Teaching Assistants in Canadian Universities: An Unknown Resource

Abstract

Teaching Assistants (TAs) play an important role in most major universities. Interest in the training and development of TAs has increased in recent years, particularly in the U.S.A. In Canada very little research has been conducted regarding the work and status of TAs. The study provides a portrait of TAs in Canadian universities: their number, roles, remuneration, preparation and training, and policies governing their duties and responsibilities. Many universities had only a limited knowledge of the number of TAs employed, their qualifications for the tasks they are assigned and their training and supervision. The need for improving TA experience is clear and the establishment of a National Clearinghouse of TA-related materials is proposed.

African International Teaching Assistants’ Experience of Racial Microaggressions in a Canadian Higher Education Institution

“…I also have offered suggestions to current and prospective AITAs, course instructors who work with AITAs/ITAs, and institutional leaders on how to support all ITAs regardless of background to enjoy a successful TA experience with their predominantly White undergraduate students. Therefore, this paper joins scholars who have asked for better training for ITAs and domestic TAs (Dawson et al, 2013;Fitch & Morgan, 2003;Jones et al, 2020;Korpan, 2014;Piccinin et al, 1993;Rao, 1995;Yook & Albert, 1999) to better facilitate the learning of the students they are assigned to support.…”

“…TAs' contributions to the university students' overall academic and social development are well documented (Dawson et al, 2013;Jones et al, 2020;Korpan, 2014;Piccinin et al, 1993), and despite the 20-year gap between Piccinin et al's (1993) and Korpan's (2014) respective studies, they agree about the complexities involved in learning in a graduate program and fulfilling TA duties. For instance, Piccinin et al's summary observation that TAs "conduct quiz sections or laboratories for lecture courses, provide tutorial sessions, grade exams, review tests and answer questions, hold office hours, and, less frequently, hold total responsibility for courses" (p. 105) are confirmed by Korpan's and the current study's findings.…”

“…Hence, students have a right to demand high-quality education from course instructors and TAs. Given that premise, although Piccinin et al's (1993) study is nearly three-decades old, their argument that "those who pay the fees expect to find a qualified instructor [and TAs] in the laboratory or classroom and, at a minimum, effective TA training and evaluation may allay some of their concerns" (p. 116) is still valid. As an educator, maintaining high-quality education and pedagogical practices are things that I believe should not be compromised so students (and their relatives and friends) can be satisfied with the years-long investments they made.…”