phd teaching assistant

• Graduate Teaching Assistants

Written by Ben Taylor

Becoming a graduate teaching assistant is a great way to fund your PhD while gaining valuable teaching experience. Along with earning a salary, you’ll have the chance to lead seminars, give feedback and supervise practical work.

This page is an introduction to graduate teaching assistantships, covering applications, responsibilities and average salaries.

On this page

What is a graduate teaching assistant.

A graduate teaching assistant (GTA) is a PhD student who takes on paid teaching responsibilities for undergraduate university courses. You may work at your own university or at another local institution. These graduate teaching assistantships are designed to help postgraduate research students develop valuable teaching and assessment skills , with a full training programme.

GTAs are often awarded as part of a PhD scholarship programme, offering a living stipend and tuition fee waiver, as well as a salary for the teaching activity. This means that applying for a GTA can be a competitive process, like a job application. However, successfully completing a GTA can be an important first step in a career in academia (as well as a great source of funding during your PhD).

What are the responsibilities of a graduate teaching assistant?

Most graduate teaching assistantships will require you to complete a set number of hours of work and professional development over the course of an academic year. This amount varies from GTA to GTA (and from university to university), but generally speaking you should expect to undertake between 180 and 240 hours of work per year.

These are some of the responsibilities you’re likely to have as a GTA:

• Holding tutorials and seminars
• Supervising practical work (particularly in the laboratory and on field trips)
• Providing feedback, marking and assessment to student
• Taking part in professional development activities
• Support the department with administrative duties
• Give pastoral support to students who need it

You’ll usually be responsible for teaching undergraduate students, but in some cases you may also be involved with Masters students (particularly in the case of lab supervision activity).

Teaching during a PhD

Our guide to teaching as a PhD student has more detail on what to expect from this, with tutoring tips and more.

How do you apply for a graduate teaching assistant job?

You can usually apply for a graduate teaching assistant job after you’ve been accepted onto a PhD programme or project. The process is, unsurprisingly, fairly similar to applying for a traditional role, in that you’ll have to provide a cover letter and a CV , as well as the likelihood of an interview for the position.

The main requirement that you’ll come across in most GTA roles is that you have a good undergraduate degree and / or Masters in a relevant subject (if you’ve already been accepted onto a PhD, it’s pretty likely that you already satisfy this requirement!). You won’t usually be expected to have teaching experience, but any evidence you can show of extra-curricular academic activities during your university career will be very beneficial.

As with any job application, it’s very important to tailor your documents to the position you’re applying for. Don’t be tempted to copy and paste the personal statement or CV you put together for your original PhD proposal.

It’s vital to write a new graduate teaching assistant cover letter that emphasises your existing teaching and supervisory experience, as well as tweaking your academic CV to show that your skills match the requirements of the job role.

If you’re invited to an interview for the GTA position, make sure you have a clear idea of your motivations for applying (don’t just say that you desperately need the stipend!). Be prepared to answer questions about how you want your experience as a GTA to shape your future career ambitions. You should also ensure that you have plenty of concrete examples to back up any claims you make in your cover letter / CV.

Can international PhD students apply for a graduate teaching assistantship?

Yes, full-time international students are normally eligible to apply for a GTA role. The UK student visa allows applicants to work for a maximum of 20 hours a week, so you cannot exceed this during your PhD.

You should make sure that you meet the English language requirements of the GTA, which might differ to those stipulated for your PhD.

What is a graduate teaching assistant salary?

How much you earn during a graduate teaching assistantship depends on the nature of the position and whether or not it’s tied to Research Council funding.

You can usually expect to earn the equivalent of a Research Council stipend per year. In 2020-21, this was at least £15,285 per year (tax-free).

In some cases, you may be paid on an hourly basis. Each university will have its own pay grade for GTAs, generally corresponding to a scale agreed upon by the University and College Union. At the University of York, for example, GTAs are paid £13.45 per hour.

If you’re paid on an hourly basis, you will usually be allocated between 45 minutes and an hour of preparation time for every hour of teaching you undertake.

Most GTAs are also entitled to a certain amount of paid annual leave , too.

Importantly, you’ll receive a tuition fee waiver as well as earning a salary. This will usually be at the domestic rate – international students might have to pay the difference themselves, unfortunately.

Where can you find graduate teaching assistant jobs?

If you're looking for a graduate teaching assistantship scholarship you can search for GTA as a keyword in our course search, highlighting those programmes that mention GTAs in their description.

If you’re applying for PhD funding or a scholarship, you may find that you’re given the option to say whether you’re interested in a teaching position.

Universities will often advertise GTA roles on their internal job boards , or on departmental websites .

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Graduate teaching assistants are indispensable to our system of higher education. With millions of undergraduate students enrolled in colleges and universities, the demand for college-level instruction far outstrips the number of professors at any given time.

Graduate teaching assistants fill this gap by serving as primary instructors for undergraduates in many college courses. While giving undergraduates closer instructional attention than tenured professors have time to provide, graduate teaching assistants also gain valuable teaching experience on the long road to professorship.

Our guide will give you a sense of what it takes to become a graduate teaching assistant, including the required education, likely income, and pros and cons of this kind of work. Browse through the article or use the following links to skip forward to what you’re looking for:

At-a-glance > Graduate teaching assistant job description > Who makes a good graduate teaching assistant?

The road to professorship > Graduate teaching assistants > Adjunct professors > Tenured and tenure-track professors

Professional development > Continuing education

Related careers > Jobs beyond teaching

Best of the web > Sites and Twitter handles to follow

At-a-glance: graduate teaching assistants

Graduate teaching assistant job description

A graduate teaching assistant is a graduate student enrolled in a university who also teaches undergraduate students at that university.

As students, graduate teaching assistants take courses and pursue their studies in a specialized academic field. They also help professors teach undergraduate courses.

Professors often present lectures to hundreds of undergraduates in a single course. Graduate teaching assistants provide more personalized instruction to smaller groups of undergraduates in subsections of the course.

The most important day-to-day duties of a graduate teaching assistant include:

• Teaching the assigned curriculum in one- to three-hour classroom sessions
• Leading class discussions and answering student questions
• Evaluating student essays, projects, labs, tests and other assessments
• Maintaining records on student progress/grades

Who makes a good graduate teaching assistant?

Someone who is:

• Inquisitive, creative and curious
• Sociable and easy to talk to
• Passionate about connecting with students
• Patient and resourceful
• Organized and careful about time management
• Devoted to learning
• Attentive to details
• A lover of reading
• Service-oriented
• Able to laugh and have a sense of humor
• Thoughtful about interacting with people from diverse backgrounds
• Excellent at oral and written communication
• Highly knowledgeable about their subject area
• Pursuing a master’s degree or doctorate in a field related to the subject they teach

Interested in becoming a graduate teaching assistant?

Check out this video to get a better sense of what it’s like to be a graduate teaching assistant.

The road to professorship

Many graduate teaching assistants hope to eventually become tenured professors in their academic specialties. Let’s take a look at this career path in more detail, starting with a more in-depth look at graduate teaching assistants, followed by an examination of adjunct professors, and ending with a description of tenured and tenure-track professorships.

Graduate teaching assistants

Graduate teaching assistants make up a significant percentage of instructors at four-year universities. They teach courses part time, as they are also current graduate students. Continue reading to learn more about graduate teaching assistants

What graduate teaching assistants do

• Educational and certification requirements

Income projections

Pros and cons of being a graduate teaching assistant.

Graduate teaching assistants work with the faculty in their departments in colleges and universities. Though they often cover subsections of larger courses taught by professors, they may get the opportunity to teach courses on their own. They tend to work on a contract basis, teaching undergraduates while pursuing graduate degrees.

The main challenge for graduate teaching assistants is balancing teaching with the pursuit of a graduate degree. Nevertheless, it’s an excellent way to gain teaching experience and develop relationships with professors who will be integral to the success of your career in academia.

A graduate teaching assistant may work 20 hours a week or more on teaching. Job duties are similar to those of a professor:

• Teaching undergraduate courses
• Leading discussions in the classroom
• Answering student questions
• Creating lesson plans and materials
• Giving exams and grading papers

Much of the rest of the graduate teaching assistant’s time is devoted to earning a master’s degree or doctorate. This includes taking graduate courses in your specialized academic field, conducting your own research and working as a research assistant for tenured faculty members. https://vimeo.com/51446157

Education and certification requirements

To be a graduate teaching assistant, you must first complete a bachelor’s degree and then enroll in a graduate program. You will be an enrolled graduate student working towards either a master’s degree or a doctorate for the entire time you are a graduate teaching assistant.

Graduate teaching assistants receive a small salary, but a significant part of their compensation is the tuition or fee waiver that makes the cost of their graduate education much less expensive.

Here are four estimates of annual salaries for graduate teaching assistants:

• BLS: $30,810 (median)
• PayScale.com:  $18,501 (median)
• Glassdoor.com: $22,383 (average)
• NPR: $24,000 to $36,000 (range)

As you consider becoming a graduate teaching assistant, think through the pros and cons of the job.

• Teach part time, with the rest of your time available to focus on studies
• Teach students who are dynamic, enthusiastic and eager for opportunities
• Help students find direction and focus, which can have an immediate and lifelong impact
• Opportunity to find intellectual and academic direction
• Connect with professors who can serve as mentors and long-term career contacts
• Low pay when compared to other jobs that require a bachelor’s degree
• Must juggle work as a teacher with responsibilities as a student and researcher
• Job is low status and temporary

Adjunct professors

Adjunct professors represent a majority of the instructors at U.S. colleges and universities. They frequently teach at colleges and universities on a part-time or temporary basis.

• What adjunct faculty do
• Pros and cons of being an adjunct faculty member

What adjunct professors do

Adjunct professors teach courses as graduate teaching assistants do, but they are not necessarily enrolled in school while teaching. In many cases, they conduct research in their field of academic inquiry while they carry out their teaching duties. Many teach introductory courses that students are required to take, or remedial courses to bring students up to a college-level skill set.

The most common duties of adjunct professors include:

• Educating students in a specialized academic field
• Creating a course syllabus that meets department and college standards
• Working with colleagues to improve course curriculum
• Staying current on important changes and/or discoveries in the field they teach
• Planning and presenting lectures
• Leading in-class discussions
• Answering relevant questions from students during or after class
• Advising students on how to succeed in class
• Grading papers, labs, quizzes and exams
• Assigning grades to students based on participation, performance in class, assignments and examinations

Many people become adjunct professors while searching for tenure-track professorships. Therefore, some adjunct professors will eventually move on to another job that will give them the opportunity to eventually join tenured faculty. Others may remain adjunct professors for years with little hope of further advancement.

At minimum, adjunct professors must have a master’s degree in a field closely related to the subject they will be teaching. Many adjunct professors are expected to have a doctorate, or be working toward one.

Salary projections

Income for adjunct professors can vary widely, depending on location, the discipline they teach, education level, teaching experience and research background. Here are four estimates of annual income for adjunct professors:

• PayScale.com:  $31,357 (median)
• SalaryGenius.com: $34,000 (average)
• Glassdoor.com: $27,843 (average)
• NPR: $20,000 to $25,000 (range)

Unlike full-time faculty, adjunct teachers do not always work as year-round salaried employees. In many cases, they work as temporary contractors and are paid by the course. To get a better sense of how this works, take a look at these estimates of pay per course for adjunct instructors at community colleges:

• AAUP:  $1,800 to $2,700 per course
• NPR: $3,500 per course, $7,000 per semester
• Houston Chronicle: $2,000 and $5,000 per course

Adjunct professors rarely receive benefits like health insurance or pensions. And adjunct professors do not have tenure, which is an assurance of long-term job security and academic freedom.

Pros and cons of being an adjunct professor

As you think about what it takes to be an adjunct professor, think through the pros and cons of the job.

• Provide a great education to many first-generation college students, often from immigrant families
• Get some income and stability while working toward earning tenure and joining the permanent faculty
• Flexible hours and opportunities to take time off
• A good job to balance with another part-time job
• Lower pay than full-time faculty
• Unlikely to receive benefits
• Little job security
• Rarely eligible for private office space

Tenured and tenure-track professors

Tenured professors are full members of the permanent faculty at colleges and universities. Continue reading to learn more about tenured and tenure-track professors

What tenured and tenure-track professors do

• Pros and cons of being a tenured or tenure-track professor

Tenured professors usually earn an annual salary, health insurance and a pension. Tenure also guarantees long-term job security and academic freedom. Before becoming a tenured professor, you must first be hired as a tenure-track professor. It often takes five or six years for a tenure-track professor to earn tenure, and tenure-track professors are by no means guaranteed to eventually earn tenure.

Job security and academic freedom are two of the most important differences between tenured and tenure-track professors. In addition, tenured professors serve on the faculty senate of their university or college. Tenure-track professors must focus on publishing highly significant research in their academic field to earn tenure.

Tenured and tenure-track professors teach courses in their academic fields to graduate and undergraduate students. They also carry out research in specialized areas and publish their findings in journals, reviews and books.

Earning a tenure-track position at a university or four-year college can be an enormous undertaking. At minimum, you will have to complete a doctorate that demonstrates your commitment to research and inquiry in your academic field. Getting a tenure-track faculty position at a college or university also requires that you publish original research and earn the respect and admiration of your colleagues.

As a tenure-track professor, you’ll gain tenure only after a rigorous multiyear period of examination by your peers. You must publish highly significant research in your academic field to eventually be elected by the other faculty members to join them as a tenured faculty member.

Tenure-track and tenured professors at colleges and universities earn significantly more than adjunct professors and graduate teaching assistants. Here are a handful of annual salary estimates for professors:

• BLS: $72,470
• PayScale.com: $84,422
• Glassdoor.com: $114,134
• Salary.com: $84,966 to $159,427

There are also a number of websites and databases dedicated to tracking the salaries of professors that can provide more detailed information broken down by discipline and other criteria. To access this detailed information, check out the following sources:

• Faculty Salaries Start Class
• Chronicle Data
• Higher Education Salary Survey by the College and University Professional Association for Human Resources (CUPA-HR)
• American Association of University Professors (AAUP) Annual Report on the Economic Status of the Profession

Pros and cons of being a tenure-track or tenured professor

Consider both the advantages and disadvantages of becoming a professor at a four-year college or university.

• Full benefits for health insurance and retirement security
• Tenure-track positions give you an opportunity for long-term job security
• Ample opportunities for research and grant funding
• Publish your findings in prestigious journals and books
• Get to teach students with a passion for learning and achievement
• Highest-status position in the academic world
• May be able to take on a leadership role at a college or university
• Plenty of time off for vacation or a second career
• Can be frustrating to work within bureaucratic institutions like universities
• Academia can be highly competitive, with a “publish-or-perish” norm
• Many years of advanced education are required
• No guarantee of tenure
• Lower pay than many high-status positions in the for-profit business world

Professional development for graduate teaching assistants

There are many ways to pursue professional development as a graduate teaching assistant.  You can join a professional association like the FACCC and the American Association of Adjunct Education or a union like the United Steelworkers , who are among the organized labor groups bringing collective bargaining to adjunct and graduate assistant teachers.

Graduate degree programs

If you want to become a graduate teaching assistant, you will need to enroll in a graduate degree program usually from an accredited university that offers a master’s or doctorate. By enrolling in a master’s or doctorate program, you will find graduate teaching assistant jobs available to help teach undergraduates at the university.

Jobs available to graduate teaching assistants beyond teaching

With additional education or certification, graduate teaching assistants may become teachers, librarians, instructional coordinators, assistant principals, principals or an educational administrator at a college or university.

High school teacher : Graduate teaching assistants often become high school teachers and vice versa. A bachelor’s degree is required to become a high school teacher, as is a teaching credential. A master’s degree will mean a higher salary as a high school teacher.

Librarian : A master’s degree in library science (MLS) is generally required for employment. Some states also require librarians to pass a standardized test.

Instructional coordinator : Instructional coordinators generally need to complete a master’s degree related to a subject like curriculum and instruction, and they may be required to have a teaching or education administrator license.

School principal : Graduate teaching assistants wishing to become a school principal should seriously consider earning a master’s degree in an education-related field. Most states also require public school principals to be licensed as school administrators.

Education administrator : Depending upon the position, either a bachelor’s or master’s degree may be required. For a higher-level position such as dean or president, a master’s degree or doctorate in educational leadership may be required.

Best of the web: our favorite graduate teaching assistant blogs, websites and Twitter handles

The web makes it easy for us to stay connected to prominent graduate teaching assistants. Here is a list of our favorite websites and Twitter handles, in no particular order.

Favorite graduate teaching assistant websites and blogs

• National Association of Graduate-Professional Students (NAGPS)
• Faculty Forward
• Graduate Teaching Community Blog
• Tomorrow’s Professor
• AMS Graduate Student Blog
• Diary of a New TA

Favorite graduate teaching assistant Twitter handles

• Doug Cummings: @filmjourney
• CUPE3903: @cupe3903comms
• Not Yet a Professor: @TheNotYetProf
• Carlos M. Camacho: @carlosmcamacho
• Elizabeth Moore: @BethMooreSchool
• Maria Molina: @ScienceByMaria
• Hasmat Ullah: @bohurupi
• Siyaka Gifty: @gloriousgifty

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Should You Apply for a Graduate Teaching Assistantship?

Teaching assistants (TAs) are the cogs in the university machine. They help professors with undergraduate courses by grading papers, leading discussion sections, and sometimes teaching classes on their own.

Benefits of becoming a TA

Many graduate programs (and almost all PhD programs) require you to serve as a teaching assistant for one or several years of your education. Even if this is not a requirement of your program, there are two reasons you should consider being a TA. First, it helps you pay for your education; TAs are awarded either a stipend or a tuition discount. Second, it provides you with university-level teaching experience. This is a great resume booster for any field, and particularly valuable for students who hope to become professors.

Is a Teaching Assistantship right for you?

If you'd like to be a TA, it's important to find out as much as you can about the assistantship programs at your prospective schools. Be sure to ask what your roles and responsibilities as a TA would be. At some universities, assistants are just that; they grade papers or oversee quiz sessions. At other schools, a TA might be expected to teach two classes per term. While first-year TAs are generally provided with a basic curriculum and syllabus, they still spend a lot of time preparing lesson plans, doing background reading, grading tests and meeting with students. All this can be overwhelming when you're trying to keep up with studies of your own.

Read More: Graduate School Application Timeline

How to Book the TA Gig

Don't just assume you'll be able to snag a TA position; some schools only have a handful of spots, while others have none. Additionally, not all assistantships are created equal. The amount of time required can differ, as can compensation. Some TAs might get to forego tuition payments, while others receive only a modest grant.

Most schools include an application form for assistantships in their general application packet. You may need a letter of recommendation and/or a short essay (separate from those required for the grad school application itself) that explains your qualifications and what subject you want to teach. Volunteer experience as an instructor or tutor can help you land a position, as can real-life experience in your field of study.

A teaching assistantship may be a great way to gain experience and save money, but it's not for everyone. Are you excited (or at least willing) to stand in front of a class of jittery first-years to earn your keep, or would the pressures of teaching detract from your own coursework? Only you can make that decision—so go into it with as much information as you can!

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What does a graduate teaching assistant do?

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What is a Graduate Teaching Assistant?

A graduate teaching assistant (GTA) is a position commonly found in higher education institutions where graduate students provide instructional support and assistance to faculty members in undergraduate courses. GTAs are typically enrolled in graduate programs and are chosen based on their subject matter expertise and academic qualifications. Their primary role is to assist faculty members with various teaching-related tasks, including grading assignments and exams, leading discussion sections or labs, providing one-on-one or group tutoring, conducting research, and assisting with course planning and curriculum development.

GTAs often work closely with faculty members to ensure that course materials are effectively delivered to undergraduate students. They may hold office hours to provide additional support and guidance to students, assist in preparing course materials such as lecture slides or handouts, and help facilitate classroom activities. In addition to their instructional responsibilities, GTAs may also engage in their own research or scholarly pursuits, as the position provides valuable opportunities for professional development and experience in the academic field.

