How Do You Become A Teaching Assistant At A College/University?

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How Do You Become A Teaching Assistant At A College/University
Attend TA Training – Before you become a college teaching assistant, you must also go through a TA training session. These sessions typically take place a few weeks before the start of the school year, but some larger schools host multiple training sessions throughout the year.

  1. The sessions go over the basics of what you’ll do every day, teach you tips on how to work with students and introduce you to other TAs in the program.
  2. You’ll also learn what you need to do to remain in the program.
  3. Most schools have a long list of rules that you must follow, and if you break one or more rules, you lose your spot.

Related Resource: Teaching assistants earn money for working with professors, grading papers, administrating exams and handling other tasks. If you want to become a college teaching assistant at your school, you need to learn more about the position, meet the necessary requirements, apply for a job and attend any training sessions required.
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What is teaching assistant in US universities?

What is a A teaching assistant (TA) is typically a graduate student who assists a professor with instructional responsibilities. A TA often assists the professor with creating and delivering learning materials in a course. TAs may help develop assignments, quizzes and exams to meet a course’s objectives.

  • Lecturing and tutoring are a big part of a TA’s responsibilities.
  • Where professors typically lecture to an entire class section, TAs generally lecture to smaller groups of twenty or fewer in tutorial settings.
  • A TA’s office hours are for meeting with students outside of class and answering any questions about the course or assessments.

A teaching assistant refers to an individual who assists a professor in developing, delivering and often grading course material. TAs are typically master’s or PhD students and generally administer smaller, supplemental classes to review the content that was covered in lecture.
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What is difference between TA and RA?

Agenda for August 26, 2016 – Location: ATEC Lecture Hall

8:00 a.m. Breakfast and Sign in 8:30 a.m. Welcome – Dr.Inga Musselman, Senior Vice Provost 8:45 a.m. Welcome – Dr.Marion Underwood, Dean of Graduate Studies 9:00 a.m. What Every TA/RA Needs to Know about Working at UTD (10-15 minutes each)

Welcome – Colleen Dutton, AVP of Human Resources Policies, Procedures & Perks – Ilyce Murray, Director of Employment Services State Benefits – Marita Yancey, Director of Employment Benefits Payroll – Sheretha Measells, Payroll Manager Consensual Relationships Policy – Colleen Dutton, AVP of Human Resources Compliance Training – James Dockery, AVP of Institutional Equity & Compliance Title IX and EEO issues – James Dockery, AVP of Institutional Equity & Compliance

10:45 a.m. Computer Security Issues – Stephanie Edwards, Awareness & Outreach Manager 11:00 a.m. Break 11:15 a.m. Student Issues (approximately 10 minutes each)

Student Government Outreach – Akshitha Padigela, President of Student Government Plagiarism. How we deal with it, – Dr. Amanda Smith, Dean of Students Student Disability/Emergency Issues – Kerry Tate, Director of Student AccessAbility Counseling Center – Dr. Laura Finkelstein, Senior Staff Psychologist and Outreach Coordinator Career Office Support Services – Mickey Choate, Assoc. Director of Career Services

Noon

Issues for International TA’s/RA’s – Josephine Vitta, Director of Immigration Services International Student Health Insurance – Tax compliance for Foreign Nationals – English Proficiency Testing – Tom Lambert

LUNCH (provided by the Graduate Dean) 1:30 p.m. Who are our Students? – Andrew Blanchard, Dean of Undergraduate Education 1:45 p.m. Student Audience – Theresa Towner, Professor of Arts and Humanities 2:30 p.m. What every TA needs to know about student learning outcomes – Gloria Shenoy, Director of Assessment 2:45 p.m.

Graduate Teaching Certificates – Paul Diehl, Director, Center for Teaching and Learning 3:00 p.m. Student Success Center – Julie Murphy, Director, Student Success Center 3:15 p.m. Faculty Student Panel Discussion – How to Take Charge of Your Graduate Education (Julia Chan, Dinesh Bhatia, Paul Battaglio, Jessica Murphy, Sam Ehrenreich, Brittany Boyer) 4:00 – 6 p.m.

School based orientation programs for all TA’s. Teaching Assistants should go to the following locations for the afternoon school based continuation of the orientation program. Please note that some may be at a different date and time as indicated below.

Arts & Humanities – To be held on August 26, at 4-6 p.m., in JO 4.122 Arts, Technology, and Emerging Communication – To be held on August 26, at 3:45-5 p.m. Brain & Behavioral Sciences – To be held during Prosem EPPS – To be held on August 26, at 4-6 p.m., in Room GR 3.606 (Hoch Room) Engineering & Computer Science – To be held on August 26, at 4-5 p.m. in TI Auditorium ECSS 2.102 Management – To be held on August 27, at 10:00 a.m. in JO 11.210 Natural Science & Mathematics: Chemistry – To be held on August 19, at 8am-3:30pm, in SLC 2.303 Biology – To be held on August 26, at 4-6pm, in BSB 12.102J Geosciences – To be held on August 26, at 4-6pm, in ROC 2.103 Mathematics – To be held on August 18, at 9am-4pm, in GR 3.420 Physics – To be held on August 26, at 4-6pm, in PHY 1.606 Science/Mathematics Education – To be held on August 26, at 4-6pm, FN 3.218

Teaching Assistantships (TA’s) and Research Assistantships (RA’s) are different types of graduate assistantships offered to students as a means to receive the financial support necessary to commit to their academic programs. 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.

