Does Instructor Type Matter? Undergraduate Student Perception of Graduate Teaching Assistants and Professors

Abstract

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each type of instructor versus the type of classes they teach. Data collection was via an online survey composed of subscales from two validated instruments, as well as one open-ended question asking students to compare the same class taught by a professor versus a GTA. Quantitative and qualitative results indicated that some student instructional perceptions are specific to instructor type, and not class type. For example, regardless of type of class, professors are perceived as being confident, in control, organized, experienced, knowledgeable, distant, formal, strict, hard, boring, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive professors as having more knowledge and authority over the curriculum, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA professional development programs.

Quicker method for assessing influences on teaching assistant buy-in and practices in reformed courses

“…At many large research universities, labs and recitations are led by graduate teaching assistants (TAs) [5]. This may be an advantage, as the department can require TAs to implement a uniform curriculum and students report finding TAs more relaxed, engaged, and relatable than faculty [6].…”

Helping Graduate Teaching Assistants in Biology Use Student Evaluations as Professional Development

“…The questions and categories (which we refer to as " sub-scales"; Kendall & Schussler, 2012, 2013b were identified through student surveys and interviews as being important to instructor respect and student learning: teaching techniques, interpersonal rapport, and passion for subject. Each sub-scale consisted of seven questions, each focused on one instructional behavior (Table 1; Kendall & Schussler, 2013b).…”

Formadores De Professores: Análise De Estratégia Que Os Tornam Bem Sucedidos Junto Aos Estudantes

“…Nesses trabalhos a atuação dos professores é descrita a partir do ponto de vista dos pós-graduandos (Quadros et al, 2011(Quadros et al, , 2012Campos, 2010); a partir de formadores em programas stricto sensu (Garrido, 2010); de coordenadores de curso de graduação (Klaus, 2011); e de graduandos que comparam o desempenho de professores experientes e bolsistas de pós-graduação que assumem a docência (Kendall & Schussler, 2012).…”