What does a Graduate Teaching Assistant do?

Duties and Responsibilities The duties and responsibilities of a graduate teaching assistant can vary depending on the specific department, institution, and course they are assigned to. However, here are some common duties and responsibilities typically associated with the role of a GTA:

• Assisting with Instruction: GTAs often assist faculty members in delivering course content. This may involve leading discussion sections, conducting laboratory sessions, or even delivering lectures. They help facilitate learning by explaining complex concepts, answering student questions, and providing additional examples or explanations as needed.
• Grading and Assessing Student Work: One of the primary responsibilities of a GTA is grading assignments, exams, and other student work. They follow the guidelines provided by the faculty member to ensure fair and consistent evaluation. GTAs provide feedback to students, addressing their strengths and areas for improvement, and may hold office hours to discuss grades or clarify assignment expectations.
• Providing Support and Guidance: GTAs play a crucial role in supporting student learning and success. They may hold regular office hours where students can seek clarification on course material, receive help with assignments, or discuss any challenges they are facing. GTAs also provide guidance on study strategies, time management, and academic resources to help students thrive in the course.
• Assisting in Course Planning and Development: GTAs often collaborate with faculty members in planning and developing course materials. They may assist in creating syllabi, preparing lecture slides, developing assignments or quizzes, and selecting appropriate readings or resources. GTAs may also contribute to curriculum development and assessment efforts to improve the course over time.
• Conducting Research or Scholarly Work: Depending on the nature of the graduate program, GTAs may have the opportunity to engage in their own research or scholarly pursuits. This may involve conducting experiments, collecting data, analyzing research findings, or writing research papers under the guidance of a faculty mentor. GTAs often balance their teaching responsibilities with their research commitments.
• Adhering to Policies and Ethical Standards: GTAs are expected to uphold the academic integrity and ethical standards of the institution. They follow policies regarding student privacy, grading practices, and professional conduct. GTAs maintain confidentiality, treat all students fairly and respectfully, and adhere to the code of ethics and conduct established by their institution.

Types of Graduate Teaching Assistants There are different types of graduate teaching assistants based on their specific roles and responsibilities within the educational environment.

• Instructional GTAs: These GTAs are primarily involved in delivering instruction to undergraduate students. They may lead discussion sections, conduct laboratory sessions, or even deliver lectures. Their responsibilities include preparing and presenting course material, facilitating discussions, providing explanations, and assisting students with understanding and applying concepts.
• Grading GTAs: Grading GTAs focus primarily on evaluating student work, such as assignments, exams, papers, or projects. They ensure that grading is fair, consistent, and follows the guidelines provided by the faculty member. Grading GTAs provide constructive feedback to students, address questions or concerns regarding grades, and may assist in maintaining grade records.
• Laboratory GTAs: These GTAs typically work in science, engineering, or other practical disciplines where laboratory sessions are integral to the curriculum. They assist in setting up laboratory equipment, demonstrating proper techniques and procedures, guiding students through experiments, and ensuring safety protocols are followed. Laboratory GTAs may also assist in grading laboratory reports or assignments.
• Online Course GTAs: With the increasing popularity of online education, some GTAs are specifically assigned to support faculty members in delivering online courses. They may assist in developing online course materials, moderating discussion forums, providing technical support to students, grading online assignments, and facilitating online interactions and collaboration.
• Writing Center GTAs: Writing Center GTAs are often assigned to writing centers or writing-intensive courses. They assist students in improving their writing skills, providing guidance on grammar, structure, argumentation, and research techniques. Writing Center GTAs may conduct one-on-one writing consultations, facilitate writing workshops, or develop writing resources for students.
• Language or ESL GTAs: In language departments or English as a Second Language (ESL) programs, GTAs may be assigned to teach language courses or provide language support to non-native speakers. They may deliver language lessons, lead conversation practice sessions, evaluate language proficiency, and provide guidance on language acquisition strategies.

Are you suited to be a graduate teaching assistant?

Graduate teaching assistants have distinct personalities . They tend to be social individuals, which means they’re kind, generous, cooperative, patient, caring, helpful, empathetic, tactful, and friendly. They excel at socializing, helping others, and teaching. Some of them are also artistic, meaning they’re creative, intuitive, sensitive, articulate, and expressive.

Does this sound like you? Take our free career test to find out if graduate teaching assistant is one of your top career matches.

What is the workplace of a Graduate Teaching Assistant like?

The workplace of a graduate teaching assistant can vary depending on the institution and the specific department they are associated with. Generally, GTAs work within the academic environment of colleges and universities. Their primary workspace is often the classroom, where they assist faculty members in delivering instruction and engaging with students. This may involve leading discussion sections, conducting laboratory sessions, or participating in lectures.

In addition to the classroom, GTAs may also have designated office space where they can hold office hours and provide individual or group assistance to students. These office hours serve as a dedicated time for students to seek clarification, discuss assignments, or receive guidance on course materials. It is during these interactions that GTAs can provide personalized support, address student questions or concerns, and offer academic advice.

Furthermore, GTAs may have access to departmental resources such as faculty lounges, teaching materials, and research facilities. They often collaborate with other faculty members and GTAs within their department, participating in departmental meetings or training sessions. GTAs may also engage in professional development activities, attend workshops or conferences, and contribute to departmental initiatives or research projects.

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Graduate Teaching Assistants are also known as: GTA

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Assistantships (TAs, RAs and GAs)

Teaching Assistantships (TAs), Research Assistantships (RAs), and Graduate Assistantships (GAs) provide students with financial support during their graduate program and valuable experience in the classroom, lab, or other academic settings. TAs, RAs, and GAs perform work that advances the mission of the university while honing their skills as scholars, teachers, and leaders. Students must be enrolled in a minimum of 9 hours (in the long semester) and must be in good academic standing each semester they are appointed.  

If you are interested in obtaining an assistantship, contact your academic program . For more information see   TA/RA/GA responsibilities and policies , and the   graduate catalog .  

TA/RA Mission Control: mandatory online training

The Fall 2024 training will be available in eLearning beginning Monday, August 5, 2024. All new TAs and RAs must complete the virtual Mission Control by  Monday, August 19, 2024 . Please contact  [email protected]  with any questions.

In these online modules, you will:

• Complete employee training as required by UTD and the State of Texas.
• Learn about University-level teaching and course management.
• Discover University resources available to you.

TA/RA Flight Plan: Fall Training Event

Planning in progress; watch for updates.

Teaching Resources

UTD’s Center for Teaching and Learning provides campus-wide leadership and coordination of activities that support excellence in teaching. Their mission is to improve instructional performance and thereby student learning. You will find Resources for TAs and Graduate Students , information about earning a Teaching Certificate and much more to support your time as a Teaching Assistant at UT Dallas.

Graduate Assistantships: Info and Policies

Graduate Student Teaching Assistants (TAs) devote an average of 20 hours per week to help meet the instructional needs of the university. Appointments and reappointments for TAs are subject to: the availability of financial support, satisfactory academic progress, and performance review by their academic program, school, or department on a semester-by-semester basis. In consultation with, and under the direction of, an assigned supervisor, the Teaching Assistant will aid in the teaching of one or more courses or may serve as the instructor of record.

Graduate Student Research Assistants (RAs) devote an average of 20 hours per week to assist the research efforts of the faculty in a capacity related to the student’s educational goals. RA appointments and reappointments are subject to: the availability of financial support, satisfactory performance in and progress toward specified research assignments, and performance review on a semester-by-semester basis. The Principal Investigator or Project Director of the award will designate and supervise the research activities of the Research Assistant. Duties may include library searches, field work, laboratory experiments, and preparation of reports. The duties should provide an opportunity to acquire professional skills complementing the graduate program and must not be for services unrelated to the student’s educational program, school, or department or be clerical in nature.

Graduate Student Assistants (GAs) devote an average of 20 hours per week to assist with administrative support functions. GA appointments and reappointments are subject to the availability of financial support and satisfactory performance. GA duties should not be clerical in nature. The administrative supervisor will ensure that the assistantship contributes to the graduate student’s professional growth, complementing their graduate interests and/or discipline.

Graduate Student Teaching Associates (TASCs) are appointed, with written approval of the Office of the Provost, as the primary instructor of record for a course; TASCs work closely with an assigned faculty supervisor. Teaching Associates must be in the last phase of either their doctoral program or Master of Fine Arts; must have completed 18 semester credit hours in the teaching discipline; and should participate in professional development initiatives. Appointments and reappointments are subject to the availability of financial support, satisfactory academic progress, and performance review by their academic unit.

Every semester, all Teaching Assistants (TA), Research Assistants (RA), Graduate Assistants (GA), or Teaching Associates (TAS) undergo a comprehensive review by their supervisors. These reviews assess students’ performance and professional development throughout the semester; the reviews play a crucial role in the decision-making process for reappointing students to their assistantship positions.

Supervisors provide detailed feedback on aspects of the student’s work, including effectiveness, reliability, and contributions to their role. After the feedback is submitted, students review it and either approve or dispute it. This transparent process ensures open lines of communication between supervisors and students, allowing for constructive dialogue and continuous improvement. The review process helps graduate students advance in their educational and professional paths, ensuring they meet the high standards expected in their roles.

The Office of Graduate Education does not hire TAs, RAs, or GAs. All hiring for these roles begins in a student’s academic department. If you have questions about available assistantships, you must reach out to your academic department .

Committing to a graduate program, particularly at the doctoral level, is equivalent to at least a full-time job. Your duties as a TA or RA are in addition to your responsibilities as a student. You should expect to devote 20 hours per week to your assistantship. As a TA, this may be grading, holding study sessions, or reviewing eLearning materials. As an RA, you may be in the lab for 20 hours per week in addition to research hours in which you are enrolled. 

No. Teaching Assistants and Teaching Associates must perform their duties on the UTD campus. Research Assistants must perform their duties on the UTD campus, unless there is a justifiable reason for an exception (e.g., traveling to another lab to use equipment that UTD does not have). 

If you receive a tuition waiver, it is contingent upon your appointment as a TA or RA. If you leave your position before the end of the semester, you risk losing this scholarship, at which point you will be responsible for paying the full tuition for that semester. 

Eligible student employees hired in a RA/TA/GA position at 20 hours/ week are automatically enrolled in the Student Health Insurance Plan (SHIP) and the student’s premium is paid by the university for the months the student is actively working. You can find more information from the Bursar’s Office . 

You can also find information about your options to enroll in employee benefits from the Office of Human Resources . 

Teaching assistants, teaching associates, research assistants and graduate assistants are not eligible for vacation or sick leave. Positions that require student status as a condition of appointment do not accrue paid leave.

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Tips for tas.

Figuring out how to be a successful teaching assistant while balancing the different elements of graduate school can be tricky. To assist new TAs in this process, we asked current students for their most helpful tips and compiled those tips below.

For more resources, visit the summary of teaching-related resources and policies  prepared by the Dean of Faculty, the Teaching Resources page of the Center for Teaching Innovation (CTI) website, or the Teaching and Mentoring page on the Future Faculty and Academic Careers website.

Arts & Humanities

“Each semester, I require each student to come to my office hours at least one time as part of their section grade. It offers a great opportunity to get to know students personally. Another graduate student that I shared an office with required students to come to her office within the first few weeks of the semester, but I found that it was more useful for students to come later in the semester–when they have questions about writing a paper or they missed a lecture. I allow students to decide when they want to come in, but I ask them to email me in advance to schedule the meeting within my office hour block. “In advance” can be 10 minutes before office hours start if needed, but they can also schedule it a few weeks before. This means that students don’t waste time in the hallway waiting for me to finish with another student, and it also allows me to structure my own office hour block as I wish. Of course, you have to be in your office and available during the entire office hour period, but you will structure your time differently if you don’t think anyone is coming in, versus knowing that the entire next two hours will be occupied by four 30-minute meetings. It’s just nice to know what you can or can’t get done in the next two hours.”

“Some teaching assistants like to meet students in cafes around campus, but I find that meeting in my office is more convenient for me and also allows students to get a better sense of who I am (when they see how I’ve decorated my desk and what books I have on my shelves).”

“The first semester that I was a teaching assistant, I required students to meet with me for office hours twice, including meeting whenever they missed a lecture. I found that that was too much for them and me both, so now I just require them to come to my office hours once. Your supervisor may have other expectations, but if he/she doesn’t say anything about it, I would require students to meet for office hours once. This probably varies by field as well.”

“Create a short syllabus just for section with your expectations for section, your contact information, and your office hours. Bring it on the first day of section. Use the Johnson Museum for one section if it is relevant to your subject! They love having sections at the museum and can create a custom session that fits the topic of your course.”

“On the first day of section, I act very professional and organized. It inspires confidence in the TA, even if the TA does not internally feel much confidence. Later on in the semester, you can loosen up a bit. Asking students how many prelims they have around mid-term, right before section starts, or empathizing with how tired or stressed they might be, is a good way to start a section later on in the semester. But in the first two sections or so, students need to see that you are trustworthy as a professor–that you have it together. In order to like you (not that this is the first priority, but it is important for relationship-building), they need to know first that you are professional, while also being warm and approachable. I think a lot of students have low expectations of teaching assistants, either from past experience or what they’ve heard from others. Having a lesson plan typed out in front of you during the first session (just a list of exactly what you will do and when), a sign-in sheet prepared to pass around for attendance, and copies of a one-page section syllabus will help inspire this confidence in your professionalism and organizational skills.”

“Encourage discussion about questions, rather than lecture or try to get ‘correct’ answers.”

“Avoid sarcasm. Do not tell them if you do not study or specialize in the subject you are teaching. If possible, sit down in a group with students, rather than stand behind a lectern. Get advice from professor or other TAs about grading and what is the appropriate level of writing skills for your students.”

“Learn your students’ names as fast as possible! Download the picture roster Cornell supplies and a spaced-repetition flashcard program, like Anki. Use “Snip” on Windows or Command-Shift-4 on Mac to copy/paste small screenshots of each picture onto flashcards. Study once daily. By day two or three, you’ll be set. And your students will be thrilled. Because of this initial show of respect and investment in them, they will respect you and invest all the more in your class.”

Life Science

“A lot of new TAs find that grading duties sneak up on them. Treat grading time as if it were another non-negotiable event on your schedule; choose consistent blocks of time to do grading, put them on your calendar, and don’t convince yourself that you can do it later. You will be much less stressed when there’s an hour before the grades are due and everything is already finished.”

“Make sure to double check the grading system and draw boundaries in the syllabus. I had a student come in for seven minutes of a 70-minute class and say there was no cut off detailed in the syllabus for when participation stopped counting due to lateness.”

“If you are working with a faculty member for the class, make sure you are on the same page with responsibilities, teaching style, teaching content, etc. A lot of faculty have specific standards of how they want the course run, but not all of them will tell you clearly or up front!”

“I’ve found acting really enthusiastic in class the first few sessions can help my students feel ok opening up and answering questions in class!”

“Time yourself for all tasks related to teaching, including grading and prepping for lectures. When the timer hits the max amount of hours you signed up for, stop for that week!”

“Teaching is fun and rewarding but can really take a lot of time away from your research if you are not careful with how much time you allow yourself to put in. “

“Students can get pretty stressed about grades. Keep reminding them that help is available through office hours with the TAs, professor, etc. One reminder at the beginning of the semester is not enough.”

Physical Sciences & Engineering

“Be humble enough to know that you are still a student yourself, and realize that over your first semester as a TA you will probably learn just as much as your students do. You will be challenged to think about things from someone else’s perspective, which, in my opinion, is the best way to mature your understanding of any study.”

“Don’t talk to the board!”

“Be honest with your TA supervisor. If you’re struggling with your workload plus your TA responsibilities, let them know. There may not be anything they can do, but they may also give you some slack.”

“Hold yourself to grading your students’ assignments and having it back to them no later than a week after they turn it in. It’ll save you in the long run.”

“Some students will underperform, sometimes a section as a whole might underperform in an exam. Then too, try not to lose your temper – I did so in my first semester, while in subsequent ones I restrained myself a lot – correcting rather than chastising. That made me far more effective as a tutor. ”

“Students in big courses treat the homework like a chore. No point expecting them to spend too much time on it. A lot of students who do their homework quickly still perform very well in exams. And they get very upset if you make too big issue about homework performance.”

“Interaction – I have a direct style, I always tell the students where they stand, what are their strengths, what are their weaknesses. This earns both praise and criticism.”

Social Sciences

“Go to the lectures if possible! A lot of students will want to discuss contents covered during the lecture with you, and it won’t be helpful if you have no idea what they are talking about. “

“Just be honest if you don’t know the answers – students prefer it much more than you’re just making something up. “

“Students will really appreciate it if you can be patient and understanding. Some of them just prefer talking to TAs instead of going to the professor’s office hour, and your help is crucial for them.”

Guidelines and Policies for Graduate Student Teaching Assistants and Instructors

Roles & responsibilities, selection and assignment of tas, graduate students as instructors of record (ior), ta appointment letters, supervision and evaluation, stipends for teaching assistants, grievance procedures.

Last updated: June 2018

A key component of the education of many graduate students is the professional development gained in serving as a teaching assistant (TA) or instructor of record (IOR). In many departments at Duke, across all schools, Graduate School students perform a variety of roles related to teaching. These activities represent different levels of independence, and of direct contact with undergraduate, graduate and/or professional students.

Types of roles: The designations of these TA assignments may differ among the various schools and graduate programs, and can include roles as laboratory assistant, laboratory director, grader of essays and examinations, course development assistant, leader of discussion sections, lead teaching assistants, and other roles in support of the principal instructor of a course. Sometimes graduate students are given an opportunity to be an IOR for certain undergraduate courses, in which case they are responsible for all aspects of the course, in consultation with faculty of the unit(s) in which the course is listed.

During the course of their graduate education, TAs should, where possible and appropriate, progress from teaching assignments closely supervised by faculty to less closely supervised assignments. To the extent possible, departments should make teaching assignments that support the ongoing intellectual and professional development of graduate students as they progress through their programs.

Students’ responsibilities: A critical obligation of TA or IOR training is that the graduate student diligently performs all of the duties that are involved in the role. By accepting the assignment, the student commits to adequate preparation for teaching, punctual attendance of all scheduled class meetings and office-hours, timely and conscientious evaluation of student work, and prompt communication to students, faculty, or university administrators of any concerns, as appropriate to their nature. Teaching assistants or IORs must make arrangements for alternative teaching coverage or rescheduling if they are unable to attend a scheduled meeting or perform a duty.

Any TA or IOR who fails to fulfill the assigned duties for the teaching role may be relieved of duties, and teaching stipend support may be removed. Moreover, as teaching is a core part of the academic requirements of many graduate programs, failing to meet the obligations of the role may have serious implications for a student’s academic status.

All graduate students involved in teaching must bear in mind that they must uphold the Duke Community Standard at all times. They should be mindful that using a position of authority for illicit gain, including sexual favors, is expressly prohibited. They must conduct themselves honorably and avoid potential conflicts of interest. For example, graduate student TAs must review their class roster(s) and disclose to the course instructor of record any reasonably perceived conflicts of interest involving students in the class, including any romantic or business relationships. Similarly, graduate student IORs must similarly disclose to the appropriate Director of Graduate Studies.

The appropriate program or department Director of Graduate Studies must inform all graduate TAs and graduate IORs that they are mandatory reporters for any disclosures of sexual misconduct they receive in their capacity as a TA/IOR. As such, they are required to report such disclosures to the Office of Student Conduct: https://studentaffairs.duke.edu/sexual-misconduct- prevention-and-response .

Training in Teaching

Departmental training: All units offering courses to which TAs are assigned should ensure that each TA has the training necessary to be successful. Depending on the teaching role, this training might include a discipline-specific introduction to issues of course design and planning, instructional methods, effective assignment sequencing, and issues of evaluation and grading. Such training should be offered either prior to or concurrent with their appointment. Departments that do not already have training programs are encouraged to work with The Graduate School in developing them.