TA and RA appointments are meant to provide students with invaluable experiences in teaching, research and other scholarly activities as well as allowing students to engage in an optimal full-time graduate school experience. Graduate Student TA’s are employed a maximum of 20 hours per week to help meet the instructional needs of the university.

The Graduate TA, under the direction of an assigned faculty member, will aid in the teaching of one or more courses. TA’s are paid from departmental funds, appointments and reappointments are subject to several factors and are on a semester-by-semester basis.

  1. Graduate Student RA’s are employed a maximum of 20 hours per week and are focused on assisting the research efforts of their faculty mentor in a way that relates to the student’s educational objectives.
  2. Research Assistants are typically paid from individual research awards or from externally funded contracts and grants.

The Principal Investigator of the award will direct and supervise the RA’s research activities. Appointments and reappointments are subject to and are on a semester-by- semester basis. As new TAs and RAs, students take on multiple roles in the university.

First, as employees, they are responsible for issues such as compliance, rules of conduct, regulation, and appropriate human resource procedures. Second, as new graduate students, learning about available resources can assist in the challenges of juggling the work of teaching and research with the demands of graduate school.

Finally, in new professional roles of teachers and researchers, graduate students will learn about dealing with students, structuring learning experiences, cultural issues in a multi-cultured university, and faculty expectations of TAs/RAs. If you are interested in obtaining a Teaching or Research Assistantship, contact your school’s program head.
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Does being a TA look good on a resume?

Is being a TA worth it? I am considering being a TA for Biology 1 next year. At my school, this is the class that they use to weed pre-meds out, so they force a curve resulting in 25% of the class failing, 25% not scoring above a C, etc. Basically, it is the class that takes some out of the track, and makes others neurotic.

Despite this, it was honestly my favorite class so far, and I really like the professor. My communication skills could probably benefit from it too. So the question: is being a TA really worth it? How good does it look on your resume? Note: it will undoubtedly get me closer to the professor. Just some more info: at my school, TAs are not paid, but receive academic credit.

I would be required to go to all of the lectures (3 hours a week), 1 50-minute recitation every week, hold office hours (2 per week), and possibly a few miscellaneous things like writing exam questions. I plan on taking Ochem 1 with lab and Physics 1 without lab during that semester.

  1. Thoughts? If you think you would enjoy it would add something meaningful to your application than do it.
  2. Sounds like it could help you get a decent LOR from the prof if you do a good job.
  3. Don’t do it just to have another “check box” filled in on your app, you will end up being miserable and it will not be time well spent.

Survivor D.O. I am considering being a TA for Biology 1 next year. At my school, this is the class that they use to weed pre-meds out, so they force a curve resulting in 25% of the class failing, 25% not scoring above a C, etc. Basically, it is the class that takes some out of the track, and makes others neurotic.

Despite this, it was honestly my favorite class so far, and I really like the professor. My communication skills could probably benefit from it too. So the question: is being a TA really worth it? How good does it look on your resume? Note: it will undoubtedly get me closer to the professor. Just some more info: at my school, TAs are not paid, but receive academic credit.

I would be required to go to all of the lectures (3 hours a week), 1 50-minute recitation every week, hold office hours (2 per week), and possibly a few miscellaneous things like writing exam questions. I plan on taking Ochem 1 with lab and Physics 1 without lab during that semester.

  • Thoughts? I haven’t TA’d yet, but I’m planning to very soon.
  • I’ve heard nothing but good things from TAing.
  • It’s a great way to truly master the material since you’ll be at each lecture and probably have to teach the material.
  • This would be a good thing if you haven’t taken the MCAT yet.
  • It’s also a good way to get around that generic “this student got an A in my class, but that’s all I can talk about them.” LOR, since the professor will have much more to say about you.

When you say “academic credit” How many units is it, and is it on a grade scale or a “for credit” type of thing. I’m sure it would be a great experience, but I don’t know. At least 6 hours a week sitting in a class you’ve already taken amongst other things and not getting paid for it would make me think long and hard before committing.

  1. Do you need the money? Are you doing research? Will dedicating six hours a week harm your study time and grades? I TA’ed in college.
  2. I graded exams and had evening help/study sessions scheduled.
  3. I did it because it was a paid (work-study) position, but it did open doors to my professor and she then asked if I would be a lab assistant and work for her research projects.

Overall, I thought being a TA was one of my most significant events in college. That being said, I am a non-traditional pre-med and have been teaching high school for a double digit number of years. When I filled out my AMCAS and AACOMAS I lumped the experience in will all my other college jobs (computer lab supervisor, student union night manager, greenhouse attendant, beaker washer, all the random jobs you do in college for a term just to make some extra cash).

In the grand scheme of things, it was not significant to my applications, even though it was significant to my college experience. dsoz Preface: I was a Physics TA for 3 years in undergrad. I consider it to be one of my most significant ECs in undergrad and I published and accomplished a lot. – TAing is simply another EC.

You get what you put in. Being cheap labor, being paid in academic credits laugh, is meaningless. You are grunt. You will get a B+ LOR instead of a B LOR from a professor you took a class with. At the same time, this is a purely academic endeavor and affords you an opportunity in a well recognized EC to excel and get recognized. You have better access to professors, PIs and the institution as a whole.

