When it comes to getting a good teaching assistant at Penn, it's a crap-shoot.
Some TAs will use creative ways to help a student solve a math problem or become a better writer, while others can't even speak basic English.
This astonishing variety reflects the lack of uniformity in TA preparation at Penn.
While many departments have extensive training programs, others shovel prospective TAs through superficial introductory lessons that don't even begin to address the complexities of teaching. With recitiations taking up a full hour of the precious three or four hours alloted to any given class, we can't overstate the importance of having quality TAs.
And when departments misguidedly assume that good graduate students automatically make good teachers, undergraduates pay the price. To counter the problem, University administrators need to step in and adopt basic training standards for TAs across all departments. Penn should develop programs that, simply put, teach TAs how to teach.
One such initiative, called the Action, Communication and Evaluation program, is a step in the right direction. Created by the Student Committee on Undergraduate Education, the training program includes skits with undergraduates to illustrate the characteristics of a successful classroom environment.
By including real students in the training process, the program, which is still in introductory phases, also prevents common communication problems from plaguing TAs in the future.
Teaching is a challenging skill for anyone to master, and the University will have to work hard to ensure that all TAs are getting the training they need.
But the benefits, including improved student-TA relationships and a well-prepared supply of future professors for Penn, are simply too good to pass up.
