TA training needs a boost, students says Teaching Teachers

As mentors, instructors and advisors, most teaching assistants say they take their role in the University's academic community very seriously. Still, many students find their TAs unable to provide adequate assistance -- a problem attributable, in many cases, to the lack of training they receive. College of Arts and Sciences Associate Director Eric Schneider, who recently compiled a report on TA training by individual departments, said the College holds a one-day training seminar for TAs. Any additional training is left to the departments' discretion. The College's one-day agenda includes a series of workshops led by senior TAs discussing how to lead discussions, grade papers and address student problems. In order to acquaint themselves with the student perspective, TAs meet with a panel of undergraduates who address questions and provide helpful insight. College junior Laura Schulman , a member of the panel, said many TAs chose to leave the events before the schedule had concluded. Schulman estimated that only three-fourths of the TAs attended the session, and half of those who did attend left early. College Dean Robert Rescorla said he and other College administrators were pleased with the report's conclusion that most departments provide TAs with additional preparatory sessions and follow-up during the semester. "We were quite pleasantly surprised with the activities in which [the departments] are engaged," Rescorla said. "Many departments have quite substantial training programs." But Schneider complained that some departments do nothing more than "pat you on the back and say good luck." "We have been trying to encourage departments to do more," he said, adding that he hopes graduate students who request additional training will be accommodated. According to the report, which was released earlier this month, the Art History and Philosophy departments hold weekly meetings with TAs and the faculty members coordinating their courses. "However, a number of departments provide more extensive training and are especially worthy of note," Schneider wrote in the report. Romance Languages, Chemistry, German, Mathematics, English, Music and History were lauded for their TA training programs. Math Professor Herman Gluck, who coordinates his department's TA training, said his program integrates a three-day intensive training session prior to the College's program. He added that the Math Department holds follow-up activities, including faculty evaluations of TAs, videotaping TAs and group meetings. But he said his department has not reached its full potential. Gluck explained that TA programs tends to start strong in the beginning of the semester, but "once it starts, TA training is just one of the many things to do." Some departments, such as Economics, do not hold any follow-up training after initial sessions in September. "We do nothing else during the year," said George Mailath, director of graduate studies in the Economics Department. He added that many TAs he works with claim they do not need additional training. But Political Science graduate student Steven Cook, a TA for "Introduction to American Politics" this semester, said he thinks more training is necessary for incoming TAs. "I've TAed before, but I can imagine someone coming in who just graduated and has only one day to catch all the information and then is just thrown in," Cook said. He suggested that the Political Science Department expand its training to include one or two days of sessions before the College's training begins. Several departments' sole reliance on the College's training program and the lack of follow-up leaves many undergraduates questioning their TAs' teaching ability. College junior Amanda Karsten said she was shocked to learn that some TAs only receive one day of training by the College. "It must be an informative one," she said sarcastically. And Schulman argued that most departmental trainings are highly insufficient. Other students said their TAs are not prepared for class and lack organizational ability. "My Geology TA isn't organized and can't seem to deal with the responsibility," said a College freshman, who requested anonymity. And College sophomore Evan Michael said it can be "torture to sit through some TA recitations." He explained that TAs often do not expand on the material and only reiterate the professors thoughts. Other students said TAs are not as available and helpful as they should be. "Some are just not informed, don't have a good handle on the material and can't answer questions," Karsten said. Despite the TA problems some undergraduates cited, many stressed their positive experiences. "The best TAs I've had have expanded on classroom material, challenged us and put things into a broader experience," College junior Jessica Dodson said. And Karsten noted that often, "a good TA can make up for a bad professor." Schneider said he plans to discuss the survey results and future changes to TA training at a meeting next month.