Like any EC if you stand out or you take things a step further than others, you will get the recognition you deserve. Things that I think benefited me greatly as a TA: 1) My office hours were by far the most popular of any Physics TA, it was not uncommon to have 25-30 students packing the room. Teaching is nothing more than communication.

Communication is a skill. If you are better at it than others, people will notice.2) Improve the system. Grading papers is useful grunt work. Figuring out more efficient methods of testing, grading, teaching etc. is how you get noticed. When you save a professor time because they no longer have to worry about some stupid computer based issue or organizational issue, they will love you.

  1. I found a way to make a 10 minute quiz take 12 minutes instead of 20 in terms of taking the quiz, distributing, collecting and starting lecture.
  2. It sounds so stupid, but 8 minutes of extra lecture a week adds up to an extra lecture over the course of a semester and more importantly less incomplete lectures.3) Increased access to professors.
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Nobody I TAed for wrote a LOR for me. But, I would not have had 2 of my LOR if I didn’t meet the writers doing something related to TAing. A former Wash U faculty adcom told me a couple weeks ago that people don’t understand ECs.1) What you do does not matter, 2) Where you do it does not matter, 3) Being the best at what you are doing matters.

  1. I TA’d for two semesters.
  2. I enjoyed it and had pretty good turn out for my review sessions.
  3. If you like teaching, are pretty good with communication skills, and know the material well, I say go for it.
  4. If you don’t like teaching, or are prone to getting impatient or easily frustrated, or can’t explain things in different ways then maybe not a good idea.

I have TA’d several laboratory courses now (Gen Chem I, Gen Chem II, Cell Biology, and Organic Chemistry II). I was paid in money instead of credit, but even aside from that, it has been one of my favorite parts of my undergraduate career. Working with freshman chemistry and biology students has its own special way of forcing you to recall material, and in turn this leads to a better mastery of the subjects that you’re helping to teach.

  • Through my experience as a TA, I’ve learned that I will probably want to end up working at a teaching hospital.
  • I enjoy hands-on teaching a lot, and I think maintaining a pedagogical aspect to my career would be great.
  • As posters above have said, this is also a great way to build better relationships with professors.

I have gotten many LORs and favors out of the TA-ing process. I highly recommend it. I was a TA for the same class for 2 years, as well as a couple others. I’ve been asked about it extensively during all of my interviews and it seemed like the conversations were very favorable.

More importantly, it helps you master the material, motivate other science students following your career path, and builds teaching skills – a huge part of medicine. I also did it during Organic and Physics and it was manageable. You don’t need to go overboard with preparation time – you’ll be surprised how much material comes back when it’s placed in front of you.

GL! I am considering being a TA for Biology 1 next year. At my school, this is the class that they use to weed pre-meds out, so they force a curve resulting in 25% of the class failing, 25% not scoring above a C, etc. Basically, it is the class that takes some out of the track, and makes others neurotic.

  • Despite this, it was honestly my favorite class so far, and I really like the professor.
  • My communication skills could probably benefit from it too.
  • So the question: is being a TA really worth it? How good does it look on your resume? Note: it will undoubtedly get me closer to the professor.
  • Just some more info: at my school, TAs are not paid, but receive academic credit.

I would be required to go to all of the lectures (3 hours a week), 1 50-minute recitation every week, hold office hours (2 per week), and possibly a few miscellaneous things like writing exam questions. I plan on taking Ochem 1 with lab and Physics 1 without lab during that semester.

Thoughts? I think teaching is an experience that anyone serious about becoming a physician should have. Much of the healthcare path involves first learning, learning, learning and then later on for many, teaching, teaching, teaching. With respect to your question about how good it looks on the resume, TAing is a relatively generic extracurricular activity.

It won’t make you stand out, but medical schools certainly view it in a positive light. Additionally as you mentioned, it will allow you to get closer to your professor, a factor which pre-medical students often underestimate the importance of. I say go for it, unless you’re in a significant time-bind with other commitments.

Loved my TA job! Intro to Bio II, 350+ student lecture, taught for credit. My prof let me teach during recitations too, which was pretty fun. I say go for it! How common do you think it is to see TA’ing on an application? Would you guys say that not ever being a TA is looked down upon? Or is it one of those things were if you had other significant or meaningful ECs it doesn’t matter? Sorry if this is in the wrong place, but since we are on the subject of TA’s How common do you think it is to see TA’ing on an application? Would you guys say that not ever being a TA is looked down upon? Or is it one of those things were if you had other significant or meaningful ECs it doesn’t matter? Sorry if this is in the wrong place, but since we are on the subject of TA’s It’s relatively common.

But nobody specifically looks for TAing on an application. I am considering being a TA for Biology 1 next year. At my school, this is the class that they use to weed pre-meds out, so they force a curve resulting in 25% of the class failing, 25% not scoring above a C, etc.

Basically, it is the class that takes some out of the track, and makes others neurotic. Despite this, it was honestly my favorite class so far, and I really like the professor. My communication skills could probably benefit from it too. So the question: is being a TA really worth it? How good does it look on your resume? Note: it will undoubtedly get me closer to the professor.

Just some more info: at my school, TAs are not paid, but receive academic credit. I would be required to go to all of the lectures (3 hours a week), 1 50-minute recitation every week, hold office hours (2 per week), and possibly a few miscellaneous things like writing exam questions.
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Why should we hire you as a teacher assistant?

