, I needed a firm knowledge of these topics. I earned this knowledge while earning a Bachelor’s degree in mathematics from the University of Illinois, a highly accredited university (for your reference, I’ve included a print-out of UIUC’s mathematics major requirements as stated on the University’s website; I studied under the “Graduate preparatory option”).
Dr. _____ emphasized this knowledge requirement in his reference letter.
Regarding both of my positions at UT, he states:
The two positions that Ms. Shaw held were graduate-level posts and have the requirement of a Bachelor's degree.
Regarding my position as Teaching Assistant, he states:
She exercised her specialization in undergraduate-level mathematics.
Evidence of individual classroom responsibility
As stated previously, the post of “Teaching Assistant” vastly more complex than a mere “assistantship” position. The role required a high level of individual responsibility. I primarily worked alone and only met with the faculty member after exams and at the end of the semester to present graded papers and reconcile the students’ grades.
Preparation of classroom discussions and activities were my own responsibility. I chose the material and the method of presentation without the guidance of a faculty member. Sometimes I utilized the chalkboard or an overhead projector, other times I involved students in group exercises. In all of these capacities, I was uniquely responsible for deciding what to cover in the classroom.
Dr. _____ provided evidence of this responsibility in the following statements from his reference letter:
• She led discussion-section classes for 120 students in which she reviewed lectures, expanded on presented concepts, and facilitated discussion with the students.
• She developed learning resources, such as outlines, example problems and solution sets.
• She delivered a range of learning activities and used teaching aids to design learning materials that accommodate a wide range of learner types.
• She used methods that actively involved learners in ample opportunities to develop their abilities and tailored feedback to meet their individual needs.
Evidence of individual responsibility outside of the classroom
Outside of the classroom, I was the main point of contact for students who had questions about the course material and needed additional help. Questions were typically asked during my office hours in which I had little to no time to prepare a response. In order to answer their range of mathematical questions, I needed both the knowledge and the ability to teach undergraduate-level mathematics.
Beyond the core material, I also counseled students’ who had academic concerns. Students often came to office hours to discuss their frustrations with grades, worries about academic progress, or concerns about other students in the course. In these cases, I was responsible for providing advice and demonstrating an empathetic but objective ear to their worries. In cases where I could not provide them with the level of guidance they required, I needed to know where to send them to for further help.
Students also came to me to dispute grades on homework, quizzes, and exams. I was responsible for listening to their complaints and deciding whether to grant them the requested points.
As stated by Dr. _____:
• She made herself available in office hours to provide individual students with additional instruction and guidance.
Evidence of individual impact on students’ grades
My decisions as TA had a direct impact on the academic progress of students who typically required these courses to advance in their chosen major of study. Their grades where determined by quizzes, homework, an exams. Each of these assessments required students to perform calculations and write detailed solutions. The faculty member wrote the exams, while I wrote the quizzes and homework assignments. I alone graded homework and quizzes. The faculty member and I both graded the exams (specifically, we both worked together in the same room at a table and decided together on problems each of us would grade and consulted with each other when advice was needed). In each of these cases, I used my own judgment to assign points. As stated previously, I was responsible for handling grade disputes.
In addition to assessment grading, I was also involved in assigning final grades. The faculty and I met together to calculate their final grades based on points alone. In cases where a students’ grade was “borderline”, the faculty member asked for my input. As TA, I had much more personal experience with the students, and had knowledge of their level of diligence (or indolence). In this case, I provided advice to the professor on what the students’ final grade shold be. As such, I provided input and made decisions that affected students’ final grades.
Dr. _____ describes this level of responsibility in his reference letter:
• She measured student's progress towards the learning goals by
o Designing, delivering, and grading quizzes and homework
o Teaming with faculty to proctor and grade exams including the final exam
o Collaborating with faculty to determine the students’ final grades
Thank you for taking the time to read my request for review. Please reconsider your assessment of my teaching assistant position based on this letter and Dr. _____'s reference letter. After reviewing these documents, I hope you will agree that the position requires graduate-level knowledge and responsibility. I look forward receiving to your decision.
Sincerely
Me
- FAQ
- Login
- Register
- Call Workpermit.com for a paid service +44 (0)344-991-9222