Training from The Graduate School: Many departments provide multiple opportunities for graduate students to obtain high-quality teaching experience. Nonetheless, training and experience in teaching is important enough to graduate education that The Graduate School has cultivated several other means by which graduate students may gain instructional experience to better prepare them professionally. Such opportunities are especially useful for students in departments or programs with limited TAing or teaching roles for graduate students.

Graduate TAs should be encouraged to avail themselves of the extensive pedagogical resources, programming, and workshops offered by The Graduate School. In particular:

• The course GS 750 “Fundamentals of College Teaching” is very useful for graduate students to take either the semester before or concurrently with their initial TA assignments.
• The Certificate in College Teaching offers a set of courses and experiences that can help students build instructional skills and pedagogical knowledge, useful both now as teaching assistants, and later as potential faculty members of colleges and universities.
• The Bass Instructional Fellowships support high-quality teaching experiences for Ph.D. students when normal means of funding are unavailable. The Bass program provides opportunities to be a TA, an IOR, or to receive training and experience in online college teaching.
• The Preparing Future Faculty program provides a direct view into the faculty experience at a variety of different kinds of higher education institutions, from small community colleges to large public research universities. As part of this program, The Graduate School maintains contact with other nearby colleges and universities who occasionally need temporary instructors. Although The Graduate School does not mediate such arrangements, these contacts can provide excellent opportunities for advanced Duke graduate students to gain teaching experience.

Why provide training in teaching: Because teaching expertise represents a set of skills and perspectives acquired through training, experience, and critical reflection, preparation for and practice in teaching are at the core of an effective professional development program for graduate TAs and IORs. Departments in which students routinely pursue academic careers should provide ongoing training to ensure that their graduate students are adequately prepared for their teaching responsibilities, both at Duke and as faculty members elsewhere.

Graduate students in programs that do not typically lead to careers in academia, or who do not expect to pursue such a career, also benefit from TA training and instructional experiences. Such activities hone professional abilities to marshal, summarize, and present concepts, data and other material in clear and effective form. These are skills important for all PhD graduates, and are therefore highly desirable for students planning careers in business, government or other non-academic sectors, as well as in the academy. Doctoral programs in this category are thus encouraged to develop training programs and other instructional activities that will provide students with opportunities to sharpen and refine their presentational skills.

In order to ensure that graduate students are qualified and appropriate for their roles as TAs, the following minimum guidelines should be followed in their selection and assignment:

• Only enrolled graduate students who demonstrate the necessary proficiency in English for a given role should be appointed as a TA in that role. The level of a non-native speaker’s English proficiency can be determined by The Graduate School’s English for International Students (EIS) program before or after the student has taken EIS courses.
• First-year graduate TAs are normally expected to receive oversight from an individual course director or head TA, who should mentor them in carrying out duties in a specific laboratory or lecture course. First-year graduate TAs should have little if any independent instructional responsibilities, unless they have entered their graduate programs with significant prior teaching experience.
• The assignment of teaching roles among graduate students should be made with competence, suitability, fairness and equity as key considerations. The assignment should reflect a professional development opportunity for the TA, as well as a role that the student has the ability to perform well.

The Graduate School encourages departments to allow well-trained and qualified graduate students to be an IOR for courses, as long as the following criteria are met:

• The candidate instructor must have passed prelims or have a previous master’s or doctoral degree relevant to the course being taught.
• The course can only have undergraduates or non-degree-seeking students enrolled for graded credit; other graduate students cannot enroll in this course for a grade.
• The instructor should have completed several terms of teaching or TAing in a role that includes being the primary facilitator of instruction (e.g., leading discussion sections, labs, etc.).
• The instructor should have engaged in pedagogical training (e.g., completing several courses in the Certificate in College Teaching Program).
• The Director of Undergraduate Studies for the unit sponsoring the course in which a graduate IOR will teach should orient the IOR to his or her unique roles and responsibilities (e.g., grade submission, reporting academic misconduct, Title IX reporting, etc.) before the start of the course, and be available for ad hoc consulting during the semester of teaching.
• Graduate students may not be IORs for independent study courses.

Departments or programs sponsoring courses in which TAs will train must provide written TA appointments to the relevant graduate students in advance of any term in which they are to teach. To ensure a common understanding of TA duties, appointment communications should clearly specify

• the role and expectations of the position the graduate student will fill,
• the approximate average number of hours per week required, and
• the financial support the student will receive.

Departments and programs are strongly encouraged to prepare brief descriptions of the various TA duties for their courses in which TAs train, and to make these descriptions available to all graduate students.

Departments and programs with TAs should provide feedback to the TAs on their teaching. This feedback should include a recap meeting and/or written evaluation by the appropriate staff or faculty member responsible for the course, section, or laboratory taught by the TA. It should be based on direct observation of the TA in the classroom or lab, and/or follow-up consultations with the TA.

A teacher course evaluation instrument—whether the one currently used by the undergraduate college or one devised by the department—should be completed by undergraduate students to evaluate their TA’s performance in lecture, laboratory, or discussion sections and made available to the TA after the course is over.

To enhance the training and teaching experience of graduate students, departments should provide graduate TAs with faculty teaching mentor(s) who can provide ongoing guidance during their appointment.

The Graduate School is committed to providing financial support to all doctoral students in years one through five. Graduate students teaching in courses offered by Arts and Sciences receive stipend support based on a per-course rate, set by Trinity College, which varies by the nature of the assignment. All students with a given assignment in a course receive the same rate. The Graduate School also follows the A&S instructional TA rate for Bass TAs and IORs. Other schools within the university may set TA rates as they deem appropriate.

The amount of support for teaching is typically supplemented with a graduate fellowship in order for the total stipend to remain at the annual recommended level, as posted on The Graduate School’s financial information webpages, during the initial five years of graduate study.

The professional development of graduate students as teachers is considered part of their doctoral training. For this reason, the university has strict guidelines on how much teaching any graduate students may do so as to ensure that they retain sufficient time for other equally important components of their doctoral education. The required instructional duties of a TA or IOR must be limited to no more than 20 hours per week averaged over the semester in which the course occurs. Grader assignments typically require a few hours per week on average, while teaching assistantships with an extensive instructional role often involve more than 10 hours per week. The instructor of record should provide the expected hours per week for the TA role(s) in a given course, prior to the start of classes.

If a graduate student has a grievance regarding teaching assignments or related issues, all efforts should be made to resolve them with the course instructor of record or other immediate supervisor of the TA or IOR. If the complaint cannot be resolved satisfactorily at this level, the student may bring this before the department or program’s Director of Graduate Studies. If there still is no satisfactory resolution, the grievance can be brought to The Graduate School, which will be the final avenue of appeal.

What to Expect From a Teaching Assistantship

• Choosing a Graduate Program
• Tips & Advice
• Admissions Essays
• Recommendation Letters
• Medical School Admissions
• Homework Help
• Private School
• College Admissions
• College Life
• Business School
• Distance Learning
• Ph.D., Developmental Psychology, Fordham University
• M.A., Developmental Psychology, Fordham University

Graduate school is expensive, and the prospect of incurring more debt is never appealing. Many students instead seek opportunities to work for at least a portion of their tuition. A teaching assistantship , also known as being a TA, offers students opportunities to learn how to teach in exchange for tuition remission and/or a stipend.

What Compensation to Expect From a Teaching Assistantship

As a graduate teaching assistant, you can typically expect to receive a stipend and/or tuition remission. The details vary by graduate program and school, but many students earn a stipend between roughly $6,000 and $20,000 annually and/or free tuition. At some larger universities, you may be eligible for additional benefits, such as insurance. In essence, you are paid to pursue your degree as a teaching assistant.

Other Benefits

The financial rewards of the position are only part of the story. Here are several other benefits:

• It is only through teaching a subject that you really come to understand it. You'll explain complicated concepts in your field and develop a more sophisticated understanding of them.
• You also will gain valuable experience in and out of the classroom and have the opportunity to interact closely with faculty members in your department.
• The relationships you develop with your professors are crucial to your future success, so you'll be able to interact with them closely. Many TAs become more well known by faculty and develop a few close relationships that can lead to important opportunities in the future including helpful recommendation letters .

What You'll Do as a Teaching Assistant

Teaching assistants' duties will vary depending on the school and discipline, but you can expect to be responsible for one or more of the following:

• Teaching or assisting with one or more sections of a course
• Running laboratory sessions
• Grading undergraduate student papers and exams
• Holding regular office hours and meeting with students
• Conducting study and review sessions

On average, a teaching assistant is required to work about 20 hours per week; a commitment that is certainly manageable, especially as the work helps to prepare you for your future career. Just remember, it's very easy to find yourself working well beyond the planned 20 hours each week. Class prep takes time. Student questions absorb more time. During busy times of the semester, like midterms and finals, you might find yourself putting in many hours--so much so that teaching can threaten to interfere with your own education. Balancing your needs with those of your students is a challenge.

If you plan to pursue an academic career, testing the waters as a teaching assistant can prove to be an invaluable learning experience where you can gain some practical on-the-job skills. Even if your career path will take you beyond the ivory tower, the position can still be excellent way to pay your way through grad school, develop leadership skills and get some great experience

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Keep up-to-date on postgraduate related issues with our quick reads written by students, postdocs, professors and industry leaders.

7 Tips for New Graduate Teaching Assistants

• By Eduardo D. S.
• August 3, 2020

Virtually all PhD students will at some point be involved in the teaching of undergraduate students, either through a one-off lecture or in a formalised role as a Graduate Teaching Assistant (TA). Working as a TA can be a fun change of pace to complement your PhD research; it’s also a paid position in most institutions.

Here are 7 tips for new graduate teaching assistants to help make the process as smooth as possible for both you and your students.

1. Prepare for Lectures and Tutorials

Some first-time teaching assistants mistakenly assume they can “wing” their teaching responsibilities because they believe the responsibilities are low level. Don’t make this mistake!

Even if you already feel prepared, always spend the evening before a lecture or tutorial going through the material, and recap it 15 minutes before your session. In doing this, you’ll find it much easier to explain the content, and you’ll be able to provide more detailed answers. If you’re going to be supporting or leading tutorials, try to familiarise yourself with the questions beforehand.

You may often be tempted to brush tutorial preparation aside, especially when you have your own research to do, but it will be clear how under-prepared you are if you’re continually stumbling over yourself and needing to be corrected by the very students you’re trying to help!

2. Preparation for Lab Sessions

Before each lab session, read through the experimental procedure several times and if the steps seem unclear, study further into them to understand their purposes. This is especially necessary for technical demonstrations such as those in physics, chemistry and engineering, where there is usually a long and complicated list of steps to follow. Remember, if a step is unclear to you, it will undoubtedly be unclear to an undergraduate student. Conducting background reading into the procedure will help you prepare for some of the questions that undergraduate students will likely throw your way.

Although not knowing the answer to a question is perfectly fine, not knowing the answer to several questions can reflect poorly on you, especially when they concern the basic principles of the experiment. This won’t earn you much respect from your students, nor will it look good to any staff or lab member within earshot of your group.

3. Set the Ground Rules

One of the most notable challenges a teaching assistant faces is obtaining the same respect from undergraduate students that they have for their professors.

While an undergraduate class will be nothing like an unruly high school class, there will still be potential for conflict that can be harmful to the learning environment, most commonly with punctuation. For example, students may think they can get away with being a few minutes late when they know a teaching assistant will be leading the class. As a TA, it’s your responsibility to ensure a high standard of learning within your classes, and you’re unlikely to maintain this if you have to keep adjusting for late students. This doesn’t mean you should bar late students from entering your class, but making it clear that those who arrive late must catch up in their own time.

You may feel a little uncomfortable about setting rules, especially when it’s your first time teaching, but it will pay off in the long-run when students know what’s expected from them.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

4. Support, Not Smother

As someone who has sat the course before, you will have more knowledge and experience than the undergraduate students you’re supporting. Remember this the next time you’re hosting a tutorial or laboratory session, as it’s tempting to want to jump in and correct someone the moment you suspect they’re doing something wrong.

Students learn through making mistakes and identifying what they did wrong – constantly correcting them before they have had a chance to realise their mistake will rob them of their learning experience . It may seem counterintuitive, but taking a more passive role during tutorials and lab sessions encourages a better learning environment. This doesn’t mean you shouldn’t help at all (please don’t become one of those TAs…), but when you do, it’s only when the student truly needs it, and it’s in a way that allows the student to reach the right answer for themselves.

5. Your Students Aren’t the Only One’s Learning

If you aspire to go into academic teaching, it’s natural for you to feel you have to be the best TA, to be able to answer all questions thrown at you and have all your students fly through their exams. In reality, this will never be the case – even for distinguished professors who have been teaching for over 20 years!

Accept that it’s ok not to always have the answers or have the occasional lesson not go as planned. The most important thing is that you’re willing to learn and improve. If you can’t answer a question, inform the student you’re unsure and will reply to them after class once you’ve had some time to look into it. The same goes for laboratory sessions. If you feel that a certain part of your session didn’t go well, take the time to analyse what went wrong and how you can revise your approach going forward.

6. Manage Your Time

As a TA, you need to balance your responsibilities as an employee of the university and as a research student working towards your PhD. The exact number of hours you’ll be expected to work will depend on your specific contract, but monitor your average workload to ensure that it doesn’t frequently exceed what you agreed to. Tell your supervisor if you think you’re constantly being over utilised and if it’s affecting your research commitments. They may be able to help by lightening your teaching load or advising you on how you can perform some of your teaching duties more efficiently.

7. Build a Personal Connection

Building a connection with the students you teach is a simple but effective way to create a more comfortable and engaging learning environment.

If you’re going to be teaching the same course of students often, and assuming there isn’t an entire lecture hall full of them, you could try learning their first names if you really want to connect with them.

You can also build rapport by sharing advice with them, after all, you’ve been a student for several years so know all too well the challenges of having to balance university life with a personal social life. Not only will they appreciate your advice, but they’ll also value you more after being reminded that you’ve already walked their path with a high level of success.

Becoming a graduate teaching assistant can be a great way to supplement your income as a PhD student; it can also be an unforgettable experience that opens up new opportunities if all goes well. The above tips should help ensure your TA journey is a smooth one, regardless of whether you’ve already taught for a year or if it’s your first time.

This post explains the difference between the journal paper status of In Review and Under Review.

An academic transcript gives a breakdown of each module you studied for your degree and the mark that you were awarded.

An In Press article is a paper that has been accepted for publication and is being prepared for print.

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In the UK, a dissertation, usually around 20,000 words is written by undergraduate and Master’s students, whilst a thesis, around 80,000 words, is written as part of a PhD.

Rebecca recently finished her PhD at the University of York. Her research investigated the adaptations that occur in the symbiosis between the tsetse fly and its bacterial microbiome.

Freya’s in the final year of her PhD at the University of Leeds. Her project is about improving the precision of observations between collocated ground-based weather radar and airborne platforms.

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UCLA Graduate Programs

Teaching & Research Assistantships

“Academic Apprentice Personnel” is the term applied to registered graduate students who have fulfilled the University’s established criteria for appointment (no more than 50% time) to teaching or research assistantships and for which they are compensated at rates approved annually by the Regents of the University of California. These apprenticeships are intended to provide qualified students with relevant training experience for academic and academic-related careers in teaching and research and to augment limited resources from within the University for graduate student support. As a matter of University policy, apprentice personnel in both the teaching and research series are considered primarily as students being professionally trained.

Graduate students who are recipients of teaching and research assistantships must meet all registration and enrollment criteria established by the Graduate Council and the department. They must also maintain satisfactory progress throughout their appointments. Please contact the department for details.

Appointments

Teaching Assistants

Teaching assistants are selected on the basis of scholarship and promise as teachers and serve an apprenticeship under the tutelage and supervision of regular faculty members who are responsible for curriculum and instruction in the University.

Applicants whose first language is not English: Please see information on the Test of Oral Proficiency .

Research Assistants

Research assistants are appointed to the title Graduate Student Researcher (GSR) and are selected on the basis of scholastic achievement and promise as creative scholars and serve an apprenticeship under the direction and supervision of a faculty member.

Special Readers

Special readers are advanced graduate students who assist faculty members with the reading and grading of students’ papers and exams, under the guidance and direction of faculty members. Special readers must have taken and received at least a B+ in the course for which they are reading.

For more information or if wish to be considered for one of the above appointments, please consult with your department.

Medical Insurance and Fee Offsets for Academic Apprentice Personnel

Eligible graduate students who serve in teaching assistant, graduate student researcher, tutor, reader, and special reader titles for at least 25% time for an entire academic quarter are eligible to receive paid medical insurance coverage. They are also eligible to receive 100% of the student services and tuition portions of the mandatory fees paid by the University. Qualified GSRs in appointments of at least 45% time for an entire academic quarter may be eligible to receive nonresident tuition remission.

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Academic Student Employee

Many academic units offer teaching opportunities to outstanding graduate students who are employed in the following Academic Student Employee (ASE) titles:

Teaching Assistant  

Associate Instructor

• Current Fellowships
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• General ASE Information

Academic Requirements

Union representation, benefits for ase appointments, teaching assistant professional development program (tapdap).

• English Proficiency for Teaching Assistantships/Associates
• Guidance for Hiring Self-Supporting Graduate Professional Degree Students as ASE's

General Academic Student Employee (ASE) Information

During the academic year, ASEs may be appointed for a maximum of half-time service (220 hours/quarter).  Registration as a full-time student (12 units) is required, and students must meet academic eligibility requirements for grades, GPA and satisfactory progress.  The duration and extent of such appointments vary by academic unit.

Assistantship offers are made to students by the academic unit following formal admission to graduate study.  Students should contact their departments for further information.

Projected Positions for 2024-2025

• Minimum GPA of 3.1* for Teaching Assistants & Associate Instructor
• Minimum GPA of 3.0* for Readers & Tutors
• A letter grade of C, S, or above in all courses completed in the last three quarters
• No more than two (2) Incomplete grades (except where stricter school policies apply) in the last three quarters

*Please note , cumulative last 3 quarter GPA

• ASE UAW Bargaining Agreement (Labor Contract)
• UAW 2865 Membership Election Form
•   Appointment Notifications

Graduate students who are appointed as Teaching Assistants and Teaching Associates at 25% time (110 hours of assigned workload) or greater and for graduate students who are appointed as Tutors and Readers for a guaranteed minimum of 110 hours of assigned workload within the respective quarter’s service period are entitled to the following benefits:

• Full Fee/Tuition Remission

Payment of 100% of the Graduate Student Health Insurance Program (GSHIP) premium, Student Services Fee, Campus-based Fees, and Tuition, components of a student’s assessment per quarter.  Remissions may also include 100% payment of the One-Time Document Fee and the UC Graduate and Professional Council Fee (UCGPC) , if applicable.    Note, this does not include payment of Non-Resident Supplemental Tuition (NRST).

• Fees/Tuition Remission Chart for Full-Time Enrolled ASEs
• Fees/Tuition Remission Chart for Part-Time Enrolled ASEs
• Please refer to Registrar’s site/ for the Schedule of Fees/Tuition

Defined Contribution Plan (DCP)

DCP Coverage in accordance with UC Retirement Plan (Summer employment only), please visit the Voluntary UC Retirement Savings Program page

Childbirth Accommodation and Childcare Reimbursement 

Consistent with UC Irvine’s priority for establishing and encouraging family-friendly policies, please visit the Childbirth Accommodation and Childcare Reimbursement page

DepCare FSA 

The DepCare FSA for Academic Student Employees allows you to pay for eligible expenses for care of your child or eligible adult dependent on a pretax basis, please visit the DepCare FSA pagb/Tuition

The Graduate Division is committed to preparing all TAs who teach at UCI. “TAP DAP” is a multi-day series of discipline-specific, interactive workshops designed to provide new TAs with skills and information that will help them begin their instructional careers at UCI. Please visit the TAPDAP website for more information.