Example: ‘I think I’m the best candidate for this role because I have proven experience working with children of different ages and with different backgrounds. That experience has helped me develop my teaching skills and hone my ability to employ a variety of different instructional methods.
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Does Harvard have teaching assistants?

The Office of Undergraduate Education (OUE) administers the Instructional Support Fund, which pays teaching fellows (TF) and teaching assistants (TA) in the Faculty of Arts and Sciences (FAS). OUE expects departments to adhere to all GSAS policies on teaching fellow appointments, including those that give preference for teaching fellow appointments to students to whom a guarantee of teaching was offered at admission.

  1. After these students have been assigned, departments and course heads are expected to consider and prioritize all other qualified applicants from within GSAS.
  2. Questions? Please contact us at [email protected],
  3. Section Allocation Tool (SAT) Each spring, departments make requests for course discussion and lab sections for the upcoming academic year in the OUE’s online Section Allocation Tool (SAT),

OUE makes preliminary section allocations based on historical and estimated enrollment data, and FAS target section sizes—which vary depending on the type of course. Final section allocations are contingent on actual enrollment numbers. Appointment Start and End Dates:

Fall TF/TA appointments start on August 1 and end on December 31 Spring TF/TA appointments start on January 1 and end on May 31

Start Date Tip Sheet : a guide to help administrators determine start dates

Helpful resources for departments appointing TFs/TAs:

Appointment Schedule for academic year 2023-24 : a schedule of deadlines and dates related to TF/TA appointments Pay Rates: TF/TA pay rates for academic year 2022-23 (Note that this is for AY20-21. These rates will be updated when the latest rates become available, following current contract negotiations with HGSU.) GSAS TF Policies : eligibility, expectations, restrictions, and pay I-9 procedures and guidance: Memo to Faculty about I-9 Policy (2017) Offer Letter Samples: HGSU Appointment letter template updated July 2020 and Sample Preliminary Offer Letter for TAs Central Application for Teaching Sections (CATS) : a tool academic departments use to make TF opportunities visible to graduate students FAS Teaching Fellow Welcome Guide : an overview of resources available at the Registrar’s Office Derek Bok Center for Teaching and Learning : various opportunities for Harvard graduate students

Teaching Fellows (TF) A TF is a Harvard graduate student who—as part of their education—assists a faculty member with course instruction. Information on the expectations for and responsibilities of TFs can be found on the GSAS website, Teaching Assistants (TA) A TA is a non-Harvard graduate student who may perform similar duties to a TF.

  • In certain instances, a TA may be hired to join the teaching staff for a course; information on the expectations for and responsibilities of TAs can be found in the FAS Appointment and Promotion Handbook,
  • TFs/TAs in General Education Courses The Program in General Education makes its section allocations and teaching appointments separately from OUE.

Undergraduate Course Assistants (CA): Undergraduate student instructional support staff are only hired as Course Assistants. Note that this role is governed by Faculty legislation,

Course Assistant (CA) policy and rates for academic year 2022-23. (Note that this is for AY20-21. These rates will be updated when the latest rates become available, following current contract negotiations with HGSU.)

Additional TF/TA roles: Bok Pedagogy Fellows support TF training in departments. Pedagogy Fellows collaborate with faculty, administration, and the Bok Center’s senior staff to enhance training and support or teaching fellows within their departments and across the FAS.

  1. Please visit the Bok Center website for more information.
  2. Bok Center Media and Design Fellows  support  innovative course development within the FAS, partnering with faculty and staff to design a variety of digital tools, course materials, and assignments for undergraduate courses and departments.  Departments, as well as individual courses, can request  support  from a Media and Design Fellow.  Most appointments will span the full academic year, allowing Fellows to develop technical expertise, create course materials and digital resources for an upcoming semester, and  support  the implementation of new activities.

Fellows will be paid hourly.  Visit the  Bok Center website  for more information about the program and about how to apply. Departmental Writing Fellows provide discipline-specific writing advice and  support  for students in departments as they navigate their concentrations.
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Can international students work as TA in USA?

International Students Employment Eligibility – International students are eligible for GA, RA, TA, fellowships and/or interim positions. International Students are not eligible for Work-Study or Full-time appointments when school is in session. They are only eligible to work on campus for up to 20 hours per week during the Fall and Spring semesters,
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Can you have a relationship with a TA?

Dating Your TA: Yay Or Nay? By Sharon Wu Whether or not one might be willing to admit it, everyone has been attracted to a teacher at some point during his or her 12+ years of schooling. But in college, these fantasies are much more realistic possibilities because we’re all legal adults and we have a new degree of autonomy outside of our parents’ homes.

Coupled with our developing passions for what we study, an encounter with someone with a depth of knowledge in our field can be incredibly alluring. Yes, professors can be hot because they’re intelligent, accomplished, published, and passionate. However, they can also be intimidating, married, and, let’s be honest, old.

But what about TAs? They walk the fine line between equal and superior. They’re students too, and often close in age, but they hold a degree of power over us, specifically when it comes to grades. And they too are usually intelligent, accomplished, published, and passionate.

