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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?

Would you make a good graduate teaching assistant? Take our career test and find your match with over 800 careers.

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.

Frequently Asked Questions

Teaching/school related careers and degrees.

• Adult Education Teacher
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Continue reading

Graduate Teaching Assistants are also known as: GTA

/images/cornell/logo35pt_cornell_white.svg" alt="phd teaching assistant"> Cornell University --> Graduate School

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.”

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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.

The term research instrument refers to any tool that you may use to collect, measure and analyse research data.

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The term rationale of research means the reason for performing the research study in question.

Need to write a list of abbreviations for a thesis or dissertation? Read our post to find out where they go, what to include and how to format them.

Abdullah recently finished his PhD at University of California, Los Angeles (UCLA). His computer science research developed deep learning-based algorithms for medical image analysis.

Chris is a third (and final) year PhD student at Ulster University. His project aims to develop a novel method of delivering antibiofilm compounds directly to an infected wound bed in patients.

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THE GRADUATE SCHOOL

• Assistantships
• Graduate & Teaching Assistantships

Graduate and Teaching Assistantships

Graduate assistantships   are awarded to students for service to further the University’s academic mission, but not directly related to their dissertation or preparation for it. Examples are offering administrative support by editing a journal, managing a website, or assisting a faculty member with developing or coordinating a conference.

Teaching assistantships   are awarded to students who perform duties ranging from reading and grading assignments, running discussion sections or labs, or teaching sections of undergraduate courses, all while continuing the University’s academic mission and their own academic requirements and training.

Learn more:

• Requirements for Graduate Assistants and Teaching Assistants  Students pursuing assistantships need to complete certain requirements.
• Best practices for graduate Teaching Assistants (TAs) The Graduate School recommends guidelines for relationships between faculty and their TAs.

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 remission, and benefits—is part of the University’s commitment to the success of our graduate students. Graduate Assistant stipend levels  are reviewed each year.

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 . 
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Teaching Assistant (TA) Training

Teaching assistant training.

• What: Workshops, courses, and consulting to help graduate student TAs
• Open to: Duke graduate students
• When: Throughout the academic year

TA Training Workshops

Coursework on college teaching for tas, duke ta training via coursera .

• Teaching and Technology Workshops and Consulting 

Support for International Students

While graduate departments and programs provide primary training, assessment and support for graduate teaching assistants (TAs), The Graduate School collaborates closely with Duke Learning Innovation and other units across campus to offer additional workshops, consulting and support for TA training across the university.  

Upcoming TA Training Workshops

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GS 750 Fundamentals of College Teaching The Graduate School's Certificate in College Teaching offers a range of semester-long, credit-bearing courses  on pedagogy, technology, diversity, course design and other topics for graduate students with instructional roles or aspirations. One course that may be of particular interest for TAs is  GS750 Fundamentals of College Teaching . In this course, graduate students (mainly earlier-year Ph.D. students) will learn how to:

• clarify TA or instructional responsibilities with faculty mentors;
• promote active learning in the classroom or lab, lead effective discussions, and design learning activities;
• use instructional technology; and
• develop and apply grading criteria appropriately.

Two sections of this course are offered every fall and spring. It meets for an hour and fifteen minutes each week during the term, and students can expect about two hours of work outside of class each week which should directly support and facilitate their TA responsibilities. Enrollment is open to all graduate students and prioritized for students in the CCT program. Permission numbers are available by request (link available on this page during course enrollment periods.) 

https://bit.ly/TADuke This Coursera course, developed by the Office of the Provost and Duke Learning Innovation, consists of five online modules that address legal and ethical issues for Duke students with instructional roles:

• FERPA: Family Educational Rights and Privacy Act 
• DukeReach: Supporting Students in Distress 
• Title IX Sexual Misconduct: Reporting is Supporting 
• Student Disability Access Office: A One-Stop Shop for Accessibility Needs
• Promoting Academic Integrity: The Duke Community Standard in Action  

Teaching & Technology Workshops and Consulting 

Departments, programs, centers, student group and or others who would like to explore additional teaching and instructional technology workshops for graduate students and teaching assistants are welcome to contact:

Hugh Crumley, PhD Assistant Dean for Academic Affairs Director, Certificate in College Teaching The Graduate School [email protected]  

Sophia Stone, EdD Senior Consultant Duke Learning Innovation [email protected]  

The English for International Students (EIS) program offers semester-long courses on oral communication, academic presentations, and pronunciation that are open to students seeking additional English-language support. For more information, contact: 

Brad L. Teague, PhD EIS Assistant Dean and Director [email protected]

International Student Center

Duke's International Student Center offers a variety of trainings and workshops on developing intercultural awareness with topics varying from cross-cultural communication to name pronunciations. With these interactive sessions, we aim to explore ways to respond effectively in (un)familiar circumstances; facilitate authentic conversations and connections; and share tips and suggestions for a continuous learning experience. International Student Center  

Graduate Assistantship Information for Students

One of the most common sources of funding for graduate students are assistantships, which can support general administrative duties, teaching, or research projects. Assistantship policies are documented in University Policy No. 6210 . A full assistantship requires a student to work for 20 hours per week on average. Departments may also offer partial assistantships. Students may or may not be required to report to work during school breaks. You can find some data on assistantship funding here . 