English Proficiency for Teaching Assistantships/Associate Instructors

All graduate students, except those who have earned an undergraduate degree from an institution at which English was the sole language of instruction according to the World Higher Education Database, are required to demonstrate oral English proficiency before they are appointed to Teaching Assistant or Teaching Associate titles. The aforementioned exception will apply only when the undergraduate degree has been earned within five years prior to admission to a graduate program at UCI.

In order to establish eligibility for appointment as a UCI Teaching Assistant (TA) or Teaching Associate, students are required to pass a campus-approved test, or if eligible, by an exception.

For more detailed information on these exams of spoken English proficiency, including the respective passing scores and how to determine if a student is eligible for an exemption, please review the English Proficiency Chart . Please note, that students appointed as Teaching Assistants or Teaching Associates in the past do not need to demonstrate English proficiency for future appointments unless the head of a unit or appropriate delegate requires remediation (please see the “Remediation” section below for more details) .

To help UCI graduate students strengthen their oral English proficiency, UCI offers a Program in Academic English/ESL .

• Test of English as a Foreign Language Internet-based Testing ( TOEFL iBT ) is administered by ETS in U.S. centers and abroad;

• International English Language Testing System ( IELTS ) is available in over 140 countries including the U.S.;

•The Test of Oral English Proficiency ( TOEP ) is a speaking exam administered by the Program in Global Languages & Communication at UCI.

                            For specific details, see English Proficiency Chart

A student earned an undergraduate degree from an institution at which English was the sole language of instruction according to the World Higher Education Database within five years prior to admission to a graduate program at UCI.

Students who have received an undergraduate degree in an institution with English as its sole language of instruction and who are more than five years beyond degree may request an exemption to the policy; such exemption requests will be considered by the Program in Global Languages & Communication.

Students appointed to Teaching Assistant or Teaching Associate positions for advanced language courses where the entire course is conducted in a language of instruction other than English are exempt from the English language proficiency requirement in this policy.

Process for requesting an assessment: The graduate program requesting an exemption for a graduate student should email [email protected] with the following information:

(1) the student’s information (name, UCI ID number, email address) and

(2) confirmation that the student has received an undergraduate degree in an institution with English as its sole language of instruction and is more than five years beyond degree. 

The staff in the Program in Global Languages and Communication will then contact the student directly to set up an appointment for an Oral Screening, which will be assessed by instructors or academic coordinators in the Program in Global Languages and Communication. 

The outcome of the Oral Screening will be sent to the Graduate Division within 5-7 business days of the assessment.

If the head of a unit or appropriate delegate finds sufficient grounds to believe that any graduate student appointed as a Teaching Assistant or Teaching Associate does not have spoken English proficiency adequate for undergraduate instruction, they must require the student to undertake a remediation process, in consultation with the Program in Global Languages & Communication and approved by the student’s academic unit, prior to additional appointment as a Teaching Assistant or Teaching Associate. Such a determination should be made on the grounds of inadequate proficiency alone (as indicated in student evaluations, faculty observations, or the like). This remediation process will be required regardless of how the student was initially certified for oral English proficiency (that is, regardless of earning an undergraduate degree at an institution where English was the sole language of instruction or by achieving a passing score on one of the tests noted above).

Process for consulting with the Program in Global Languages and Communication regarding a remediation process for a Teaching Assistant or Teaching Associate : The graduate program requesting consultation regarding a remediation process for a Teaching Assistant or Teaching Associate who is believed to not have spoken English proficiency adequate for undergraduate instruction should email [email protected] with the following information: 

(1) the student’s information (name, UCI ID number, email address), and 

(2) the contact information (email) of the delegate from the hiring department who is requesting the consultation and/or overseeing the remediation process for the student. 

The staff in the Program in Global Languages and Communication will then contact the student to set up an appointment during which the student will meet with an Academic Coordinator in the GLC Program who will review, discuss, and/or assess the student’s oral English proficiency.

 After meeting with the student, the GLC Program will provide a recommendation for a remediation plan to the delegate from the hiring department and the student’s home department/program.

If the academic unit awards a Teaching Assistant or Teaching Associate appointment to an incoming graduate student who fails to be certified in English proficiency, the unit must honor its financial commitment to the student even though the student will not be allowed to serve as a Teaching Assistant or Teaching Associate. It is therefore advisable for units that expect incoming graduate students to serve as Teaching Assistants or Teaching Associates in their first term either to require those students be certified prior to awarding Teaching Assistant or Teaching Associate appointments, by passing one of the tests noted above, or to make the Teaching Assistant or Teaching Associate appointment conditional upon certification and upon meeting all other academic qualifications for employment. Units must provide clear notification of these conditions in their financial support offer letters to incoming students. Units are strongly encouraged to include the following or similar language in all financial support offer letters:

A condition of all fellowships and Teaching Assistant/Associate and Graduate Student Researcher appointments is that the student maintain: 

• Satisfactory academic progress 
• Be continuously enrolled as a full-time graduate student
• Meet all other university criteria (including but not limited to adequate English language competency for Teaching Assistant or Teaching Associate appointments) to receive campus-based funding
• Continued employment is also contingent upon satisfactory performance as a Teaching Assistant/Associate or Graduate Student Researcher

Guidance for Hiring Self-Supporting Graduate Professional Degree Students as ASEs

Before appointing a self-supporting student as an ASE, hiring units must notify Sonia Lepe , Graduate Division’s Employment and Fellowships Manager, via email or by calling 949-824-8120. Sonia will confirm the student is eligible to hold an ASE position, the funding source used to pay the salary and remission is appropriate, and the appropriate remission is generated and posted to the student’s account.

* Please note that SSGPDP students are not allowed to be hired as graduate student researchers. *

SSGPDP students should only be considered in the event that it is impossible to identify and appoint

1) a qualified PhD student, not necessarily in the same school or discipline; and 

2) a qualified state-supported master’s student, not necessarily in the same school or discipline.

• SGPDP students must meet the same academic standards as state-supported graduate students hired as TAs. Students must also meet the same English proficiency requirements as state-supported students in order to be appointed as a TA. * Note that waiving the English proficiency requirement for admissions purposes does not exempt a student from meeting the TA requirement for English proficiency.
• SSGPDP students serving as TAs must undergo the same TA training as state-supported graduate students and demonstrate that they have a sufficient teaching foundation (i.e., TAPDAP).

Salary and remission should be covered by the hiring unit.

• If the SSGPDP student will be an ASE for an SSGPDP, then the salary and remission must be paid with SSGPP program revenues or other discretionary funding sources available to the program.
• If the SSGPDP student will be an ASE in a state-supported program, then the salary may be charged to the regular TA instructional salary funding source; however, remission must be paid from other discretionary funds.
• In no case shall remission costs be paid by campus TA remission budget allocations.
• The fee remission paid on behalf of an SSGPDP student will be paid as all other remission is paid, i.e., as a fee credit posted to the student’s Student Billing System (SBS) account. Under no circumstances will the funds be provided directly to the student. The amount of fee remission is equal to the amount of remission paid on behalf of a student in a state-supported program for the Tuition and Student Services components of a student’s fee assessment.
• The remission should be based on in-state remission and should not include NRST.
• As with a student in a state-supported program, if the student in an SSGPDP is charged and does not waive out of GSHIP, the GSHIP amount will be included in the fee remission. In no case will fee remission exceed the total charges the student pays to the SSGPDP.
• If the fee remission total exceeds the total program fee(s), the remission will be reduced accordingly.
• As with a student in a state-supported program, if the student in an SSGPDP is charged and does not waive out of GSHIP, the GSHIP amount will be included in the fee remission. In no case will fee remission exceed the total charges the student pays to the SSGPDP. If a student’s program does not require GSHIP, the fee remission must not include GSHIP.

Please contact the Graduate Division here Fee Remission, Employment, Fellowship and Childcare Program Inquiries

The University of California, Irvine, in accordance with applicable Federal and State law and University policy, does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, pregnancy, disability, age, medical condition (cancer-related), ancestry, marital status, citizenship, sexual orientation, or status as a Vietnam-era veteran or special disabled veteran. This nondiscrimination policy covers admission, access, and treatment in University programs and activities.

Assistantship Information

Graduate Assistants (GAs) are, first and foremost, graduate students pursuing an education. The opportunity to work closely with faculty members and undergraduate students in teaching, research, or administrative environments is an integral part of that education.

Graduate students who hold assistantships benefit educationally and professionally. They gain further expertise in their field; enhance their research skills and develop pedagogical skills; acquire experience in leadership, interpersonal effectiveness, and performance evaluation; acquire academic administrative experience; and enjoy collegial collaborations with advisors that may result in joint publications and other professional activities. Skills learned in assistantships prepare students not only for the academy, but also for corporate, government, and nonprofit organizations.

Assistantships also provide graduate students with the financial resources necessary to pursue their degrees. This financial support—stipend, tuition assistance, and benefits—is part of the University’s commitment to the success of our graduate students. Graduate Assistant stipend levels  are reviewed each year.

For information on Graduate Assistant tuition assistance eligibility requirements and allowances please visit the Graduate Assistant Tuition Assistance webpage.

Please visit the  Office of the Student Financial Aid website  for information about other student financial aid.

The official title of Graduate Assistant is used in all university documents, but, in general practice, Graduate Assistants are referred to either as Graduate Teaching Assistants (TAs), Graduate Research Assistants (RAs), or Graduate Administrative Assistants (AAs). Additionally, a small number of Graduate Assistants serve as resident life counselors. Qualified graduate students often move between these kinds of appointments during their graduate education.

For full details, please see  Policies for Graduate Assistantships .

Teaching Assistantships

The specific duties of Graduate Teaching Assistants (TAs) vary across disciplines and departments. For the majority of teaching assistants, however, assignments and responsibilities fall into four categories:

• Assuming teaching responsibility for a laboratory or discussion session of a course; 
• Assuming teaching responsibility for a classroom section of a multi-sectional course, under the close supervision of the director(s) of the course; 
• Assisting a faculty member in the grading, advising, and administrative duties necessary for a course(s); 
• Assisting in general departmental administrative duties, such as advising or the administration of community programs, workshops, etc.

Within a department, the particular assignment depends on the department’s needs and the experience and academic qualifications of the TA. All graduate TAs serving in any capacity are under the direction and close supervision of a member of the faculty.

Research Assistantships

The specific duties of Graduate Research Assistants (RAs) vary according to the nature of the research project in which they participate and the source of the funding. RAs may occasionally be asked to conduct some work at home or to do their research at times when classes are not officially in session. The duties of RAs are also performed under the close direction and supervision of a member of the faculty.

Administrative Assistantships

A number of academic and non-academic units employ Graduate Administrative Assistants (AAs), generally to perform administrative support functions in an office setting. Such positions are expected to have a research or professional development component. Some administrative appointments are for less than one academic year.

Tips and Other Opportunities

• There is no centralized posting of all available assistantships on campus; however, many are listed on the  University Human Resources ejobs website .
• There are also a small number of positions available on campus as  Resident Life Graduate Assistants . 
• Career Center
• Graduate Student Government
• Transportation Services
• Dining Services

Graduate Assistantships While Abroad

With the exception of temporary overseas research/scholarly trips (extending for only part of a semester), the following policy applies to all GA positions at UMD: Graduate assistantships are not allowed for students abroad. The University's Office of General Counsel, in consultation with Maryland's Office of the Attorney General, has determined that we may NOT provide graduate assistantship appointments to students who are residing outside the US. This applies to new and continuing students, regardless of visa status, whether the duties can be performed remotely, and whether the student currently holds or previously held a GA appointment. Students who have not entered the U.S. with permanent or temporary residency within the first four weeks of the semester cannot be appointed as GAs. Students residing outside the US may receive a fellowship stipend, so long as there is no work requirement or expectation apart from progress on degree requirements (e.g., dissertation research). International students shall consult with campus officials about any visa limitations prior to any temporary scholarly trips.

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• Assistantships

Graduate Assistantships

Graduate assistantships give students opportunities for professional experience , academic training , and financial support while pursuing advanced degrees. Prospective students are encouraged to ask about assistantship opportunities in their academic program. Those in graduate assistantships are considered nonregular academic appointees; more information about such appointments is available from the UM System’s Collected Rules and Regulations . Those with assistantships are hired into one of the following job codes and titles:

• Graduate Research Assistant (GRA, 4715)
• Graduate Teaching Assistant (GTA, 4717)
• Graduate Instructor (GI, 4685)
• Graduate Library Assistant (GLA, 4690)
• Graduate Fellow (4680)

Obtaining a Graduate Assistantship

Most students with graduate assistantships obtain them through their  academic programs ..

If you are a graduate student seeking an assistantship, contact your academic program for information about open positions. Generally, an assistantship might be offered as part of an admissions package or developed through a professional relationship with faculty or administrative staff. A small number of assistantships that do not require program-specific expertise and other campus employment options (not assistantships) may be posted at  HireMizzouTigers.com . International students at MU should consult International Student Services for additional information about employment restrictions based upon visa type.

Acceptance of Assistantship Offers

The University of Missouri, along with hundreds of other U.S. universities, is a signatory to the Council of Graduate Schools’ Resolution regarding offering and accepting University financial support (e.g., scholarship, fellowship, assistantship).

Students are under no obligation to respond to offers of financial support, which includes assistantship offers, for the coming academic year before April 15.

When a student accepts an offer before this date and subsequently desires to withdraw that acceptance, the student may submit in writing a resignation of the appointment at any time.

However, an acceptance given or left in force after April 15 should commit the student not to accept another offer of financial support until they have informed the program of the withdrawal.

Eligibility

To hold a graduate assistantship, a student must be:

• Admitted to a department or area with a specific graduate-degree objective.
• Enrolled in a program and making  satisfactory progress toward degree attainment during the period of the assistantship. If a unit wishes to employ a student for longer than one semester (including summer semester) after graduation, they must transfer the graduate into a non-student title.

Note: Certificate students who are not also enrolled in a graduate degree program are not eligible for a graduate assistantship.

Each department or unit establishes its own documented procedures for recruitment, selection, retention, and dismissal of students with graduate assistantships in accordance with MU policy and  Affirmative Action/Equal Opportunity guidelines .

Financial Support

Any assignment of responsibilities must be associated with a fair and reasonable stipend. This precludes a graduate student from “volunteering” for extensive service commitments to the academic programs without an appropriate stipend. The University sets the minimum stipend amount . The minimum stipend levels are adjusted based upon percentage salary increases for faculty and staff from the previous year set by the University.

Academic programs may differentiate graduate assistantship stipends by graduate student status (e.g., master’s or doctoral , first-year or experienced). Within academic programs and within each level of differentiation, stipends should be equivalent. The academic program should provide accessible guidelines used to determine stipend levels to students.

The table below details the minimum stipend funding levels for AY2024-25.

Students who are in 9-month assistantships are to be paid the 9-month stipend over 10 months, from August 1st through May 31st, unless prohibited by a funding source (i.e., granting agency does not allow it).  These positions may also be eligible for deferred pay over 12 months. Students are expected to perform their assistantship responsibilities over 9 months, even if their pay is deferred for 10 or 12 months. If a student is in a position for only one semester, they should receive equal stipend amounts per month for 5 months (either August 1 through December 31 or January 1 through May 31.

In addition, students who meet eligibility requirements also qualify for tuition remission and insurance subsidy . Recipients of graduate assistantships may qualify for merit-based stipend increases through competitive fellowship awards .

Minimum Course Load

Individual academic programs may require full-time enrollment or a minimum course load for funded students. Students enrolled at least half-time (4.5 student credit hours in the fall and spring semesters) are not subject to Federal Insurance Contributions Act (FICA) taxes.

Graduate assistantships generally entail 10-20 hours of responsibilities per week (.25 to .50 full-time equivalent (FTE)). For GI or GTA roles, one student credit hour is considered 3.33 hours of assistantship responsibilities. Thus, one 3-credit hour class is considered a .25 FTE or 10 hours/week. Teaching two 3-credit hour classes in one semester is considered a .50 FTE.  A 5-credit hour language class is equivalent to 16.65 hours/week; a GTA or GI qualifies for a .50 FTE assistantship if the unit provides additional responsibilities, up to approximately 3 hours/week. Students with assistantships enrolled for the first time in Summer 2022 or later can be in a .25 assistantship ONLY if they have a second .25 assistantship or equivalent fellowship. A portion of any project that is part of an assistantship may include minor clerical elements, but all projects should incorporate decision-making, judgment, analysis, and evaluation skills.

Students with assistantships and/or part-time work on campus cannot hold an appointment above a .74 FTE (28 hours/week). During the academic year, students on visas are restricted to .50 FTE (20 hours/week).

Assistantships provide relevant professional and academic experiences that may include:

• Teaching one to two 3-hour class(es) or one 5-hour language class during a semester.
• Leading one to five discussion or laboratory sections of a course during a semester.
• Proctoring and grading large lecture and/or laboratory exams.
• Assisting faculty with research activities that vary from providing assistance with proposal development through participating in preparation of research reports and manuscripts for refereed journals.
• Helping students and faculty use microscopes, computers, and other lab equipment.
• Helping solve assigned research and class problems.
• Keeping library open and staffed to assist users.
• Cataloging new acquisitions.
• Developing administrative and other professional skills

Note:  Specific assignments vary by type of assistantships.

Supervision

All projects are supervised by graduate faculty , administrative staff , or principal investigators . Supervisors should provide feedback to students regarding their performance in the assistantship.

Those holding graduate assistantships may be required to provide their academic advisor with a written report of academic progress at the conclusion of the period for which the assistantship is awarded.

Types of Graduate Assistantships

Research assistantships, research assistantships are intended to support students to graduate with the knowledge and skills to become independent scholars..

A student may be granted a research assistantship (GRA) through a faculty member’s grant or other University funds, enabling the student to progress toward an advanced degree while performing research activities related to the grant or fund requirements.

Academic programs decide whether the research activities required as part of the graduate research assistantship is directly related to the student’s academic program. For example, in some academic programs, research conducted in the context of the assistantship is expected to directly inform the topic of student’s dissertation or thesis research. In other programs, the assistantship responsibilities are designed to help students gain expertise in research skills that can be applied to another project.

Teaching Assistantships

A teaching assistantship in an academic program provides a stipend to a student who assists in teaching duties during the academic year., duties and responsibilities.

Graduate Teaching Assistantship responsibilities include:

• Leading discussion, tutorial, and/or laboratory sections and/or grading student work

Additional responsibilities may also include:

• Setting up laboratories
• Preparing materials for discussion section
• Posting materials online
• Assisting with recording grades
• Providing support for administration of course and classroom instruction

All graduate students with teaching assistantships (GTA or GI) are required to:

• Participate in the graduate teaching orientation (GTO).
• Continue working toward an advanced degree throughout the assistantship.
• Work only with undergraduate students, unless the GTA is a doctoral candidate. Doctoral candidates are eligible to serve as GTAs (not GIs) for graduate-level classes in which only master’s and/or specialist students are enrolled. GTAs cannot be the instructor of record or have responsibility for the overall course direction and final grades. Doctoral candidates are eligible to serve as GIs (instructors of record) for undergraduate courses. This excludes any courses cross-leveled as 4000/7000.
• Successfully complete online teaching certification if they are the primary instructor for an online course.

Requirements for International Students

Graduate students with teaching assistantships whose native language is  not  English are required to:

• Participate in Graduate Teaching Orientation .
• Complete an evaluation by the  International Teaching Assistant Program .
• Meet established criteria for teaching at the level of instruction required for the assignment.

Academic Freedom

The academic freedom of graduate teaching assistants (GTAs) is not necessarily coextensive with that of faculty. GTAs are engaged in supervised teaching or instruction activities. Supervisors are responsible for defining the nature, scope, and manner of instruction for each course.

Supervisors should communicate the extent to which GTAs have discretion to introduce additional material, and GTAs should follow supervisors’ instructions. GTAs should not be penalized for expressing their own views on matters within the scope of the course if they represent those views as their own.

In interpreting teaching evaluations, supervisors make every effort to distinguish legitimate critiques of the course from negative evaluations related to:

• Prejudice against the GTA on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, gender expression, age, disability, status as a qualified protected veteran, or other protected status.
• Disagreement with viewpoints expressed by the GTA or by students in the class.