  1. We experience our TAs in a much more relaxed, casual setting.
  2. Unlike a professor’s lecture, a TA’s recitation involves discussion and gradual acquaintanceship.
  3. All of this makes them much more likely candidates for dating and relationships.
  4. But it shouldn’t come as any surprise that dating a TA while still enrolled in the course is deemed “” by NYU’s,

The same policy is repeated in NYU’s, Section VIII on consensual relationships states: Sexual behavior that is welcome or consensual does not constitute sexual harassment under the law. However, romantic relationships in situations where one individual has greater power or authority over another frequently result in claims of harassment when the relationships ends and a perception of favoritism while the relationship continues.

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Such relationships are inappropriate. A “consensual” relationship between a professor and his/her student, a supervisor and a subordinate, or a coach and team player are examples of inappropriate relationships. If a consensual relationship occurs, any situation of authority must be discontinued and appropriate action may be taken.

But it turns out that not all student/TA relationships are deemed inappropriate. We spoke with Craig Jolley, the Deputy Director for the Office of Equal Opportunity, who often deals with issues relating to discrimination and sexual harassment in the academic environment.

If the TA or professor does not have any actual power over the student’s opportunities (i.e. grades, extracurricular involvement, employment, etc.), then a dating relationship would not violate university policy,” he said. However, when the situation does arise that a TA is dating his or her student while still teaching him or her, the relationship violates the university’s policy because the TA holds power over the student’s academic life.

Additionally, Jolley stated that student/TA relationships “often create perceptions of favoritism while the relationship is ongoing” and sometimes results in “allegations of sexual harassment” if the relationship ends poorly. Although still a student, a TA also qualifies as a university employee and a student’s superior, and therefore has more to lose if caught in a so-called “inappropriate” relationship.

In these situations, the NYU administration has the right and responsibility to intervene, although there is no defined method of dealing with inappropriate relationships. According to Jolley, “These situations are always fact-sensitive so they are handled on a case-by-case basis.” However, he finds that TA/student dating does not occur often because students, TAs, and professors alike are usually mature enough to understand their “professional responsibilities.” Or, as we’ve found, smart enough to keep it undercover.

We spoke with several NYU students who have dated their TAs before. All three students dated their TAs only after the course was completed, but all were, let’s say, ‘interested’ while still enrolled in the course. All three students discussed their experiences under the condition of anonymity.

  • One NYU senior dated a TA during the summer after her freshman year.
  • After the semester ended and grades had been submitted, she sent him a message over Facebook to go out.
  • She was 18 and he was 24, and they dated for three months.
  • She never felt any dangers from dating him because the school year was over, the course was completed, and she had already received her grades.

“It didn’t feel too taboo. But I did feel a little badass. He was super hot. I would have been attracted to him in any environment,” she said. For others, dating a TA may have other pressures, even after the course is completed. Another NYU senior is currently dating a PhD student, who was formerly her TA. During the course, they were friendly and had many similar interests. It was only after the course was over that they met to “catch up,” and wound up spending significant time together.

Their relationship does not violate university policy, but since they both study in the same department and with some of the same professors and have therefore decided to keep their relationship secret from their academic acquaintances. “I am aware of the risks,” she said, “Even though we haven’t ever done anything ‘wrong,’ it’s pretty scary what could happen if somebody in the administration decided to take offense.

Since he’s the one who would be held responsible, I’ve left any decision about telling academic colleagues up to him.” He decided it “wasn’t anyone’s business to know what’s going on between us,” but she says she doesn’t like the idea of having to hide.

  1. There’s still a kind of silly amount of awkward stigma floating around this sort of thing.
  2. Once I graduate and am no longer a student at NYU in any way I’ll feel better about it,” she said.
  3. Regardless of the stigma, the inconveniences, and the potential dangers of dating an NYU TA, she thoroughly enjoys dating someone specifically within her NYU department.

“It’s pretty fun to be able to discuss my subject with someone who’s taking it just as seriously and who can offer me advice,” she said. A third NYU senior started dating a TA the summer after her sophomore year. “Our class was a ton of fun and our personalities just clicked from the beginning,” she said.

Though they had no romantic contact while she was still in his class, there was an overt interest. “There was some solid sexual tension throughout and I definitely faked some silly questions to go to his office hours. He later revealed he was onto my game the whole time. Nothing happened between us though until the class finished,” she said.

Her attraction towards her TA definitely yielded positive results: “I worked really hard in our class to impress him. Overall, our relationship was probably one of the best I’ve ever had. It started out flirty and dangerous, but became a relationship of mutual respect and love.” It ended mostly because she went to study abroad in the fall, she said.

NYU permits you to date any of your TAs, so as long as you don’t continue working with them in a professional or academic setting. Abide by the university’s policies, wait until after class, and no undergraduate student need refrain. A big part of growing up in college is about meeting new people, dating, and experiencing love and heartbreak.

And who better to experience it with than people who are as passionate about their studies as you are about yours? Plus the good gossip you’d pick up about your professors along the way is not a bad bonus. : Dating Your TA: Yay Or Nay?
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What are the different types of TA?

There are two types of TA: –

Transaction TA (TRTA) is linked to an ADB-financed project or program. It prepares and enhances the implementation readiness of a specific ensuing project, develops capacity, and provides policy advice. It can also help develop a specific public–private partnership project under transaction advisory services. Knowledge and support TA (KSTA) is not directly linked to an ADB-financed project or program. Activities include capacity development, policy advice, and research and development. Outputs of KSTA often inform government policies, strategies, and development plans.

