Latterell is talking about making use of all our personnel resources within the entire spectrum of GTA education, including the practicum, workshops, mentorships, etc. But even if we narrow that scope down to just the practicum, it's an interesting idea. Consider the following:
- A practicum course could be collaboratively planned/designed by various stakeholders in the writing program, not just the director or instructor of record.
- A practicum course could be taught, perhaps in sections, by various people involved in the writing program, according to their areas of expertise.
- "Advanced" GTAs could guest lecture, like Mike gave Mary and me the opportunity to do, in the practicum class.
- Writing center tutors could guest lecture (or lead a workshop, etc.) about responding to student writing and conferencing with students.
- We could invite FYC student voices into the practicum class in a variety of ways, as well. For example, I held a focus group with a few of my 103 students last semester (and offered them extra credit for participating). I asked them to tell me about their thoughts on "discussion v. lecture" in the classroom for teaching and learning. I recorded the focus group and edited it down to share with the practicum students on a day that I was guest lecturing. Understanding what students believe about and value in their eduction should, in part, inform the instructional choices we make.