Other Graduate Assistantships

Other graduate assistantships provide stipends for students who assist in academic or nonacademic program activities 10-20 hours per week..

These graduate assistantships (e.g., GLI, Graduate Fellow) may involve diverse duties covering a wide variety of functions and may not be housed in an academic unit. However, the responsibilities of these positions must be aligned with the students’ academic and professional goals, verified by the hiring and academic unit that they are academically appropriate, and approved by the Graduate School.

Additional MU Assistantships-Related Resources & Information

• Medical Insurance Subsidies
• Vacation Policy
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• International Teaching Assistants Program
• Appealing Assistantship Evaluation or Termination
• All students who hold an assistantship, must comply with the University’s Conflict of Interest policy

Performance & Renewal Evaluation Criteria for Graduate Assistantships

Graduate assistantship evaluation methods, the responsibilities of the graduate assistantships and the performance evaluation methods should be provided in writing to the student by the immediate supervisor at the beginning of the assistantship., conducting evaluations.

The faculty or staff member who supervises the assistantship must conduct a written evaluation of the student’s performance for at least once a year and provide a copy to the student and to the chair/director of the program or department for placement in the student’s file in MyVita.

This evaluation is separate from the annual review of student academic progress and should take the following criteria into account:

• Prompt, efficient, and accurate completion of assigned tasks.
• Independent work.
• Analysis and problem-solving.
• Adequate evaluations by students for instructional and tutoring assignments in courses, laboratory, and clinical settings.
• Cooperation with a mentor, director, and other students and staff.
• Professional and ethical behavior in all assigned tasks and duties.

Opportunities for improving performance should be outlined.  An appeal process  is available for those with graduate assistantships who assert they have not been fairly evaluated or dismissed.

Equal Treatment

The university of missouri is an  equal opportunity/affirmative action institution ..

Evaluation of graduate assistant performance must not be influenced by  race , color , religion , national origin , ancestry , sex , sexual orientation , gender identity , gender expression , age , genetic information , disability , or status as a protected veteran .

Discrimination on the basis of pregnancy , childbirth , or related medical conditions is also prohibited.

In addition, evaluations must not be influenced by a student’s exercise of First Amendment freedoms of expression and association.

Renewing Assistantships

In the rare case that a fixed term was not specified in the initial letter of offer, the assistantship may, at the discretion of the academic program, be renewed if the following criteria are met:.

• Funding is available.
• Academic program guidelines for the funding duration or limited semesters of support of a student are met.
• The student is making satisfactory academic progress, with a GPA not less than 3.0.
• The student’s assistantship performance is evaluated in writing by their supervisor to be satisfactory.
• The student’s professional and ethical behavior in all tasks and duties — including in courses in which they are enrolled and in research and creative work — is judged by the academic program to be satisfactory.

If the renewal falls within the number of years of funding specified in the initial letter of offer  and  the five criteria listed above have been met, the assistantship must be renewed.

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Graduate Assistantships

Graduate Student Assistantships are a form of student employment which includes compensation in the form of a stipend, tuition, and lab/course fees. Assistantship recipients perform research, teaching, or administrative services for the University as part of a student’s academic and professional training and development. Assistantships provide graduate students with experiences that strengthen and enhance their education and contribute directly to their thesis, dissertation, or report.

Three types of assistantships are offered:

• Teaching Assistantships involve working to assist faculty with teaching (GTA) or being fully responsible for teaching a course (GTI).
• Research Assistantships involve working to support research on a specific externally funded grant or contract (GRA) or an internally funded project (GA).
• Administrative Assistantships involve administrative work and are externally funded in support of a project or grant (GADE) or internally funded (GADI).

Assistantships are available only to full-time, degree-seeking students. For more information on a specific type of assistantship please refer to the Policies and Procedures for Assistantships page.

Applying for an Assistantship

All applicants to the Graduate School are automatically considered for graduate assistantship opportunities. Your application for the program also acts as your application for financial consideration. Funding is typically reserved for PhD applicants, although not guaranteed. Master's level applicants are rarely awarded assistantships .

If you have additional questions about the availability of funding, please contact your Graduate Program Director and/or a faculty member within your program.

Availability of Assistantships

Graduate assistantships are typically awarded by a student’s academic department. The availability of assistantships varies by department and by semester.

Positions associated with research grants are available in some programs and research centers . For more information, students should speak with their Graduate Program Director or advisor.

Receiving an Assistantship

Assistantship recipients will receive an offer letter as soon as decisions are made. Awards for the upcoming academic year are typically decided in March or April, although this may vary by program.

Appointment Types and Compensation

Students on full assistantship appointments are expected to work half-time (20 hours/week). Programs may offer less than a full appointment, resulting in three-quarter, one-half, or one-quarter assistantship appointments. All assistantship recipients are full-time students who perform their duties in concurrence with work appropriate for at least nine credits of coursework or research activities. As such, a student’s workload, including teaching preparation and grading, should not exceed the level of their appointment in order to better ensure their success as a graduate student and as a graduate assistant.

The amount of a student’s tuition support and stipend depends on the level of their appointment. A full-time appointee will receive full tuition support and a stipend of at least the Minimum Stipend Rate . Tuition support and stipend rates will be adjusted proportionally to the level of a student’s appointment, as shown in the table below.

Minimum Stipend Rates are set each academic year and are dependent on a student’s degree type and previous academic accomplishments. Students on assistantships are paid bi-weekly.

Tuition Caps

The tuition cap is the maximum a department will allocate for tuition and lab/course fees for a supported student on an assistantship per semester. Full-time status is granted to students who are enrolled in at least nine credits of coursework and/or research activities in one semester. Although it is possible for a student to enroll in more than nine credits in a semester, most departments will not pay for more than nine credits per student in order to maximize the number of students they are able to support in one semester. Support will pay 25%, 50%, 75%, or 100% of the student's home department tuition cap (tuition and course/lab fees).

Supported students who enroll in more credits than their department’s tuition cap will support are responsible for paying the tuition associated with those extra credits. Please refer to Tuition Caps to determine the maximum number of credits supported by each department.

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Assistantships, additional assistantship opportunities.

An assistantship provides a monthly stipend and  tuition scholarship.  Assistantship stipends are used when the student is performing service .  Assistantsh i ps may be in the form of: 

• graduate or teaching assistant ships
• research assistant ships

Academic programs or faculty  advis e rs  select graduate students to serve on assistantships.  

Duties and workload

The duration of an assistantship may range from a single academic term to a full year.  Students usually  serve between 15 to 20 hours per week with a maximum 20h/week.  

During the term of an assistantship, students are expected to continue making academic progress towards their degree.  

Every graduate assistant in TGS must meet the eligibility requirements set for all students receiving financial aid.  Please review the   Regulations Governing Recipients of University Assistance   for more information.  

Graduate/teaching assistants

Duties may include :  

• Serv ing  as graders for a course  
• Function ing  in an administrative capacity  
• Lead ing  discussion sections as part of a larger lecture course  
• Instruct ing  their own class sections  
• Assist ing  with academic projects such as editing a b ook  
• Coordinat ing  program activities  

Learn more about graduate or teaching assistantships.

Research assistants

Research assistantships are primarily funded on sponsored research projects.

Duties may include:

• Working in a lab  
• Conducting other types of investigative research for their  advis e r  

Learn more about research assistantships.

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Assistantships and Employment

Assistantships are paid research, or teaching appointments for graduate students.

Graduate assistantships

Graduate Assistants (GAs) receive financial support for their contributions to the teaching and research missions of the University. The GA's role is different from other forms of employment, due to the kind of work they do, the quality of supervision they receive, and the outcomes they achieve. Under federal law (FLSA), Research Assistants (RAs) are not considered employees, since they must have an educational relationship with the supervisor and hiring department rather than an employement relationship. Teaching Assistants (TAs) are teaching employees of the university.

Graduate students seeking Teaching Assistant (TA) roles must have a minimum of 18 credit hours to serve as a primary instructor (Instructor of Record or IOR). Visit the  Academic Affairs web pages  for more information.

Other University policies on GAs are located in the Student Funding & Assistantships section of the Graduate School's website. 

Most GAs are hired by the student's academic department .  Stipends, responsibilities, selection criteria, application and notification procedures vary from department to department, so contact your Graduate Program Director for additional information on available assistantships.

On-campus employment

Jobs are posted on Hire-A-Niner .  

Full-time, permanent EPA (Exempt from the State Personnel Act ) and SPA ( Subject to the State Human Resources Act) UNC Charlotte employees may be eligible for tuition waivers or reimbursements. More information can be found on the Human Resources website .

Off-campus employment

The University Career Center (UCC) publishes off-campus opportunies on Hire-A-Niner  and offers other career services.  The UCC is located in Atkins Building  1 50 .

Already have a job? Many employers offer tuition benefits for individuals seeking to further their education. Be sure to check with your supervisor to see if your company offers employee educational assistance programs.

UNC Charlotte is a participant in the  April 15 Resolution  ("National Signing Day"). The Graduate School will remove no offer of funding before April 15th. Please accept your offers of funding before April 16th. After that date, UNC Charlotte will remove unaccepted offers and provide them to other students.

Assistantships

With UTSA’s newly acquired status as a Carnegie R1 institution with NRUF eligibility, graduate education has become even more vital to our mission and strategic vision. Graduate students play a critical role in faculty scholarship and the university’s research and teaching missions. Accordingly, assistantships are prioritized to attract, retain, and graduate a high caliber of diverse students that will be rigorously trained to meet the needs of the national and regional workforce.

Types of Assistantships

There are several types of assistantships available to graduate students at UTSA. Specific job descriptions are available from the hiring department, but the following information provides a general overview of the responsibilities for each type of assistantship. Assignment(s) cannot exceed a total of 19 hours per week.  Beginning Fall 2022, the university minimum for an assistantship stipend for funded, full-time doctoral students is $18,000 for a 12-month fiscal year appointment, which pertains to GSA/GTA/GRA assistantship appointments in units typically outside of the academic colleges. Students interested in assistantships need to contact and apply within a department or visit Handshake .

Graduate Research Assistants I & II

Job Description:

• The primary focus for all graduate research assistants is to assist the Principal Investigator/faculty in conducting research or other scholarly activities. Duties include assisting with research in laboratories and research facilities under the supervision of the Principal Investigator.

Job Duties:

• While graduate research assistants are committed to performing assigned tasks, their scholarly work is typically suitable for and may be used as part of their research report, thesis, or dissertation research to the extent approved by the faculty supervisor.
• Graduate Research Assistant I – Master’s students and doctoral students pre-Qualifying Exam
• Graduate Research Assistant II – Doctoral students post-Qualifying Exam
• All GRA within the same program MUST be appointed at the same salary level regardless of funding source, unless the student has earned an external individual fellowship or been appointed on an extramural training grant where the pay rate may be higher.

Graduate Teaching Assistants I & II

• The primary focus for the graduate teaching assistant is to support the faculty member or the department with the conduct and delivery of a course or courses. Teaching assistants are supervised by the course instructor and/or other designated faculty and are subject to departmental policies.

Job Duties and Expectations:

• Such duties may include course development, lecturing, grading, monitoring, leading lab and/or discussion sessions, maintaining office hours, evaluating student work, performing administrative duties as it pertains to the class.
• All students who serve as graduate teaching assistants and who have no prior teaching experience are required to participate in a Graduate Teaching Assistant (GTA) training program.
• Teaching Assistant I – minimum bachelor’s degree
• Teaching Assistant II – minimum 18 hours of graduate level coursework
• All GTA within the same program MUST be appointed at the same salary level regardless of funding source, unless the student has earned an external individual fellowship or been appointed on an extramural training grant where the pay rate may be higher.

Graduate Service Assistants

Job description:

• The primary responsibility of a Graduate Service Assistant is to provide support within a specific unit to gain working knowledge and/or develop career-specific skills. Service assistants report to an administrator and/or professional member of the unit who will supervise and mentor the student.

Job duties:

• As the service assistant’s duties vary depending on the unit’s specialization, assigned duties should support the student’s academic career and future career-readiness and expectations must be finalized upon hire. Students are anticipated to have the knowledge and/or experience in the area they will be providing service in.

Graduate Administrative Assistants

• The primary responsibility of a Graduate Administrative Assistant is to provide administrative support to a department. These positions are not eligible to support funded, full-time doctoral students; they are paid hourly and do not include tuition/fee and health insurance support.
• As administrative assistant duties vary, job duties and expectations must be finalized upon hire.

Research Affiliate Graduate Research Assistant

• A Research Affiliate GRA is a full-time doctoral student enrolled in the 9/9/3 SCH sequence and who has been awarded a competitive fellowship, per the criteria listed below. The Research Affiliate GRA is not an employee of the university, but may be eligible to enroll in certain insurance plans that are part of the university's group insurance program as a Research Affiliate (job code A013). Research Affiliates are not eligible to participate in any of the university's retirement programs. To be eligible for the Research Affiliate title, individuals must be directly involved in research activities for UTSA and awarded a competitive graduate student fellowship valued at a total of $18,000 (UTSA minimum) or more annually.

Eligibility criteria for competitive fellowships:

• The fellowship is awarded directly to an individual student by a national or international foundation, non-profit or similar institution (and it is not allowable to be administered by the university), with awards being determined through a competitive review process
• The competitive award provides a stipend, either singly or in combination, that is equal or greater than $18,000 (UTSA minimum) annually
• Eligible funding programs do not include those awarded from federal, state or industry grants and contracts awarded to the university with faculty investigators.
• More information on the healthcare coverage and appointment process is available at Graduate School SharePoint site .

Overview Summary Table

*Funding packages cannot exceed total support provided by program in tables listed below. Adjustments will need to be made to Tuition and Fees Support for any additional funding.

Program support tables, alvarez college of business (acob), doctor of philosophy in management and organization studies.

Doctor of Philosophy in Applied Statistics

Doctor of Philosophy in Marketing

Doctor of philosophy in finance, doctor of philosophy in information technology, doctor of philosophy in accounting, klesse college of engineering and integrated design (ceid), doctor of philosophy in biomedical engineering.

Doctor of Philosophy in Electrical Engineering

Doctor of philosophy in mechanical engineering, doctor of philosophy in civil engineering, doctor of philosophy in environmental science and engineering, college of education and human development (coehd), doctor of philosophy in culture, literacy and language.

Doctor of Philosophy in Counselor Education and Supervision

Doctor of philosophy in educational leadership.

Doctor of Philosophy in Interdisciplinary Learning and Teaching

Doctor of philosophy in school psychology.

College of Liberal and Fine Arts (COLFA)

Doctor of philosophy in anthropology.

Doctor of Philosophy in English

College for health, community and policy (hcap), doctor of philosophy in applied demography.

Doctor of Philosophy in Psychology

College of sciences (cos), doctor of philosophy in chemistry.

Doctor of Philosophy in Computer Science

Doctor of Philosophy in Molecular Microbiology and Immunology

Doctor of Philosophy in Developmental and Regenerative Biology

Doctor of philosophy in neuroscience, doctor of philosophy in physics.

University College (UC)

Doctor of philosophy in translational sciences,   , college funding opportunities .

• Alvarez College of Business (ACOB)  
• Klesse College of Engineering and Integrated Design (CEID)  
• College of Education and Human Development (COEHD)  
• College for Health, Community and Policy (HCaP)  
• College of Liberal and Fine Arts (COLFA)  
• College of Sciences (COS)  
• University College (UC)  

Eligibility Requirements

Academic eligibility requirements for doctoral students.

Doctoral students must meet the following academic eligibility requirements to hold an assistantship:

• Must be in academic good standing.
• Making satisfactory progress toward a graduate degree and meeting all milestones.
• Maintain a minimum overall GPA of 3.0.
• Full-Time Fully Funded (FFDR) doctoral students must be enrolled full-time, 9 hours in long semester (fall and spring) and 3 hours in summer to be appointed for full graduate assistantship of 19 hours per week.
• With prior approval, full-time fully funded (FFDR) doctoral students in their final semester (i.e., the semester in which they will be awarded their doctoral degree and graduate) may be enrolled in one credit and stay eligible for Full Graduate Assistantship Appointment for that semester.
• Doctoral students with exceptions for part-time status may be enrolled in a minimum of 6 hours in long semester (fall and spring) and 1 hour in a summer semester to be appointed for a partial graduate assistantship of between 10 and 15 hours per week.
• Doctoral students enrolled for less than 6 hours in the long semesters and less than 1 hour in the summer are ineligible for any graduate assistantship appointment.

Academic Eligibility Requirements For Master's Students

Master’s students  must   meet the following academic eligibility requirements to hold an assistantship:

• Minimum enrollment of 6 hours in long semester (fall and spring) and 1 hour in a summer semester to be appointed for up to 19 hours a week.
• With prior approval, funded master’s students in their final semester (i.e., semester in which they will be awarded their master’s degree and graduate) may be enrolled in one credit in a long semester.
• Graduate students enrolled for less than 6 hours in the long semesters and less than 1 hour in the summer are ineligible for any graduate assistantship appointment.

In-State Tuition Eligibility Requirements

Graduate students awarded a competitive scholarship of at least $1,000 will receive in-state tuition for the academic year.

• Graduate students are eligible to enroll in the UT System Student Health Insurance Plan (SHIP). Effective Fall 2022, all full-time fully funded (FFDR) doctoral students with full graduate assistantships will be enrolled as prepaid Single Subscriber in the UT System Student Health Insurance Plan (UTSHIP). Full-time fully funded (FFDR) doctoral students have 30 days from enrollment period start date, September 1, to either opt out of UTSHIP coverage OR add additional coverage (dental/vision) and/or dependents at their own expense. All other graduate students can enroll themselves in this plan at their own expense. For information on eligibility guidelines, plan details and enrollment please see visit the Academic Healthcare Plans website .. .Students in programs that require clinical setting are required to have health insurance. Eligible students may subscribe to UTSHIP at own expense.

Benefit Coverage Options: UT System Academic Graduate Student Employees

Click here to view the video.

• The UTSHIP 2024/2025 Orientation Video is located on the https://utsystem.myahpcare.com/ website.  You will locate The University of Texas at San Antonio campus, click on the Benefits Tab, expand Benefit Information, then scroll down to UT Orientation Video .
• The 2024/2025 UT SHIP Plan Highlight Flyer is also located on the https://utsystem.myahpcare.com/ You will locate The University of Texas at San Antonio campus, click on the Benefits, expand Benefit Information, then scroll down to Plan Highlight Flyer . This flyer is frequently used to highlight the benefits of the UT SHIP plan.
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Offer Letter and Guidance Resources

Offer Letter

• Please follow the Council of Graduate Schools resolution to which UTSA is a signatory ( https://cgsnet.org/resources/for-current-prospective-graduate-students/April-15-resolution/ ) that states that students cannot be compelled to accept any offer prior to the April 15 deadline. This includes financial incentives or any other form of incentive. Any incentive provided after that must be standard for all admitted students unless prior permission, based on approved criteria, has been obtained from the Graduate School Dean and the Provost. Criteria must be aligned with program expectations and student accomplishments such as previous degree attainment, years of research and scholarship experience in the discipline, etc.. All criteria must be publicly posted on the program website.

Guidance document with funding tables regarding Graduate Student Assistantships, Student Position Guide, Funded Award Letter Templates, and FAQs are available on the Graduate School Sharepoint site .

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Graduate teaching assistant handbook

+ 1. introduction.

This website contains information for current and prospective graduate teaching assistants in the Department of Computer Science & Engineering at the University of Minnesota.

More specifically, it contains an explanation of the TA offer process, departmental rules and information, teaching tips, links to other related websites, and additional information that TAs will find useful.

Prospective TAs should find the FAQ and TA offer process and criteria sections most useful.