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What is the relationship between professor and TA?

TA/Grader-Faculty Relationships Your job as a TA or grader is to assist the professor in teaching a particular course, even though the particular form this assistance takes may differ in practice from course to course and from professor to professor.

  1. Thus, it is a good idea to make an appointment with the professor as soon as you know what your assignment for the semester will be.
  2. Before the course begins, you should have a clear idea of what will be expected of you.
  3. The professor has a great deal of latitude in the duties which can be delegated to a TA or grader (although he or she retains ultimate responsibility for the course and grades).

You are paid to work 12 hours per week as a grader, or 15 as a TA, and you should discuss with the professor your duties with this time commitment in mind. Among the issues you need to clarify with your professor are the following:

  1. What are some of the main course goals? Are some of these goals more important than others for the work I will do with the students?
  2. What will my responsibilities be?
    • Grading homework? Tests? Papers? A final exam? Other assignments? Will I do all the grading myself?
    • Attending lectures?
    • Attending weekly meetings?
    • Drafting or revising grading keys?
    • Providing written feedback?
    • Reporting common student errors or difficulties?
    • Preparing quizzes, handouts, assignments, exam questions?
    • Holding regular office hours?
    • Conducting review sessions?
    • Giving guest lectures?
    • Maintaining grade records?
    • Giving a percentage of the final grade based on activities in section meetings?
    • Recording attendance?
    • Proctoring exams?
    • Maintaining or creating online resources for students?
  3. Is there a photocopying code for this class that I can use?
  4. What do you expect the students to know or be able to do from prior courses? If you expect wide variation in students’ backgrounds, is there anything specific I should do in response (e.g. offer tutoring, conduct review sessions, find extra “challenge” assignments)?
  5. As a TA, how much will I interact with students? Will students be expected to attend sections meetings, participate actively in discussion, seek help with assignments out of class, or attend help sessions? If section meetings are optional, how can students be encouraged to attend?
  6. As a TA or grader, how often will I meet with you to discuss the course? If there are multiple TAs, will we all meet to discuss how to coordinate activities?
  7. What are the criteria for grading in this course, and how can I be sure my grading is calibrated to your standards? Specifically,
    • Will we go over any of the grading of assignments together, or will you check my grading of a sample of assignments?
    • Will you provide a grading key or rubric for assignments? If not, should I/may I use my own?
    • How tough/easy a grader should I be?
    • Do you have a desired distribution for grades for each assignment and/or the overall grade for the course?
    • How is partial credit awarded?
    • How will the final grades be determined?
  8. If there are multiple TAs, how will we coordinate activities? In particular,
    • How will we divide the grading to insure parity, consistency, etc.?
    • How will we formulate a common answer key or rubric for assignments?
    • How do we make sure we are calibrated with each other?
  9. About what policies, if any, do I have authority to make decisions and for what issues do you want me to refer questions to you?
    • Requests for redoing assignments
    • Requests for re-grading
    • Granting extensions
    • Accepting late assignments
    • Giving make-up assignments
    • Responding to suspected cheating or plagiarism
    • Helping a student find additional assistance for personal or academic problems
  10. Is there a syllabus for this class? Do you have due dates for all of the assignments and/or tests set before the class begins? If not, how much advance warning will the students (and I) receive about assignments and/or tests?
  11. What are the books and/or other materials for this course? Will I receive a desk copy of the text? Will I receive handouts before or at the same time as the students? Will non-text materials be available online? Should non-text materials be made available to students who do not come to class the day they are handed out?
  12. What are your policies for this class? Specifically,
    • Will you allow students into the course behond the cap? If so, how many?
    • Is there a policy for late assignments?
    • Is there a policy for class/recitation section attendance?
    • Is there a policy for how assignments are turned in? For example, can they be turned in via email or the digital drop box, or must they be turned in as a hard copy? If they can be turned in via email, to whom will they be sent?
    • Is there a policy for collaboration on assignments?
    • Is there a policy for redoing assignments?
    • If a student wants an extension, will you send them to me first, or take care of it yourself? If you take care of it yourself, how will I be notified of the outcome?
  13. How much flexibility do I have in how I fulfill my responsibilities? Specifically,
    • What aspects of my teaching are important to maintain consistency across sections or to fulfill specific course objectives?
    • How quickly do you expect me to grade the assignments?
    • How detailed should comments I give on assignments be?
    • If I am maintaining grade records, is there a specific format I should use?
  14. In what ways will my work be evaluated?
    • Faculty review of graded exams or papers
    • Classroom visits and feedback
    • Videotaping and review
    • Early or midterm course evaluations
    • End-of-course student evaluations via Faculty Course Evaluations (FCEs)
    • End-of-course student evaluations specific to TA responsibilities

If, for any reason, you are experiencing difficulties with the professor that you are unable to resolve yourself, you should contact either the Director of Undergraduate Studies or the Head of the Department. Difficulties students have had in the past are: communication break-downs, personality clashes, too much work per week.
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What knowledge do you need to be a teaching assistant?

Skills and experience you’ll need

An ability to build good working relationships with both pupils and adults Good organisational skills Flexibility and creativity Enjoy working with children Good literacy and numeracy skills Ability to manage groups of pupils and deal with challenging behaviour Patience and a sense of humour In some jobs it could be useful if you have IT skills or are fluent in local community languages

Entry requirements Individual schools set their own entry requirements and decide which qualifications and experience they need. You can get an idea of what you’re likely to need by looking at jobs advertised locally. Many will require you to have qualifications in literacy and numeracy at GCSE or equivalent.

