Applications are no longer being accepted for CiPP5.

Intention

Learning becomes deeply embedded when we teach. It is through sharing, mentoring, and actively giving that the nuances of lessons come alive. The intent of the TA volunteer role is to provide an opportunity to do just that—to enrich and further activate the CiPP learning via interaction with students. In this learning relationship, both the TA and the student’s knowledge and practical application of positive psychology is heightened and enhanced.

By virtue of having completed the program, the CiPP graduates are in the best position to share that wisdom with current students. Alongside their volunteer duties, TA’s can fully participate in the 11-month course on a tuition-free basis to further deepen their own learning. Additionally, faculty will periodically host learning circles where assistants will gather virtually for the expressed intention of the TA’s own particular growth, development, and support. TA’s are welcomed and encouraged to have one-on-one time with faculty as needed.

Roles and Responsibilities

The role of the TA is to help support the student body during the entire course—from the initial online module, through the immersion as they are placed in small groups, to the ending immersion at graduation. Each TA is assigned three small groups to oversee (estimated total students per TA is 20). To ensure the CiPP TA role is clearly understood, the specific role, tasks, and responsibilities of TA’s are detailed below.

By Module:

  • Pre-course start: participate in TA meetings (held during the last immersion of the previous class prior to the start of the next CiPP cohort), when we bridge from one TA group to another in order to share best practices, clarify process, and offer support.
  • Module 1: Welcome students by interacting on the forum. Work as a collective TA team to manage the beginning of the online experience, sharing responsibility with other TA’s to ensure each student feels a part of the community without an overwhelm of replies.
  • Module 2 (the opening immersion): Assist in the process of creating the small groups, facilitate interactions among the small groups, and help answer questions from the students one-on-one. Help with onsite production needs. Participate in daily TA and faculty meetings where we communicate as a team to optimize the student experience.
  • Module 3: Focus on a successful transition from the immersion experience to the self-directed group work. This entails being on the first conference calls of your assigned small groups to assist the setup of a successful facilitation processes. This transition also includes monitoring the forum posting to make sure teams are working constructively together, and offering suggestions to enhance the functionality.
  • Modules 4-5: Continue to monitor posts in forum, participating as needed to foster positive group engagement. Rotate leadership role with other TA’s in the 30-day challenge, which means each TA will commit to lead one 30-day by posting daily.
  • Modules 6-9: All of the above plus support the final project process by answering questions, giving examples, and being a sounding board for student ideas.
  • Module 10 (closing immersion): Support the onsite production, attend staff meetings, help new TA’s coming on board by offering best practices and support. Celebrate and honor your groups by participating in the graduation ceremony.

In General:

  • Consistently bring students back to the course tools, techniques and resources. Alumni have great expertise. When in the role of TA, support is given by reinforcing the course practices, helping students become masters of the CiPP material.
  • The role of the TA does not include therapeutic interventions. CiPP is not therapy. Any therapeutic circumstances are referred directly to faculty.
  • TA’s act as a role model, embodying course principles (yes, this also means permission to be human!)
  • Before committing to the program, TAs should carefully and realistically assess their time availability. It is estimated the TA role will take 2-4 hours per week for online modules, with full availability to serve as needed during the immersions. TAs will be asked to attend monthly conference calls with Faculty. Also, please note that as students begin to prepare final projects, your time demands may increase. The dates of the program can be found here. Please check these against your current obligations to make sure you can make the commitment—and that your well-being is accounted for, too!
  • Alerting Faculty to student concerns, communicating regularly about the progress of the groups.
  • During immersions, providing general support for the production, including program supplies, presenter requests, room usage questions, or any questions regarding Kripalu, filling gaps in dyads and group work, running microphones, informing faculty of room schedules for multiple programs, assisting with room set-up, break down, and maintenance for a clean and uncluttered learning environment (asking students to help return back jacks and cushions to shelves, stack chairs, throw away trash, recycle paper, etc.)
  • Provide continual quality improvement by offering suggestions, participating in debriefs, and implementing new ideas after faculty discussions. Each class and every group of TA’s have left the course in better shape for the next cohort by participating in improvements along the way.
  • Informing Faculty of the general progress of the groups on an ongoing basis.

To support their role and active participation in the two 5-day immersions, TAs will receive dormitory style housing, meals, and use of Kripalu’s guest facilities. Course books and room upgrades (if available) are the responsibility of the assistant.