Current TAs are responsible for all the information on this website. Most particularly, they should be familiar with the rules and procedures mentioned in the department rules page, and the ethical issues for TAs page, and should be aware of the rules in the other links. TAs will, we hope, find the teaching information and resources in the teaching tips, the online information on course management software, etc., and in other sections helpful in their TA work.

This site was put together with the help of the Center for Educational Innovation (CEI) (formerly the Center for Teaching and Learning), and many of the teaching tips pages are based on CEI resources.

+ 2. TA offer process and criteria

2.1. introduction.

Many questions TA applicants have involve how TA offers are made, and what criteria are used to determine who receives a TA offer. This section provides some details on these issues.

2.2. Other sources of information on TA positions

There are two sections on teaching assistantships in the Graduate Student Handbook .

• In the "Financial Assistance" section, the subsection "Teaching Assistantships" provides an overview of the application process, criteria, terms of assistantships, duties and requirements, etc.
• The subsection "Teaching Assistantship Departmental Policy" gives a list of general policies. The most important TA information from those documents is discussed below.

The computer science TA website contains a variety of information for CS TAs and TA applicants. The FAQ section in this handbook and TA Announcements page are the two links most useful to people curious about the how to apply for a TA position, and what their chances of getting one are.

2.3. Offers to incoming students

It is department policy to save at least eight appointments for new students and make the balance from continuing students. New student appointments are made as part of the admissions process for Ph.D. admits, based on merit. Note: eight is a minimum; in practice, the specific number of new students we appoint depends on a number of factors including how plentiful we expect TA positions to be, how many exceptional students apply, and how many students accept our offers.

Since new offers are made as part of the admissions process for Ph.D. admits, which new students receive a TA offer is decided as part of the application review process. This decision is made by the Graduate Admissions Chair, in consultation with the graduate admissions committee and the TA Supervisor. The criteria used to determine which applicants get offers are the usual ones for admission (academic record, the potential for graduate work, etc.); however, TA potential is also a consideration.

M.S. students who do not receive offers during admission are welcome to apply for any open positions when they arrive in fall. A few TA positions may be open at the beginning of fall classes; however, students arriving without support should realize that the chance of getting a TA when they arrive here in fall is small. Most students who arrive here without support are eventually able to find support, if not through a TA then through an RA or through other forms of support. However, prospective students should neither be overly optimistic nor overly pessimistic in this regard.

2.4. Offers to current TAs

Students who currently have a TA have a good, but not guaranteed, chance of getting an offer for the next semester. This decision is based on a number of criteria (see the criteria section below); this section discusses a few additional considerations.

It is department policy that students are eligible for a total of six semesters of TA support. This does not include any summer TA support, and is irrespective of the percentage of appointment; moreover, the department can provide exemptions to this rule based on departmental need. Note that the need is "departmental" (and so could cover, for example, rehiring an especially strong TA or a TA for a hard-to-fill TA position), but it is not the need of the student nor of their faculty advisor.

Having TAed less than three aggregate years does not guarantee a student continuing support, as a number of criteria are considered when TAs are appointed or reappointed. Long-term TAs should be particularly careful that they are making good degree progress, they can TA a number of different courses, and that their TA work is of exceptional quality.

Students who come in with TA support as part of the admission process are guaranteed an assistantship for one or two years. However, students with a one-year guarantee are almost always given a second year of support; and students are often given a third year of TA support if needed. Such students should make good degree process, do well in their TA work, and be able and willing to take on more advanced TA assignments (e.g., for advanced classes) in their second or third year. Note that second or third year support is not guaranteed in cases of seriously poor degree progress or TA performance.

2.5. Types of offers

Most TA offers are 50% offers. Such offers include full (or near full) tuition and health coverage benefits. A student with a 50% offer is usually assigned to work an average of 20 hours per week on one class; however, in some cases, the department splits the appointment between 2 classes.

Some TA offers are 25%. In this case the offer is for an average of 10 hours per week, and the offer includes about half the tuition and health care costs, with the student being responsible for the remainder. On rare occasion offers are for other percentages, such as 12.5%.

The department prefers to make 50% appointments with each TA assigned to a single class. However, due to our enrollment patterns, we have recently been forced to make more split 50% appointments, as well as more 25% appointments.

2.6. Students without support

The Computer Science & Engineering department supports a number of graduate students through TA appointments, and professors' research grants support many more. However, we are not able to support all computer science graduate students. Students should realize TA appointments are highly competitive, and we get many more applicants than the number of available positions. Some ramifications of this are:

• It is no longer sufficient to be a good student or have a good general CS background to be a TA. Students need to stand out in some other way.
• Students whose RA support or outside support is lapsing should not assume that they will be able to get a TA position instead. Such students are of course welcome to apply and will be considered along with all other applicants. However, they are not guaranteed a TA appointment.
• Students who are TAs need to realize that it is no longer sufficient to do an "adequate but not great" job since there are unsupported students who could do a better job.

2.7. Special requests from faculty

Each semester we ask whether faculty have any special requests for TAs. Here are guidelines on this:

• Students should be requested only if it will work out better for the faculty member and for the class. Faculty should know the students well enough to be sure this will be the case. So most, if not all, requests will be for students who have TAed the class before, taken the class before and excelled, worked with the faculty on a project, or have some other extremely strong credentials.
• The department will not always be able to accommodate all special requests. So if a faculty member tells a student they will request them as a TA, that is not a guarantee that the department will make the student an offer. Special requests should be reserved for advanced classes. TA positions in service classes, required classes, and introductory elective classes will usually be filled by students who have a regular TA offer.
• Special faculty requests should not be seen as an alternative way for an applicant to get a TA position. The normative way for such requests to originate is with the faculty member asking the student if they are interested, rather than students petitioning faculty.
• Students hired due to instructor special requests are hired for a specific course to work with a specific professor, and unless that professor requests them again, they will not have special priority for future TA offers. This does preclude reappointing them --- they will be considered on the same basis as other unsupported students in the TA applicant pool. The one difference though is that we will have TA evaluation data on these students, and they should realize that since they have been hand-picked to TA a course where they should excel, the expectation is that they will excel. Students who do excel will boost their chances of getting a future TA offer, but students who do merely an adequate job decrease their chances.

2.8. Criteria

Students in the computer science Ph.D. and M.S. programs, the data sciences M.S. program, and in graduate programs related to computer science are welcome to apply for TA positions (however, by department rules, M.C.S. students are not eligible for TA positions in the Computer Science & Engineering department).

The primary criteria for getting or continuing a TA offer are communication skills, teaching ability and quality of past TA performance, how well an applicant's area of interest matches with department TA needs, and whether the student is in the PhD program. These, as well as other, secondary, criteria, are explained below:

• Communication skills: this includes the ability to speak clearly, explain CS concepts well, relate to students, faculty, and staff, write well, etc. International students whose native language is not English must pass the University's TA English requirements to be eligible for a TA position.
• Teaching ability and quality of past TA performance: this is measured by previous teaching experience, student evaluations, any faculty evaluations of TAs, etc.
• How well applicants' areas of expertise match with departmental needs: Each semester there are some areas where it is difficult to find qualified applicants and some where there is a glut of applicants.
• Ph.D. vs. Masters: the department gives preference in TA offers to Ph.D. students. M.S. students are considered only if there are no suitably qualified Ph.D. students available. (Students currently in the M.S. program who are in transition to the Ph.D. program are not considered Ph.D. students until the change is officially completed. Moreover, the department usually allows such a change only with strong faculty backing, which usually implies that the involved faculty member(s) will support the student with a research assistantship, rather than having the student rely on a teaching assistantship.) Moreover, MCS students are not eligible for CS&E TA appointments.
• Program: in general, students in the CS&E department graduate programs have priority over students from other programs such as EE or Math.
• Degree progress: students should make appropriate degree progress. This means taking and passing an appropriate number of classes, fulfilling the various degree requirements in a reasonable time, not taking overlong to complete their degree, and (for Ph.D. students) getting an appropriate rating on their annual degree progress evaluation.
• Whether a student was admitted with TA support: Students who got TA support as part of the admission process have priority in continuing their TA support beyond its original guaranteed term.
• Academic integrity: it is department policy that students with a record of academic dishonesty not be given TA offers (see also the sections on Ethical issues for TAs and Department Policy on Cheating by TAs in this handbook).
• GPA: GPA is a lesser criterion that will be used to make coarse distinctions, not fine ones. For example, a 3.9 is not significantly better than a 3.8, but a 3.9 is significantly better than a 3.2.
• Flexibility: some applicants are able or willing to TA only a small number of classes. This is not beneficial for their chances.
• Seniority: seniority is a little complicated. One on hand, students who have been TAs for very long will have less chance if they exceed the 3 year aggregate TA support limit, or if they are not making satisfactory degree progress. On the other, students who were last hired in the previous semester will have less priority, if all else is equal, than students who have been TAs longer. Moreover, if all other things are equal, students who are currently TAs or who have recently been TAs will have priority for the next semester's offers over students who have not had a CS TA appointment, or who have not had a CS TA appointment recently.

2.9. Summer appointments

It is department policy to make summer appointments from among students who had an appointment in one of the semesters of the previous academic year. However, we employ only about a half dozen graduate TAs each summer, so these positions are quite competitive. Criteria that are weighed more heavily for summer appointments include whether the applicant was a new TA that came in with support the previous fall (the rationale here is that these students have some priority since they will have fewer opportunities for other support than students who have been here longer), quality of TA work, and whether a student has prior TA experience in the specific classes being offered that summer.

+ 3. Teaching tips

This section provides a variety of tips that are useful for teaching assistants, including:

• Early feedback
• TA responsibilities
• What do I do if...?
• Suggestions from other TAs
• Suggestions from good teachers
• Promoting student participation

3.1. Early feedback

Many instructors find it useful to get feedback from students early in the semester. This helps in suggesting how to improve the course before it is too late to do so.

The following form is an example of an early feedback form for discussion sections. It asks about the overall effective of the discussion section, as well as the TA's teaching effectiveness. If you wish to use it, feel free to modify it as needed.

Using an early feedback survey

Handing out the survey.

When handing out the survey tell the class the purpose of the survey (usually to improve teaching), and who will see it (usually just you). Encourage the students to submit thoughtful, candid responses. Also tell students how and when you plan on sharing the results of the survey.

Evaluating the feedback

If 20% or more of the students responded negatively on any item, you will probably want to examine it further. You may want to ask a peer, the instructor, or the Center for Educational Innovation (formerly the Center for Teaching and Learning) if you need advice on addressing any issues.

It is common for there to be contradictory feedback. This sometimes indicates that your teaching strategies are effective for some student learning styles, but not for others. If there is an item with very contradictory feedback, you may want to ask students for further, more specific, input. One approach would be to have students respond in writing to questions like "The instructor's explanation are clearest when..."

Review student comments to the open-ended questions carefully. First, look over the positive remarks. Then sort the suggestions for change into those you intend to change, those you cannot change or do not think it would be a good idea to change, and those that are negotiable.

Expect to get a mixture of results. Very few people get feedback that is all positive or all negative. Also, do not expect to be able to address everything. Usually focusing on improving a few key items is more effective than trying to address everything at once.

When summarizing the results to the class

• Use a positive accepting tone. The manner in which you introduce the evaluation and discuss the results is crucial. Avoid being defensive, angry, preachy, or overly apologetic.
• Select a few items that yielded positive responses and a few that you hope to improve. There's no need to go over every item.
• If you decide to make changes, state what you intend to do differently and why.
• Clarify, if possible, any confusion about major issues like the role of the discussion sections in the course.
• Ask for further feedback if needed (e.g., "Several of you felt that the last assignment was confusing, but I need help in understanding why...")
• When appropriate, enlist students' assistance in making a change. (e.g., "I'm going to try to speak more loudly, and I'd appreciate it if you signal me when I'm speaking too softly.")
• Let students know what THEY can do to remedy the issues you've mentioned (e.g., asking more questions if uncertainty about assignments is an issue).
• Thank the students for their input.

Further use of the results

Some people find it useful to look at the surveys again later on in the semester.

Early feedback form

The purpose of this survey is to give your TA information about his/her teaching effectiveness. This information will be used by the TA to try to improve the class; it will not be used in personnel decisions. Please be as accurate and as candid as possible.

DD=Strongly Disagree D=Disagree U=Uncertain A=Agree AA=Strongly Agree

What things about this discussion section help you learn best?

How could this discussion section be improved? Please be specific.

3.2. TA responsibilities

One common concern of TAs is exactly what they are responsible for in TAing a class. Since TAs for different classes and instructors perform different duties, there is no single answer. The purpose of this form is to alert TAs to some of the area where there may be confusion. If you'd like, you might want to sit down with your instructor at the beginning of the class, and clarify any items mentioned here that you are unsure of.

Primary TA responsibilities

• Office hours:
• Assisting with assignment/quiz/exam preparation:
• Attend classes:
• Leading discussion sections:
• Holding review sessions:
• Administrative:
• Creating/maintaining class web page:

Course overview

• As specifically as possible, what are the course goals and objectives?
• What background should students have?
• Who are the other TAs assigned to the course?

Initial tasks

• What are you expected to do prior to the first class?
• Are you expected to attend the first class? Are you expected or encouraged to attend all of the classes?
• How frequently will you meet with the instructor and/or other TAs?
• How can you best be contacted?
• How can the professor and other TAs be contacted?
• How often are you expected to check e-mail, phone, or your mailbox for messages from the instructor, other TAs, or students?
• How promptly are you expected to reply to email, etc.?
• How familiar are you expected to be with the course material (textbook, material presented in class, computing hardware and software, etc.)?
• Office hours
• When will you hold office hours?
• When will the other TAs and instructor hold office hours?
• What hardware and software will the class use?
• What are your responsibilities for it?

Assignments, exams, and quizzes

• How many assignments are there for the course?
• When will these be distributed, and when will they be due?
• Are there any special rules for how students submit their assignments?
• How soon after assignments are due will you be expected to have them graded and ready to hand back?
• What responsibilities will you have? Helping prepare assignments? Giving instructions about how to hand in the assignments? Helping collect and hand back assignments? Grading?
• How many exams/quizzes for the course, and when will they be?
• Will you be expected to help create quizzes or exams?
• Will you be expected to help proctor quizzes or exams? If so, when?
• Will you need to do any special planning (such as reserving certain blocks of time) to ensure that exams, assignments, etc. are graded in a timely fashion?

Discussion or lab sections

• What will the discussion or lab sections be used for and how do they relate to the lecture portion of the class?
• Will you be expected to lead discussion or lab sections?
• If you will, which discussion or lab section or sections will you lead?
• If you will, who will be in charge of preparing the discussion or lab section? You? The instructor? Another TA? How far in advance of the actual discussion or lab section will you receive information about what should be in it?
• Who keeps the grades for the class?
• On assignments and exams where more than one person is grading, what steps will be taken to ensure the grading is consistent?
• How much feedback will you be expected to give to students on their work, and what form will it take (corrections on assignments and exams, answer keys, etc.)?
• What are the general guidelines for grading?

Class web page

• Will you be expected to create, maintain, or contribute to the class web page?
• If so, what information will you be responsible for, and what format should it be in?
• Is the class on UNITE?
• If so, do you have any special duties associated for this (having an evening office hour, delivering material to the UNITE office, etc.)?

3.3. What do I do if...?

What if i have a taing question and i don't know whom to ask.

If it's course specific, ask the instructor, or other TAs. If it's a general TA question,

• review the Graduate TA Handbook
• email the Graduate TA Supervisor

What if I'm unsure what my TA duties are?

Since TA duties differ from class to class and from university to university, exactly what TAs are expected to do is a common question, particularly among new TAs. The best thing to do is to discuss this with the course instructor --- perhaps using the TA Responsibility Form (section 3.2 above) --- and with other TAs. In most large classes that have a number of TAs, at least one TA has TAed the class previously.

What if I don't know all the material for a class I'm assigned to TA?

Because of the dynamic nature of computer science as well as the shortage of qualified TAs for certain classes, TAs sometimes find they are not familiar with all aspects of a course they are assigned. In this case,

• ask other TAs --- often they can tell you what you need to know or point you towards relevant resources,
• discuss the situation with the instructor --- if they know far enough in advance they may be able to distribute the TA work so that each TA is most concerned with areas that he or she is most knowledgeable about,
• budget extra time to learn more about the material.

What do I do if I encounter cheating in the class I'm TAing?

See the ethical issues for TAs (section 6).

What if I'm not sure whether a suspicious incident is cheating or not?

If you are not sure what constitutes cheating, discuss this with the instructor and other TAs. Certain activities (such as collaboration on assignments) may or may not be permissible in the class you are TAing. It is your responsibility to know what is normative in general (e.g., all TAs should know what the University of Minnesota considers plagiarism), and the instructor's responsibility to clarify any grey areas or special rules.

If you notice suspicious activity and are not sure if it is cheating or not, gather any relevant evidence and discuss it with the instructor if you think there's a likelihood that it is.

What do I do about student complaints?

This is a difficult question since there are so many possible situations. For example, students may complain to TAs about specific grading, the class in general, things external to the class, etc.

A few pieces of advice:

• Be professional in your communication with students. Talk respectfully to and about students. Do not delay inordinately in answering e-mail. Grade in a timely fashion, etc.
• Listen respectfully to students. Even if you ultimately do not agree with what the student requests, often the student will be satisfied if they feel you have heard their concern and have evaluated it fairly.
• If you and a student have a disagreement, try to resolve it satisfactorily between yourselves before asking the instructor to intervene. However, if you and the student absolutely cannot resolve the issue, or if you're unsure about how to handle a situation with a difficult student, ask other TAs or the instructor for advice.
• If a student voices a concern about another TA or the instructor, be realistic about what you can and cannot do. For example, unless you are the head TA for a class, you probably should not arbitrate disagreements between the student and another TA.
• If there are any recurrent or widespread complaints, judge whether additional or alternative action is useful. If, for example, half the class questions the grading on an exam, it might be more efficient to have the instructor address this in class than to deal with each complaint individually.
• Center for Educational Innovation is available for consultations on any TA-related topic.

What do I do if a student tells me they are having serious out-of-class problems?

Students sometime bring up serious out-of-class problems. If a student comes to you with such a problem you can contact University Counseling and Consulting Services .

What if I have disagreements with another TA, or with the course instructor?

This is another difficult one. Here are a few scattered thoughts on this topic:

• Many disagreements are the result of poor planning, differing expectations, or poor communication. For this reason it's a good idea for the instructor and TAs to have a clear understanding of what each person's responsibility is, and to communicate with each other regularly. A number of classes, particularly those with a number of TAs, hold weekly meetings.
• If you have a disagreement with an instructor or other TA, try to discuss it with them. Most instructors and TAs are amenable to discussing disagreements if the disagreement is reasonable and presented in a professional way.
• If there is a serious problem that you are unable to resolve by any other means, contact the Graduate TA Supervisor.

What if I don't feel like I'm doing a good job TAing? What do I do if the evaluations of my performance in the course are disappointing?

Poor performance and/or evaluations can be disheartening, especially if you've worked particularly hard. Some steps to take:

• If you are not doing so already, take active steps to improve your TAing --- read articles on what makes a good TA, ask students who are known to be good TAs for advice, etc.
• If you feel comfortable doing so, ask the instructor how you could improve.
• If you are not too far along in the course, and if you think it would be useful, use the early feedback forms (see section 3.1) to get input from students,
• If you have past student evaluations, look at the detailed sections and choose a few specific items to work on,
• Check with the Center for Educational Innovation . They are available for individual consultations, and hold various workshops throughout the year.