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Level 2 Award in Support Work in Schools Level 2 Certificate in Supporting Teaching and Learning in Schools

However, these awards are solely theory-based, without requiring a placement in a school, so it is important to check with the school whether they would accept the qualification. You may be able to become a teaching assistant through an apprenticeship scheme.

A new level 3 apprenticeship for teaching assistants was approved in 2018. Find out more details about the apprenticeship on the Institute for Apprenticeships website, You can also find out more general information and look for apprenticeships on the Government website (England). Before you can begin working with children, the school will carry out enhanced background checks through the Disclosure and Barring Service (DBS),

Training and development Once working as a teaching assistant you should complete an induction programme. New and experienced teaching assistants can expand their knowledge by taking other qualifications such as:

Level 3 Award in Supporting Teaching and Learning in Schools Level 3 Certificate Supporting Teaching and Learning in Schools Level 3 Diploma in Specialist Support for Teaching and Learning in Schools

These qualifications are available at local colleges and through apprenticeships. To gain the certificate and diploma you would be assessed at work, so your job would need to include responsibilities suited to each qualification. With experience, you may be able to progress to senior assistant or be assessed for higher level teaching assistant status.

As an experienced teaching assistant, you may be able to study for a foundation degree. You can find a list of courses by searching under ‘Teaching assistant studies’ in the subject group section of the UCAS foundation degree website, Some TAs go on to train as teachers. So if you’re thinking of going into teaching in the long term, then working as a TA can be an excellent place to start your teaching career.

To find out more about careers in teaching, see the Get into Teaching website. But of course training isn’t just about qualifications. There is all sorts of training available to teaching assistants, for example

Training linked to delivering specific interventions Understanding how children learn through play Recording data and using it to support children’s learning First aid at work certificate Introduction to the social and emotional aspects of learning Emotional Literary Support Assistant courses (ELSA) Observation and evaluation skills Understanding monitoring and tracking student progress Understanding the SEND code of practice How to support students who have SEND effectively Developing effective intervention programmes Developing social aspects of learning interventions Training based on the specialist skills, e.g. in learning, behavioural, communication, social, sensory or physical difficulties; EAL; support to gifted and talented pupils; supporting particular curriculum areas. How to engage disaffected students Providing an inclusive learning climate for students Secure understanding of SEN conditions and interventions/strategies Secure knowledge of child development and developmental delays Becoming an in-house mentor Child protection training

Find out more on our continuing professional development (CPD) page. Useful links Have a look at the teaching assistant role profiles under the teaching and learning support job family to find out more about the different levels you could work at. Find out about the professional standards for teaching assistants.
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What should I say in a TA interview?

2. Why Do You Think You’d Be A Good TA? – Advice:  are expected to be hardworking, approachable, good with children and creative. While it is good to mention these traits in your Teaching Assistant interview, they are quite general. To improve your answer, we would advise that you provide specific examples of how you embody these qualities. 

It is also worth trying to think outside the box and identifying some less obvious qualities that will make you stand out in your Teaching Assistant job interview Make a list of things that teaching assistants do on a . Go through this list and identify why you, specifically, would be good at each thing typically outlined in a Teaching Assistant job description

Model Answer: “As well as being hardworking, approachable and good with children, I have a number of qualities which I could bring to the Teaching Assistant role. I am an extremely patient person and I am willing to spend as much time working on one subject, word or calculation as a child needs.
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How do I stand out as a teaching assistant interview?

Question 3: Why do you think you’d make a good teaching assistant? – Talking about ourselves can be challenging. Before the interview, identify your attributes and strengths, and align these with what the school is looking for. Think about the qualities that a teaching assistant should possess; patience, empathy, approachability and a caring nature are all attributes that you should be looking to showcase within your answer.
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How do you introduce yourself as a teaching assistant?

When you introduce yourself give a little background, e.g., your discipline, where you are in the program, why you are excited to teach this subject, and why you are a passionate about your discipline. Students will respond to this and become engaged. Have them do similar introductions.
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Does Oxford have teaching assistants?

An essential part of the undergraduate courses is practical work which is undertaken in the Teaching Laboratories. This provides an opportunity for graduate students to gain experience of teaching by acting as Teaching Assistants (TA) and at the same time earn a useful supplement to their subsistence grant.

Junior Demonstrator Briefing (2023)

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Do uK universities have teaching assistants?

Postgraduate students are anxious about the cost of living crisis. Or at least that’s what the result from Savanta ComRes’s poll suggests. Like many, they likely feel the crunch as they pay for food, rent and utilities. Fortunately, teaching assistant jobs are an accessible option for postgraduate students in the uK.

Payscale reports that the average base salary for the role is 16,268 pounds per year, It will help students to brace through the current economic climate. GOV.UK notes that students must demonstrate that they have 1,023 pounds to 1,334 pounds per month to sustain themselves financially throughout their time studying in and out of London, respectively.

Figures from the National Student Money Survey 2021 show that over three-quarters of students struggle to make ends meet and 76% of students considered dropping out. With a teaching assistantship job, you avoid these and learn your course materials better in the process. How Do You Become A Teaching Assistant At A College/University Like its name implies, a teaching assistant helps professors prepare lesson materials and equipment. Source: Ethan Miller/Getty Images North America/Getty Images via AFP
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Does Yale have teaching assistants?

