Abstract
Employing graduate students in Higher Education Institutions (HEIs) as Graduate Teaching Assistants (GTAs) is increasingly popular across different institutions in the United Kingdom. GTAs support students’ learning as well as assisting academics in preparing sessions and, at times, with research. The GTA scheme is seen as a developmental role for graduate students who wish to pursue a career in the education sector; it is the first step on the ladder to becoming an academic. This paper provides an insight into the GTA role, outlines the challenges GTAs face and the rewards they receive while engaging with students, academics and research in a UK-based university.
What is a GTA?
Universities across the globe are recruiting graduate students to the position of Graduate Teaching Assistant (GTA) to take on teaching roles to support academic staff, as well as to engage with and support students in order to enhance their learning experience (CitationRamos 2001). In the United Kingdom, the GTA is well established, yet the role is evolving continuously. It is seen as a stepping stone in becoming a professional academic and pursuing a career in academia. In fact, it is regarded as a developmental position for graduates. The GTA role, however, varies across different countries, institutes and disciplines (CitationPark 2004). Generally, GTAs are not expected to take on direct teaching responsibilities, nor are they expected to teach independently. Nevertheless, some GTAs actually spend more time with undergraduate students than professors do (CitationRushin et al. 1997) where their main duty is to advise students on how to structure their work, help them understand a concept and support general academic skills. GTAs also support academic staff to prepare session plans, material and/or tasks to be completed in a classroom. Literature on the GTA role, and what GTAs actually do is limited; therefore this reflection should shed some light on the experience of a GTA and how this might help to develop the scheme further.
The story of a GTA
Frequently, GTAs become assigned to subject areas that are different from their area of expertise. I graduated in Psychology, but was offered a job in an academic department that delivers a range of courses in the areas of mental health, social work and interprofessional learning. I felt I might not have been well suited to a subject area that initially seemed so different from psychology, the area in which I wanted to pursue my career. To my advantage, I like challenges and being taken out of my comfort zone in order to experience new situations and I do enjoy pushing myself – I fully subscribe to the well-documented ‘travelling’ theory (CitationFox 1983) that it is the only way we learn and overcome our limits – thus I accepted the job.
It has been over a year now that I have been working in the department and I have come to realise how the subject area is so intertwined with mine, enriching me with a great deal of experience that I can utilise within psychology. Not only do I bring my academic skills, such as writing essays and lab reports, I can also offer my research skills and psychology knowledge, providing a different perspective to mental health nursing and social work students.
Regrettably, the first few months in the position were not very joyful. This was a relatively new role within our university and lecturers were not sure what the GTA role entailed or how best to utilise us. However, I was one of three GTAs in the department and together we created a community to support each other and lecturers and senior staff soon realised the value GTAs add, appreciating the many skills we bring to enrich the department.
The job was completely new to me and the tasks assigned to me were not always pleasant, nor were they what I particularly wanted to do; many times I had to face highly stressful situations – such as having to deal with conflicting demands between senior and non-senior staff – and had to develop new skills to overcome this stress and resolve problems with the best possible solution. At times, some lecturers never really knew how to utilise the GTAs, but rather expected them to follow lectures as if they were students. Nevertheless, I also had many rewarding moments; I was given the opportunity to lead some ‘surgery’ seminars for small groups of students and the bond created with the students was invaluable. I was also very happy with the positive feedback that I received from the students about my teaching and the sessions overall, which helped to improve my confidence.
The students appreciated my essay writing and general academic skills sessions, but they soon realised that they could approach me for research-related queries and suggested I offer some sessions on research methods in health and social care. Furthermore, students reported being very happy to have access to GTAs; at busy times when their lecturers are overloaded with work, they can more easily get in touch with a GTA for a tutorial to provide feedback on their work. Not only are the students happy, lecturers also appreciate the support we provide to them, the students and the department.
Some final points
The GTA role can be very ambiguous, yet very rewarding. As recent graduates, GTAs are able to see things from both the student and the academic perspective. This is especially advantageous as it improves the rapport between the student and the GTA as there is an element of trust between them, whilst improving the students’ access to academic help.
GTAs are sometimes defined as the ‘donkeys’ of the department (CitationPark & Ramos 2002) as they are given multiple tasks simultaneously, but I would add that it is a rewarding role that allows young graduates to develop their skills, confidence and advance their career.
I believe that GTAs have a lot to offer students in order to enhance their learning experience. Nevertheless, the GTA scheme is one that is developing itself and a lot of attention needs to be given on how to best utilise the GTAs across departments within schools. The scheme could be strengthened and supported by key university service teams, for example, many universities have ‘education development units’ which monitor and support the quality of teaching, such units have an important role in preparing and equipping the GTAs with the knowledge and skills necessary to transfer knowledge effectively. Equally the students experience team could focus on what students have reported is lacking in their learning experience and build on the GTA role to fill in the gaps, and staff development could monitor the types of work being undertaken and identify possibilities for career progression.
In my experience, I would have found a GTA mentor useful. A past GTA would be ideal to guide new GTAs; if GTAs are new to the department, then a member of the academic staff, such as a teaching fellow, would be appropriate to look after their development and guide them through defining and achieving goals, such as having more teaching sessions, developing research skills and improving their teaching skills, which would allow GTAs to proceed to the next level of their career in HEIs.
Moreover, the GTA role is at times limited and even has the potential to hinder career development. The role should be more flexible and the contract should be shaped around the career aspirations of the individual, i.e. the possibility to teach and/or to research.
Despite this, I am always very keen to try something new and take every opportunity I have available to further my career development. In my experience, if I ask at the right time for tasks I would like to take on, I am given the opportunity to do so. For instance, I have been given the opportunity to engage in research and support senior researchers. I benefit from this a great deal, as it allows me to strengthen my academic research skills whilst practising them in the real world.
In conclusion, GTAs must be actively involved in the development of the GTA scheme and must drive their individual development at the same time by establishing goals in order to reach their future career ambitions. GTAs are essential and bring significant innovations to teaching; and offer a bridge between the student body and academic faculty, therefore, all GTAs should feel confident and valued in what they do and should never lose sight of their aspirations.
References
- Fox, D. (1983) Personal theories of teaching. Studies in Higher Education 8 (2), 151–163.
- Park, C. (2004) The graduate teaching assistant (GTA): lessons from North American experience. Teaching in Higher Education 9 (3), 349–361.
- Park, C. and Ramos, M. (2002) The donkey in the department? Insights into the graduate teaching assistant (GTA) experience in the UK. Journal of Graduate Education 3, 47–53.
- Ramos, M. (2001) Postgraduate research students as teaching assistants: an exploratory study on directions for TA practices at Lancaster University. Lancaster: Lancaster University.
- Rushin, J.W., De Saix, J., Lumsden, A., Streubel, D.P., Summers, G. and Bernson, C. (1997) Graduate teaching assistant training: a basis for improvement of college biology teaching & faculty development? The American Biology Teacher 59 (2), 86–90.