3.4. Suggestions from other TAs

Most of these tips are based on suggestions from previous or current TAs:

• Meet with the instructor at least a week before the beginning of classes. This gives you a chance to learn what your responsibilities will be, and gives you time to do any preliminary work you need to do before the start of class.
• Be professional. Don't be late for office hours or meetings; answer e-mail and phone messages in a timely manner; etc.
• Talk with other TAs. Other TAs often can provide suggestions on what works best in a course, or answer general questions about TAing.
• Provide ample feedback to students in a timely manner. One complaint sometimes heard from students is they get too little feedback on assignments and exams.
• Class lists (including pictures of the students in the class) are available through the teaching section of your myU page.
• Class web pages: Information about class web pages is on the CSE Labs Course Resources page . In particular, if you have to develop a class web page, you might be able to copy and modify an existing one, rather than develop a new one from scratch.
• Previous TAs: we try to pair new TAs with TAs who have TAed the course before; however, this is not always possible. If you need advice from a TA who has taught the course previously, and do not know who the TA(s) are, contact the Graduate TA Supervisor .
• Training Sessions: the Center for Educational Innovation holds a number of training sessions in Fall for new and continuing TAs. The Center also holds seminars on a variety of topics throughout the year. Moreover, center staff are available for individual consultations on specific issues you might be facing.

3.5. Suggestions from good teachers

Here are some tips to TAs from good teachers:

• Be professional. TAing a course is a professional job, and is an important part of the university's and department's mission. It is not just a way to earn money or something that might look good on a resume.
• Treat all students with respect and strive to help all of them to learn. All the students registered for the course have a right to be there -- not just the smartest or the most forthcoming or those whom you get along with best.
• Be enthusiastic! Let the students know you want to be there, and you want to work with them. Let them know that they're important and that you care about what they have to say and how they do in the class.
• Draw energy and enthusiasm from students who are engaged in the subject and then try to give back some of that to other students who are less engaged.
• Be realistic about how quickly students can pick up new material. You know more about the material than the students, so realize that even though it may be simple for you, it may not be easy for students learning it for the first time.
• Listen to what you're saying from the students' points of view and adjust accordingly. Because they have a very different experience and knowledge to draw on, what you say is not always what students hear.
• Prepare for class! It's not enough to be expert on a subject. You have to be able to teach the subject to others who are less interested, motivated, knowledgeable than you. That means you must carefully think through not only what you'll do in class but HOW you'll do it.
• Encourage questioning, both verbally and non-verbally. Help students ask the right questions. Model good questioning and answering.
• Get feedback from students to gauge whether what you are doing is effective or not.
• Don't rush to fill in the next segment of the class or move on to the next point. When you ask questions in class, wait several seconds for a response.
• If you don't know something, don't bluff. Admit you don't know and find out for the next class.

3.6. Promoting student participation

Two questions TAs often have are:

• How to figure out (quickly) what students know and what they need help with?
• How to get students to participate in class, especially in class discussions?

There are a number of techniques for addressing these concerns. Here are a few possibilities. These are most useful for TAs who lead discussion sections, but can also be adapted by other TAs for use during office hours, review sessions, etc.

• Use between class writing as a starting point for a discussion. Have students work problems or write about assigned reading, and then start by asking students to share the most important idea(s) from their writing.
• Use beginning of class unstructured writing to generate thoughts on a topic. At the beginning of a new topic ask students to brainstorm about a problem, list words associated with a concept, draw a graph that shows how certain concepts fit together, etc. Have students first write down their ideas, then ask the entire class for input. This will help you understand what students' background on a topic is, where possible misconceptions or conceptual gaps may be, etc.
• Use beginning of class writing to generate topics for a class. For example, ask students at the beginning of class to write down and submit the questions they are most interested in. Then gather the questions, and select ones to answer. In selecting questions, answer the ones that you think are most important and of interest to the most students; you can also invite students whose questions were not answered to see you in office hours if your wish, or you can post answers to the class web page.
• Use short writing as a means for students to gather thoughts before a discussion. Some students are hesitant to participate in class discussion until they have had time to reflect. Pose a discussion question, have students write on it informally and on their own for a minute, and then ask for responses.
• Have people discuss a problem as a group and then write a succinct answer that everyone in the group understands and agrees with. You can collect the answers if you wish to assess peoples' understanding.
• Use short writing as an end of class quick summary. This is an often-used technique and has a number of variants. One asks students to list the most important concepts they learned in class that day, as well as any questions they have. Another variant is to have students identify the "murkiest" point from the class. You can address these areas of confusion outside of class, e.g., on the class web page, or in a future class.

+ 4. Department rules

All teaching assistants for CSCI courses need to be aware of the following department rules:

• Availability
• Academic misconduct
• Assignments, exams, and grades
• Communication
• Confidential student information
• Duplicating
• Final grading
• Planning for classes
• Resignations
• Some additional comments on professional conduct
• Start of classes

4.1. Availability

There is an expectation that TAs will be physically present on campus during the semester of their TA work. TAs with significant time restrictions (for example, who can only be on campus evenings and/or weekends) or who will be out of town during extended periods of time should not accept TA offers. TAs should also be present on campus at least a week before classes start, and should not leave at the semester's end until all their TA work is done.

4.2. Absences

If you cannot hold your office hours due to illness or other circumstances, and are unable to get another TA to cover for you, please call the main office (612-625-4002) to let the receptionist know. They need to cancel the office hour and answer students' questions about the cancellation.

You also should contact the faculty member in charge of your course whenever you are unable to perform any of your duties.

If you are assigned to TEACH a class and will miss it for one day, please call the main office (612-625-4002) and report what arrangements you have made to have someone teach for you. If you will miss more than one day of class, you will need prior approval from Graduate TA Supervisor.

4.3. Academic misconduct

TAs hold positions of responsibility. For this reason, academic misconduct by a TA is a particularly grave situation and the department has adopted a rule that academic misconduct by a TA can be grounds for termination of the TA position. Moreover, the department will not offer TA positions to students with a record of academic misconduct.

4.4. Assignments, exams, and grades

Because TA mailboxes are too small and lack the needed security, assignments cannot be accepted in the Computer Science & Engineering main office. Students should turn in hard copy assignments during class or office hours.

University policy mandates that assignments and examinations should be handed back in class or office hours rather than placed in the hall for students to pick up.

If you wish to post grades, you must do so in a way that guarantees student privacy, such as through Canvas.

Please make textbook requests at the Computer Science & Engineering reception desk by filling out a request form with your name and course number. You'll receive an e-mail reply about when the book is ready. This will usually be next day, but will be longer when we need to order the book.

4.6. Communication

Each TA will have a mailbox. In general, you should check yours at least once every weekday. You should also check your email at least once every weekday, and more often if requested by the teacher you are working with.

All TAs must have their current mailing address and home phone number on file. Please make sure your current information is online at Employee Self-Service website .

On occasion we get complaints from instructors that they have not been able to contact TAs. Please respond to all e-mail, phone messages, etc. from instructors and department staff in a timely manner.

4.7. Confidential student information

Student ID numbers, grades, etc. are confidential information. Disclosure of private information is an extremely serious matter so all TAs should be very careful that private information is not posted on web sites, left laying around where others can see it, etc. Here are some specific rules:

• All TAs should know what information is public and what is private. See the student records policy page and the FERPA page if you are unsure about this. Note that not only are items like grades, student ID numbers, etc. private, but so are items like class lists. If you have any questions about whether information is private or public, please ask the Graduate TA Supervisor before making it public.
• The FERPA rules apply not only to people outside the University and department, but also inside. So, for example, not only is it a FERPA violation to make class grades publicly readable, or send them to someone outside the University; but it is also a FERPA violation to let CS&E office staff, system staff, TAs working on other classes, faculty other than the one you are TAing for, etc. view confidential files for the class you are TAing. Once again, if you have any questions on this please ask the Graduate TA Supervisor . (Please note: due to the insecurity of email, TAs should avoid using email to communicate FERPA protected information. For example, if different members of a course staff need to work with a grade file, they should set up the grade file in Google Drive and access it there directly rather than emailing the grade file to one another.)
• If you use Google Drive to store confidential information: (i) make sure you use your U or M account (the account associated with your University user ID, not a personal account); (ii) be careful when sharing that information to ensure that you share it only with other course staff who need to access it, and not with anyone else.
• Note grade files and other similar files must *not* be stored on laptops, local machines, home computers, or in your home directory or /.www, /web, /project directories. Note this includes the class web directory (including having a .grades subdirectory in that directory).
• Also be careful with any hardcopies of private information. Please store such copies in a secure location, and shred them when you are done with them. You can give old hardcopies of grade files, etc. to the receptionist in the CS main office to be shredded.
• In general be very careful not to store confidential information --- whether student information or course information --- on a laptop, in the course web directory, or in your personal directory. This is not a spurious warning: the department has had more than one incident in the past where laptops have been stolen, or where information in a web directory was inadvertently made world-readable.

4.8. Duplicating

The department provides copying for examinations and other class material. However, if you wish to distribute notes, examples, etc. please post them on the class web page if at all possible (rather than making hardcopies). If you need to give out lengthy material in hardcopy, please make them accessible through the Bookstore or any of the local copy houses. The students can then purchase their own copies. The University Copyright Permissions Center works to secure permission for copyrighted materials used in courses; please contact them if you have any questions.

There is a 24-hour turnaround time required for course material that you would like the office staff to copy for you. If you have a long assignment or examination, please allow extra time. If you have special requests or extremely urgent jobs please talk to the CS&E front desk .

4.9. Final grading

After finals, TAs should not leave town until ALL their grading for the class is finished. You must check with the instructor of your class before making any travel arrangements.

4.10. Office hours

Prior to the beginning of the classes, you should discuss specific office hour times with the instructor.

TAs with a 25% appointment should have at least 1 office hour per week. TAs with a 50% appointment should have at least 2. These are minimum amounts, though, and for many classes the instructor may ask you to have additional office hours.

Office hours should be held in a room set aside for that purpose (currently Keller Hall 2-209 and 2-246). If you have a compelling reason to hold the office hours elsewhere, please get the department's approval before doing so.

If you wish to hold your office hours in one of the open classroom labs, please notify Office Manager about this. These labs can be reserved by other classes and departments; and we have had occasions in the past where TAs have been holding office hours in such labs without notifying the department, only to have a conflict arise when another department reserves the lab.

TAs for evening classes are reminded to have AT LEAST one office hour in the evening.

4.11. Planning for classes

No later than the first day of the appointment, you should contact the instructor for the course you will TA. At this time, you should discuss items such as what your specific TA duties will be, what time you will hold your office hours, whether or not you will lead discussion sections (if the class has discussion sections), and whether the instructor needs you to do any work prior to the first class.

4.12. Questions

You should discuss any course specific questions with the instructor or other TAs. General questions can be handled by the department front desk staff (612-625-4002). Questions about TA procedures, textbooks, and appointments should go to the Graduate TA Supervisor .

4.13. Resignations

The department has the following policy:

• Teaching assistants may resign their TA appointment (e.g., for an RA appointment), if they resign prior to the announced resignation deadline (which is usually 4-6 weeks before the start of classes each semester).
• TAs who wish to resign their TA appointment after the above deadline will need written permission from the Department Head or TA Supervisor.
• The department will not process RA offers to TAs who resign without meeting these criteria. TAs who resign less than two weeks before the beginning of class may forfeit their eligibility to receive any form of support from the department in the future.
• If formal TA offers are not sent by CS&E HR/payroll before the resignation deadline, applicants who will (or will likely) receive offers will be contacted by email soon before the deadline. If their plans have changed and they no longer wish to accept the TA offer, then they will need to inform the TA Supervisor by replying to this email by the resignation deadline. Otherwise, they will be expected to accept the formal offer when it is made and will be subject to the other provisions of this policy.

TAs should not resign after classes have begun.

4.14. Some additional comments on professional conduct

TAs are officially employees of the University of Minnesota, and are therefore held to high standards of professional conduct. This includes, but is not limited to, avoiding academic misconduct; avoiding nepotism, sexual harassment, and other inappropriate interpersonal conduct; taking appropriate care of students records and confidential course material; being present and on time to course staff meetings, office hours, etc.; and replying to communications from students, other TAs, the course teacher, and department staff in a timely manner.

One part of being a successful TA is to treat all students with respect and strive to help all of them to learn. This means avoiding inappropriate behavior such as making disparaging remarks about students, or engaging in sexual harassment. It also means not limiting TA help to certain students in the class. Consider the following scenarios:

• A TA is also a member of a University club. Is it OK for the TA to give club members copies of past exams, answer keys, etc. that the TA has access to?
• A TA has a family member taking a class. Is it OK for the TA to be a TA for that class?
• Is it OK for a TA to provide special help sessions for a student the TA particularly likes?

Each of this illustrates a potential problem. In the first scenario, a couple relevant factors are whether the teacher is OK with the club members having the material, and whether students in the class would also have access to the material. For example, if the TA gave club members in the class copies of the material, but others in the class did not have access, then that is unfair.

The second scenario brings up the topic of nepotism. This is an important enough topic that the University has an official policy on Nepotism and Personal Relationships . TAs should avoid evaluating the work of anyone they are closely related to, or have a close relationship with. If this situation arises, TAs should consult with the teacher: in many cases it will be possible to structure the TA's duties to avoid any problems. However, in some cases it might be necessary to assign the TA to another class.

The third scenario likewise brings up some potential problems. Being willing to give students extra help is of course laudatory, and is not a problem in and of itself. However, problems can arise, for example, if a TA is willing to help only students the TA likes, or if the TA is trying to use the help sessions to start a romantic relationship.

In summary, TAs should

• Treat all students with respect, and aim to help all to learn.
• Avoid giving any students an undue advantage. (TAs will, of course, need to use good judgment about what "undue" means. Note, for example, that holding a special help session for students who are struggling would be fine.)
• Know and follow University rules about behavior such as nepotism and sexual harassment.
• Use good judgment when deciding what is and is not appropriate TA behavior, and ask the course teacher, TA supervisor, etc. when unsure.

4.15. Start of classes

TAs should contact the instructor they are working with *prior* to the start of classes. In the past, we have had problems with TAs not being available until the first day of classes (or later!). As a general rule TAs should be on campus a week before the start of classes, or should get explicit prior permission from the course instructor that they can arrive after that. Note that due to the problems late arrivals have caused, the department might need to institute penalties for TAs who arrive late.

4.16. Training

In the fall, all new TAs are strongly encouraged to participate in the TA orientation and teaching workshops help as part of the Teaching Enrichment Series by the Center for Educational Innovation . There is also departmental training for new TAs. Dates and times of this departmental training will be emailed to the new TAs.

International TAs who have not passed the University English requirement must sign up for one of the University TA English classes .

+ 5. Department contact information

Department of Computer Science & Engineering 4-192 Keller Hall 200 Union St SE University of Minnesota Minneapolis, MN 55455

Telephone: 612-625-4002 Fax: 612-625-0572

TA offices: 2-209 Keller Hall 612-626-7512 and (with reservation) Keller 4-240 TA mailbox locations: 4-201 Keller Hall Copy machine location: 4-192 Keller Hall (open: 8:00 a.m. - 4:30 p.m. M-F)

+ 6. Ethical issues for TAs

This section provides information on ethical issues and academic misconduct, including:

• Professionalism
• What constitutes academic misconduct
• Tips for preventing cheating
• Handling cheating
• Academic misconduct links
• Cheating by TAs
• Conflict of interest and nepotism
• Unethical requests from instructors
• The start and end of classes
• Outside work
• Discontinuing another position to take a CS TA position

6.1. Professionalism

Be professional in your TA work. Most complaints the department gets—from both students and instructors—are about missed office hours, assignments not being returned in a timely manner, unanswered e-mail, etc.

6.2. What constitutes academic misconduct

If you are not sure what constitutes cheating, discuss this with the instructor and other TAs.

Certain activities (such as collaboration on assignments) may or may not be permissible in the class you are TAing. It is your responsibility to know what is normative in general (e.g., all TAs should know what the University of Minnesota considers plagiarism), and the instructor's responsibility to clarify any grey areas or special rules. Two websites that might be useful are the Office for Student Conduct and Academic Integrity site, which contains a couple of FAQs as well as links to university documents like the Students Conduct Code, and Academic Conduct Information for New CS&E Students .

6.3. Tips for preventing cheating

• Clarify what is and is not permitted. Rules should be posted somewhere students can easily refer to them (e.g., the course web page). (Note: it is university policy that each syllabus should have a section on academic misconduct. However, it is often useful to have additional, more detailed information posted as needed.)
• Talk with the instructor (and other TAs) about what is and is not acceptable behavior for students. Do this especially if either you are not sure yourself what is or is not acceptable, or if there are some class rules (e.g., amount of collaboration on assignments) that you are not entirely sure about. We want to avoid the situation where the instructor is telling students one thing, and a TA is telling them something different.
• The class should have reasonable collaboration rules. For example, telling student that they can never discuss anything about assignments is unreasonable.
• Get to know students. Students are more likely to cheat if they think that the professor and TAs do not know who they are.
• Be careful with sensitive information like grading keys. Do not leave them laying around unattended, or in unprotected computer files. Never let a student use your computer account.
• Log homework when it is handed in. Otherwise, if you are TAing a large class and passing homework among a number of TAs in the course of grading it, it is difficult to tell whether a "missing" assignment was lost during grading, or was never handed in.
• If possible, have students use alternate seating during exams.
• If alternate seating is not possible, and if you are developing an exam, make different versions of exams.
• Clarify (in advance) what, if any, types of computing devices can be used during exams. Remember, "calculators" can store an immense amount of information, and students with a laptop, cell phone, etc. may be able to access outside information from the exam classrooms.
• If you are developing an exam, make it an open book exam if appropriate.
• If you are developing an exam, make sure it is reasonable and fair and can be finished in the time allotted.
• Have multiple proctors for exams. When proctoring, circulate around the room rather than being in a fixed location.
• When grading, circle and/or comment on what is incorrect to prevent students from correcting mistakes after grading and asking for more points. Mark empty pages or large blank spaces to prevent students from filling them in after grading.
• On assignments and exams, have students show their work rather than just giving a correct final answer or result.
• If you catch someone cheating or otherwise engaging in suspicious activity, take appropriate action. Students are more likely to cheat if they think others in the class are doing so without consequence.

6.4. Handling cheating

If you notice suspicious activity, you first need to decide whether it is likely that cheating occurred, and, if so, whether there is reasonable evidence to support that suspicion. If you think that cheating did indeed occur, or if you are not sure, but have a strong suspicion that it did, then you should always report this to the course instructor. More specifically, you should:

• Gather evidence : save or make copies of any papers or computer files involved.
• Get additional support : if possible, get additional witnesses so that you have more evidence than your word against the student's. For example, if you notice cheating during an exam, notify the instructor and/or other proctors.
• Take notes : write down any additional information that might be relevant, and which you might not remember if the situation is contested at a later date.
• Discuss with the instructor : the instructor will then need to decide what further action to take. If the instructor determines that cheating has indeed occurred, there are department and college procedures he or she will need to follow.

Additional information can be found at the Office for Student Conduct and Academic Integrity site.

6.5. Academic conduct links

• Office for Student Conduct and Academic Integrity
• Student conduct code
• CSE Labs computer use code
• Academic conduct information for new students

6.6. Cheating by TAs

The CS&E department has a posted policy and process for cheating by TAs. Cheating by TAs, whether in their TA duties or in the classes they are taking, is a grave offense. It is department policy that TA offers not be made to students with a record of cheating.

Please realize that TAs are held to a high level of professionalism in this area. It is your responsibility to be well informed about what the University and department consider academic misconduct. It is also your responsibility to make good judgments about academic conduct. Ignorance or lack of good judgment are not excuses for academic misconduct.

6.7. Conflict of interest and nepotism

If you are assigned to TA a class with students whom you know in it, and feel that you will not be able to grade them fairly, please discuss this with the class instructor. In extreme cases, such as a TA's spouse taking the class, please also inform the department graduate TA supervisor since this may require a change in TA assignment. You should not be assigning grades for, or evaluating the work of, anyone you are closely related to or have a close relationship with. See the university's policy on Nepotism and Consensual Relationships for more information.

You should also be careful about what type of information you provide to people you know about CS classes. Providing general information is fine, but you should not provide "inside information" (information that you as a TA have special access to, but which other people cannot find out). For example, suppose you have old exams keys for a class you have TAed or are TAing. This information was not accessible to students but was only given to TAs for grading purposes. Then giving the information to students who you know and who are currently in the class would be problematic.