For Graduate Students and Teaching Fellows – Other Resources and Links: –

  • Poorvu Center for Teaching and Learning offers workshops, guides, and resources to help graduate Teaching Fellows improve their skills.
  • Canvas @ Yale: Instructors may use Canvas to share access to the online syllabus, message boards, and other course details with Teaching Fellows.
  • Yale Course Search: Find course descriptions, schedules, and more in the online course catalog for the University.
  • Prize Teaching Fellows are nominated by their undergraduate students to honor outstanding graduate student instructors.
  • The Graduate School’s Programs and Policies outline policies governing teaching appointments.
  • Undergraduate Learning Assistants, funded through the Teaching Fellow program, enables some Yale College students to provide instructional assistance.

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Do US schools hire foreign teachers?

Visa Information – The most common visa used by teachers working in Alaska is the Exchange Visitor (J) series non-immigrant visa category. Nearly all current teachers from overseas in Alaska that we are aware of are on J-1 visas. There are other visa types ( H-1B / EB-2 & EB-3 ), but these are far less popular with Alaska school districts due their complexity, and the unpredictable number or “cap”, and very tight timelines for August school start dates.

We won’t discuss these visa types here, but the embedded links above go to official sources. Basic Steps for J-1 Visa Candidates There are three important phases for overseas teachers seeking to work in Alaska. Although we outline the steps here, the only one ATP can help with is the last one: your actual job search.

Whether you find an Alaska job or not depends on your specific qualifications and experience, your patience and skill with rules and paperwork, and perhaps most importantly, your ability to find a school district that needs your skills. Note: We do not do direct hiring of teachers, but are the official education job board service for Alaska school organizations. Gettin g Your Visa Sponsor The US Department of State has very specific requirements for work visas. For J-1 visas, there are approved “sponsor” agencies allowed to recruit, screen and place teachers in US schools from overseas. You must choose a sponsor agency to handle your credential screening, assist with paperwork, and get your visa approval. Finding a Job in an Alaska School This is the key! You have to find a school or school district that wants to hire you. We can help with this, but not directly. Think of ATP like a “dating app” in that both schools and candidates have accounts, but have to find each other. Getting Alaska Teacher Certification Once you sign a job contract – which is required get your visa – you need to get certified (licensed) to teach in Alaska. We have a page that explains this process. It is tricky for overseas candidates, so read more below. This usually has to be done AFTER you arrive in Alaska, but you have to have everything ready to go!
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Do teaching assistants get paid in USA?

Teaching Assistant Salaries The national average salary for a Teaching Assistant is $33,338 in United States.
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How many hours do teaching assistants work in USA?

Full-time TAs are expected to work an average of 20 hours per week. Half-time TAs are expected to work an average of 10 hours per week. Office hours are included in this time, as is class time if the TA is expected to attend class. TAs may occasionally be asked to work more than the average number of hours per week.
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Why do universities have TAs?

What do TAs do at a college? — College Confidential Written by Sally Rubenstone | Feb.11, 2002 TAs are Teaching Assistants. They are usually graduate students who are working as assistants to faculty to supplement their graduate expenses. Sometimes advanced undergraduates become TAs when their work in a particular area is outstanding and they have gained the confidence of senior faculty.

  1. Sometimes the very mention of TAs can have a negative connotation when it comes to teaching.
  2. That’s because at a number of large universities, especially in introductory courses, TAs tend to carry a significant amount of the teaching load.
  3. Even if they are not involved directly with the instruction of the class, they can be a large part of lab activities and counseling for the students in the class.

The reason for the negative perception has nothing to do with the quality of the TA’s teaching. In fact, some TAs can be genuinely exciting and motivational. The problem comes from students and parents who feel that for the high price of tuition, faculty should be doing the teaching, not a graduate student who is also a teaching assistant.

  • In large introductory courses, the teaching assistant can also handle the administration of exams and grading.
  • The fact of the matter is, a lot of new freshman may never know that they are being taught by a graduate student.
  • The way to tell is to get a listing of courses and then check to see who will be doing the teaching.

If the name of the instructor or professor is not on that course’s departmental faculty listing, you may want to do some research. If you find out that you’re dealing with a TA, you might be able to pick the course up later when it will be taught by a member of the faculty.
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Do teaching assistants get paid in USA?

Teaching Assistant Salaries The national average salary for a Teaching Assistant is $33,338 in United States.
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What is a TA in America?

What is a TA? – A teaching assistant, also known as a TA, handle many of the same tasks as professors do. According to, TAs may teach classes, work with students in laboratories, grade papers and projects or work directly for a professor. Upperclassmen teaching assistants often handle basic tasks, which can include grading papers and handing out and proctoring examinations.

Graduate school TAs take on more responsibilities. They teach classes, answer questions that students have and even meet with students during office hours. In some larger colleges and universities, teaching assistants will even teach more of the classes than the professors do. These top, accredited schools offer a variety of online graduate degree programs.

Figuring out where to apply? Consider one of these online Master’s or PhD programs.
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How much does a teaching assistant professor earn in USA?

The salaries of Assistant Teaching Professors in the US range from $35,000 to $110,000, with a median salary of $70,000.
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