6.8. Unethical requests from instructors

If an instructor asks you to do anything that you think is unethical, please discuss the matter with the department Graduate TA Supervisor or the Department Head .

6.9. The start and end of classes

Class planning is very important. You should contact the instructor for the class you are TAing at least one week before the start of class. In the past, we have also had problems with students leaving before the end of the term or being difficult to find during grading. Please make sure that you do not leave until all your grading work is done.

6.10. Outside work

If you accept a TA position, you are expected to work approximately 20 hours per week during the term of that appointment. If you have additional commitments, you must make sure that you have ample time to do everything. Your TA duties should be a priority.

6.11. Discontinuing another position to take a CS TA position

The department sometimes gets TA applications from students who have an RA position or have a TA position in another department. These students have the responsibility, before accepting any CS&E TA offer, to ensure that discontinuing their RA/TA will not create any problems.

+ 7. Department policy on cheating by TAs

7.1. reporting misconduct.

When academic misconduct occurs in the CS&E department, the professor should follow the usual university procedure (see the information at the Office for Student Conduct and Academic Integrity site). However, if the student(s) involved is a computer science grad student, the professor should also report the incident to the CS&E department for a possible TA-related penalty. 

Once the department receives an allegation of academic misconduct , it should investigate it. If the misconduct has resulted in a class penalty, and the student chooses to appeal it, the department will usually wait until the result of the appeal is known before deciding on any TA-related penalty. However, in extreme cases, the department may decide sooner.

7.2. Penalties

Possible penalties include:

• No penalty : this should be the outcome only when the cheating allegation was erroneous, or when there was no solid evidence to support the cheating charge.
• Probation : a truly minor offense may result in probation. Probation means (i) a further offense, even a minor one, will result in a more severe penalty, (ii) the student's advisor will be notified, (iii) if the student is a current TA, the professor(s) they are TAing for will be notified, and should exercise extra oversight, (iv) the student will need to meet with the TA supervisor to discuss the misconduct incident [Note 1: "truly minor offenses" should be truly minor. Note 2: while probation does not preclude a student from getting a future TA offer, it lessens their chances.]
• Barring the student from any future TA offers : this or the next penalty (termination of a current TA position) will be the usual penalty for incidents of academic misconduct.
• Termination of a current TA position : a current TA involved in academic misconduct may have their position terminated in accordance with the university rules at the Graduate Assistant Employment site.

The penalty should be decided by the TA Supervisor in consultation with the Director of Graduate Studies. Particularly troublesome cases may be referred to the Department Head or one or more faculty designated by him or her.

Once a decision is made, the department will notify the student by letter. The letter will relate the decision, reasons for the decision, and the appeals process. A copy will be sent to the student's advisor.

A student may appeal a TA-related penalty. The initial appeal is to the department. The student should send a signed hardcopy letter to the TA supervisor and DGS explaining why the TA-related penalty should be reconsidered. This must be done within 10 days of receiving the letter about the TA-related penalty. The TA Supervisor and DGS will then reconsider the student's TA penalty. A decision on the appeal will be sent in writing to the student, with a copy to their advisor. This letter should include information about the procedure and appropriate university mechanism for further appeal, should the student wish to do so. The mechanism for further appeal will depend on the situation. In cases where the mechanism is not defined, the department will work with the student and the Office for Student Conduct and Academic Integrity to come up with a mutually agreeable mechanism.

7.3. Additional notes

• By university policy, professors should report all cheating cases to the University's Office for Student Conduct and Academic Integrity . They may also consult with this office on any complicated misconduct situations.
• Accused students often claim that what they did was not cheating, that they did not realize it was cheating, or that they did not intend to cheat. There is a faculty obligation to (i) include a section in the class syllabus about what is or is not permitted, (ii) include further details or clarifications as needed in other course information (e.g., a file on assignment policies posted to the class web page), (iii) clarify, when confusion occurs, what is and is not permitted. However, there is also a student obligation to know what is and is not normative, and to exercise good judgment and responsible behavior, and to ask when they are unsure about what is and is not permitted. This is especially true for graduate students and TAs.
• While the specifics of academic conduct may vary from class to class, all students should know the general types of academic misconduct such as plagiarism. See academic conduct information for new CS&E students and the department Academic Conduct Policy for lists of, and brief comments about, some more common forms of misconduct.
• Before making an accusation of cheating, faculty should have solid evidence of misconduct.
• Many students claim extenuating circumstances as to why they cheat. It is arguable whether such circumstances should be considered when deciding a cheating penalty. A previous University report strongly recommends that "academic" circumstances (such as a student's class level) can be considered, "non-academic" ones (such as work or family issues) not be. In general, circumstances relating to that academic maturity of the student (such as their class level and previous academic training) can be considered; however, other circumstances, academic or non-academic, should not.
• Peer and community pressure and standards are one of the most, if not the most, effective ways to prevent cheating.
• The summer English program for new international TAs. All international students who get a Fall TA offer as part of the admission process are required to attend this.
• The CS&E grad student orientation (all new graduate students should attend this).
• The department TA orientation.
• The TA web page. All CS&E TAs are responsible for this material.

7.4. Summary

Here is a summary of the CS&E department policy on cheating by TAs:

• Faculty should report all cases of cheating by computer science or computer engineering grad students to the TA Supervisor and Director of Graduate Studies. The threshold for reporting is whether a penalty (e.g., a failing grade for a class) has been assessed. The faculty member should only report the incident and what action has been taken as a result of it. They do not need to be concerned about any possible "TA-related" penalty --- that will be dealt with at the department level.
• Before deciding on any TA-related penalty, the department will usually wait until the regular cheating incident, including any student appeals, has been resolved. Following this, if the cheating accusation is upheld, the department will assign a TA penalty. This will then be communicated in writing to the student involved, as well as to their advisor.
• Possible TA penalties include "probation," which will not disqualify a student from getting a future TA offer but will lessen their chances, disqualification of getting a future TA offer, and termination of any current TA position.
• The student may appeal the TA-related penalty. The first appeal is to the department, and must done within 10 days of being sent the letter on the TA-related penalty. The decision on the appeal shall be communicated to the student, and their advisor, in writing. The student may appeal the department appeal decision. In its appeal decision letter the department will inform the student about where they may appeal further.

+ 8. Frequently asked questions

8.1. i don't have a ta appointment, but would like one. how do i apply.

If you are a returning student and have not yet done so, submit an application. The forms are available online . Once you submit the form we will consider you for any open TA positions.

If you are a new incoming Ph.D. student, we consider you for a TA offer as part of the application process. If you do not get a TA offer from us as part of your admission, you are welcome to apply for any remaining positions. See Q8 and Q9 in this section for more information.

8.2. When are TA offers usually made?

For fall semester, most offers to new incoming students are made in April, and most offers to returning students are made in April and early May. For spring semester, most offers are made in November and December. Most summer appointments are made in April.

In all cases, we make additional offers after the times stated above, as the need arises (see Q5 of this section).

8.3. What criteria are used to determine who gets a TA offer? How can I find out more about the offer process?

Check the TA offer process and criteria section (section 2).

8.4. What can I do to increase my chances of getting a TA offer?

Here are a number of items:

• Be familiar with all the criteria listed in the TA offer process and criteria section.
• Submit your application on time and make sure it is complete, accurate, and up to date. Although applications are accepted at any time, your chances are best if you submit your application prior to the deadline for the initial round of offers. This deadline is announced by e-mail sent to the CS grads mailing list. Remember that applications are not kept from year to year, so you need to reapply in the spring for next fall's positions. (However, applications received for fall semester are kept on file for spring, so you do NOT need to reapply for spring if you have already applied for fall.)
• If you are a student whose native language is not English, make sure you have passed the University's TA English requirements by passing the TOEFL or SETTA test, or by participating in the University's TA English courses. If you must take the SETTA test, take it as soon as you can since it takes 2-3 weeks for us to get the results. If you have passed the test or the English class with a low score, consider retaking the test or class to earn a higher score.
• Include a good number of preferences in your application. Also list a variety of classes in terms of level and area. Some students put too few preferences, which limits their chances. Occasionally students put too many, listing classes they did poorly in or classes they are really not interested in TAing.
• Do well in the courses you take, and make suitable degree progress.
• If you are a current TA, do an excellent (not just OK) job in your current assignment.
• Work on your teaching background and potential. For example, attend workshops sponsored by the department or Center for Educational Innovation . Or take a class on teaching. Teaching improvement classes and workshops can be reported in the "other information" space at the end of the TA application form.

8.5. If I didn't get a TA offer in the initial rounds of offers, do I still have a chance of getting one?

We do make a number of offers after the initial rounds since some TAs will decline offers or resign. We should know about these openings a month or more before the beginning of classes, and will fill them as they occur. We also make additional appointments based on higher than expected enrollment. These appointments are usually made around the beginning of classes. The number of appointments that open up after the initial rounds varies from semester to semester, but is usually about a half dozen.

8.6. I have a TA appointment, but want to resign. What do I have to do?

First, unless there is an emergency, you should not resign after classes begin. If you wish to resign before classes begin, resign sufficiently before the start of classes (six weeks) that we have ample time to find and appoint a replacement. The department has had problems in the past with TAs resigning just prior to the beginning of classes. Because of the disruption this caused, the department now has the following policy:

• Teaching assistants may resign their TA appointment for an RA appointment if they resign prior to the announced application deadline, which is usually 4 - 6 weeks before the start of classes of each semester.
• The department will not process RA offers to TAs that resign without meeting these criteria. TAs who resign less than two weeks before the beginning of classes will forfeit their eligibility to receive any form of support from the department in the future.

If you are resigning because you are graduating or have a job offer elsewhere, we still ask that you let us know as far in advance of the beginning of the semester as possible. Finding new TAs for certain classes is very time consuming, and so the more notice we have the better.

Resignations may either be in signed hardcopy, or by email from your U of M account. Copies should be sent both to the Graduate TA Supervisor and to the department payroll staff . Students on a yearly TA appointment must include whether they are just resigning for the next semester, or for the entire year.

8.7. How do I update my TA application?

E-mail [email protected] and department staff will make the requested updates.

8.8. I'm a newly admitted student. What do I have to do to apply for a teaching assistantship?

All new students are considered for teaching assistantships automatically as part of the admissions process --- you do not need to submit any further information beyond what you submitted when you applied for admission.

If we select you for a teaching assistantship, we will notify you sometime in the spring. If we do not select you, you are welcome to apply for any positions still open by submitting an application when you arrive here. (Note: if you are an international student and have not fulfilled the University's TA English requirements , you must register for one of the tests to fulfill that requirement before submitting your application.)

8.9. I'm a newly admitted student who did not receive a TA offer yet. How can I find out about my chances of getting an offer?

Our original offers to new incoming students go out in April. If you do not get an offer then, then you may apply for any open positions when you arrive here. Usually about a half dozen TA positions open up in August or early September. However, since a large number of students are interested in those positions, the chance of getting a position is not great.

If you come here and apply for a TA position, but do not receive one for fall, you will be automatically considered for spring positions when we make the spring TA offers in November. Usually about a dozen new offers are made then.

8.10. I am looking for a TA position, and would like to meet the graduate TA supervisor to discuss this. When can I do that?

If you have questions beyond the information given here, you are welcome to contact the Graduate TA Supervisor .

8.11. When will I know if I will get an offer or not?

Because we make offers up to and sometimes after the start of classes, there is no set date for when final decisions are made on any individual's application. Rather, applicants stay in the application pool until they get an offer, or until all positions are filled around the start of classes. See questions Q2 and Q5 above, as well as the TA offer process and criteria section of this handbook (section 2) for more information.

+ 9. Related links

• Computer Science & Engineering homepage
• Graduate student handbook
• Center for Educational Innovation (formerly the Center for Teaching and Learning)
• Getting started with Canvas
• University of Minnesota graduate assistant employment information

Contact information

Graduate TA Supervisor

[email protected] 612-625-4002

CS&E Front Desk

[email protected] 612-625-4002

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Wayne State University

Graduate school graduate school, graduate assistantships.

Graduate assistantships are appointments made to students enrolled in a master's or doctoral program at Wayne State University. Appointments may be made for one, two or three semesters of the calendar year. Graduate student appointees must be in good academic standing (i.e., have a minimum 3.0 honor point average or its equivalent). The graduate assistant must be enrolled for a minimum of six graduate credits each per fall and winter semester appointments.

Assistantship positions provide a salary and a tuition scholarship. Graduate assistants have the option of accepting subsidized medical, dental and vision insurance. The hiring unit determines the salary but must offer at least the discipline category minimum listed in the Compensation Schedule . The tuition scholarship provides payment for up to 10 graduate credits for each of the fall and winter semesters and up to two graduate credits for the spring/summer semester appointment. The scholarships will pay for only graduate credits listed on a student's Plan of Work.

GTAs and GSAs are represented by the Graduate Employees Organizing Committee/American Federation of Teachers (GEOC) , except those who serve as counselors, supervisors, confidential employees or coaches. 

Types of assistantships

Graduate teaching assistants (gtas).

GTAs provide approximately 20 hours of instructional service per week over the course of a semester. GTAs may be assigned teaching duties, including grading, in undergraduate-level courses or related laboratories or discussion sections, and may serve as instructors of record for undergraduate courses.

Graduate Student Assistants (GSAs)

GSAs provide approximately 20 hours of service per week over the course of a semester. GSAs may be assigned research, administrative and scholarly duties for the primary benefit of the university or granting agency under the supervision of a university faculty member or administrator. Students who are engaged in work whose product is reasonably expected to be used among other purposes for the student's dissertation, thesis, essay, or independent or directed study, or who are engaged in other work for the primary benefit of the student's research, scholarly or education program, should not be classified as Graduate Student Assistants but as Graduate Research Assistants. All Graduate Student Assistant appointments must include a Graduate Student Assistant Certificate of Relevancy.

Graduate Research Assistants (GRAs)

GRAs are typically doctoral students in good standing who hold their appointments in academic or research units. In some instances, the Graduate School may approve appointment of master's students as GRAs, provided their master's program carries a significant research component directly relevant to their own academic programs of study. Graduate Research Assistants provide approximately 20 hours of service per week over the course of a semester in research or academic activities relevant to their own academic programs of study. These activities should relate directly to the student's degree requirements and should be reasonably expected, among other purposes, to contribute to a student's dissertation, thesis, essay, independent or directed study, or otherwise be undertaken for the primary benefit of the student's research, scholarship or academic program. All Graduate Research Assistant appointments must include a Graduate Research Assistant Certificate of Relevancy.

How to apply

The Graduate School does not offer all the graduate assistant positions that are available at the university. Many are determined and offered by departments, although not all departments have assistantship positions. Typically, a department's website will indicate if positions are available. At least one person with contact information will be provided on the site. Assistantship application deadlines vary by department and program. Inquiry or application for fall semester assistantships should begin one year in advance if application deadline information is not readily available on the program website. Most departments or programs with assistantship positions will provide an application form. If you cannot obtain an application form from the department, contact the program concerning your interest in an assistantship.

See frequently asked questions about graduate assistantships .  See assistantship forms and policies .

The GEOC is the union representing graduate student employees at Wayne State University. 

Frequently asked questions about GEOC dues

Graduate assistants in positions represented by the GEOC/AFT have the option of paying union dues (union member) or paying a representation service fee (non-member).

Every student accepting a Graduate Teaching Assistant (GTA) or a Graduate Student Assistant (GSA) position has the option to:

• Pay dues as a member of the GEOC-AFT union.
• Pay a voluntary fair share fee to the GEOC-AFT union.
• Do not pay membership dues or agency fees.

To authorize payroll deductions for GEOC membership dues or voluntary fair share fees, a completed  GEOC Union Membership/Voluntary Fair Share Card  must be submitted to GEOC directly.

No. The card is activated only if and when a graduate assistant moves to a represented position. When the student is in a non-represented position, the Employment Service Center simply retains the form in a non-represented file for possible future use. A student who was a graduate research assistant would not have completed the card and may only want to do so if and when they are appointed to a GSA or GTA classification.

Graduate assistants authorize payroll deduction from their biweekly paycheck, which will be activated when they are in a represented position.

Whenever possible, dues and fees will be deducted beginning with the first pay in a semester and extending through the last  pay of the semester. The biweekly deduction is prorated so that the entire semester dues amount is deducted over the course of all the semester pays.

A graduate assistant may change the information they indicated on the card by submitting a new completed, signed and dated card, clearly marked as REVISION.

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Graduate Music Assistant

9 days remaining to apply

Start date details.

As soon as possible

Closing date

20 September 2024 at 9am

Date listed

9 September 2024

Job details

• Teaching assistant

Visa sponsorship

Working pattern, contract type, full-time equivalent salary, graduate music assistant job summary.

The successful candidate must be able to:

plan and deliver outstanding activities that engage and motive students

work well as part of a team

embrace the co-curricula and extra curricula aspects of the academy

have excellent communication and interpersonal skills

have a ‘can-do’ attitude; be highly organised and have the ability to work under pressure.

Direct involvement in the delivery of several KS3 Music lessons

The Governing Body is committed to the safeguarding of children and young people, so all staff appointments are subject to employment checks and a satisfactory enhanced DBS check.

Candidates should indicate an acceptance of, and a commitment to, the Academy’s policies in relation to equality and safeguarding and promoting the welfare of children.

It is an offence to apply for this role if an applicant is barred from engaging in regulated activity relevant to children.

Please follow the below link to view the Christopher Nieper Education Trust Safeguarding/Child Protection Policy https://davidnieper.academy/about-us/academy-policies/

This is an outstanding opportunity for an inspirational and enthusiastic graduate to join a busy and thriving department in order to gain valuable experience in Music education.

The Graduate Music Assistant will be involved in leading individual sessions, small groups and working alongside the Music Teacher to design, develop and deliver outstanding lessons. The successful candidate will have a positive attitude and be passionate about the development of Music at the Academy. They should contribute further to music at the school through their musical skills and whilst Keyboard skills are preferable, they are not essential.

Successful candidates will be expected to have a strong background in music and will have completed their specialist academic/performing degree. The responsibilities below are not exhaustive and can be tailored to some extent to the strengths and interests of the individual.

Responsibilities:

Assisting with academic music lessons

Teaching of some KS3 lessons

To take an active role in running and leading extra-curricular clubs both lunchtimes/afterschool

Assisting with the development of the Academy’s peripatetic provision: including the timetabling of rooms, pupils and staff.

Where appropriate, 1-2-1 teaching as part of KS4 composition coursework (some knowledge of Musescore/ Mixcraft will be needed)

To assist in the running of music and drama events

To help maintain the upkeep of the department

Ensuring pupils meet deadlines for submission of prep and coursework and giving informative feedback on pupils’ progress

Attending the weekly departmental meeting

Undertake professional development as agreed with academy leaders

Perform additional duties and tasks required for the effective operation of the school as directed by the Headteacher

Ongoing training, support and mentoring will be provided

Free access to Health Assured Employee Assistance Programme

Free onsite Parking

Generous discount at the David Nieper Ltd factory shop

Commitment to safeguarding

Applying for the job.

This school accepts applications through their own website, where you may also find more information about this job.

CVs are not accepted.

About David Nieper Academy

Our Academy is sponsored by the Christopher Nieper Education Trust (previously David Nieper Education Trust), together with local employer partners, who are highly committed in supporting the development and achievements of our students. With a clearly defined approach to teaching, applied learning and brand-new purpose-built facilities, which opened in February 2017, we believe that this is a truly exciting time to join the academy. We are a growing academy now of 780 students 11-18 and will soon be at our full capacity of 850 students 11-18. This role is a new post due to our growing pupil numbers. Our September 2022 Ofsted Inspection graded the academy as ‘Good in all areas’, a fantastic improvement from the ‘inadequate’ Ofsted rating when we took over the academy - and we endeavour to build on this as we grow and develop further. We are currently the only academy within the Trust however the Trust is likely to grow in the very near future with a number of other schools actively looking to join.

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