How to Find an Assistantship

• Many departments evaluate graduate admission applications to match them with available assistantship positions.  Most assistantship opportunities are managed at the department/program level and interested graduate students should contact the program of interest directly regarding funding opportunities. Review assistantship funding data to learn more about assistantship funding by degree level, program, assistantship type and more.
• Current students in the Blacksburg area seeking funding are encouraged to monitor  GLC Weekly listserv postings  for assistantship and wage openings that administrative offices share with the Graduate School. Current students in the greater Washington, D.C. metro area should monitor the D.C. Area Weekly newslette r postings.
• Student Affairs posts its available GA positions on their jobs portal . 

Manage your Assistantship

• Quick guide for new GAs, GRAs, and GTAs.
• Making the Most of Your Assistantship

Types of Assistantships (GA, GTA, GRA)

Graduate Assistant (GA) Graduate Assistants provide academic and program support to academic, administrative or service units of the university. Responsibilities may be administrative in nature and consist of duties not directly related to teaching or research (such as academic advising, program planning, advising student groups, and assisting with the administrative duties of an office). GA responsibilities may also include grading examinations, problem sets, and/or lab assignments, setting up displays for lectures or laboratory sections, and preparing or maintaining equipment used in laboratory sections.

Graduate Research Assistant (GRA) Graduate Research Assistants conduct academically significant research under the direction of a faculty member who is generally a principal investigator on an external grant or contract. GRAs are awarded by departments and professors who are engaged in research projects. Research assistantships offer exciting opportunities to participate in  ongoing research developments at Virginia Tech . Since GRAs are often funded by sponsored research grants, they may be paid at a higher stipend level than GAs or GTAs. Students enrolled in Research & Dissertation (R & D) credit hours while holding a GRA position are expected to exert significant time and effort toward earning those credits in addition to fulfilling their assistantship duties. Please discuss expectations with your research advisor.

Graduate Teaching Assistant (GTA) Graduate Teaching Assistants provide academic program support under the supervision of a faculty member. GTAs may assist faculty in teaching undergraduate courses, including laboratory teaching assignments, or in providing other appropriate professional assistance, including grading examinations, problem sets, and/or lab assignments, setting up displays for lectures and laboratory sections, and preparing or maintaining equipment used in lab sections. GTAs must have 18 hours of graduate-level course work completed in their teaching disciplines to be assigned full responsibility for teaching an undergraduate course. GTAs lacking this training will be assigned to work under the supervision of a faculty member who will be the instructor of record for the course.

The  GTA workshop  is held during the week before the start of each semester. All students holding a GTA appointment are expected to attend at the first available opportunity. 

Assistantship Eligibility Requirements

• Must be enrolled in 12-18 credit hours in fall and spring; audited courses do not count toward fulfilling this requirement.
• Maintain a 3.0 GPA; departmental requirements may be higher (provisional students with a GPA between 2.75 and 2.99 may also receive assistantships). Students whose GPA falls below 3.0 may remain on assistantship if their assistantship employer wishes to continue to support them. Exceptions are made on a semester-by-semester basis by the Graduate School.
• Make satisfactory progress toward degree as defined by academic departments and the Graduate School.
• Meet requirements to be eligible for employment in the U.S. You can find information about employment eligibility verification and tax forms from the Payroll Office, or review their website . 

Assistantship in final semester:

• Students who enroll full-time may remain on their assistantship through the end of the semester in which they defend, regardless of when in the semester they defend and submit their ETD. 
• Students who plan to defend early and leave the university during the fall or spring semester should not be on an assistantship but may be paid on wages or P14 appointment. Resigning early from an assistantship may result in prorated tuition responsibility for the student. Comprehensive fees are not prorated and are not refundable. 
• Students who defend in the summer under SSDE may remain on assistantship in the summer if they were on assistantship in the spring.

Compensation - Overview

The University provides an assistantship compensation package that is comparable with those offered by our peer institutions. The standard components of the compensation package, approved annually by the Board of Visitors, are:

• monthly stipend (paid semi-monthly according to the university's salary payroll schedule )
• in-state tuition scholarship in proportion to the assistantship FTE and contract period
• out-of-state tuition waiver (if eligibility requirements are met)
• health insurance subsidy (if eligibility requirements are met)
• payment plan for comprehensive and CFE fees (see below).

Compensation: Stipend

The stipend table for graduate assistants ranges from Step 1 to Step 50, representing a pay range within which graduate assistants must be paid. Departments determine which pay step to use based on the student's qualifications and experience, academic standing, and availability of funds. Departments have a wide range of stipend options to make competitive offers.

• 2023-24R Full-Time Graduate Assistantship Stipend Table Revised (effective Dec 10, 2023-Aug 9, 2024)
• 2023-24 Full-Time Graduate Assistantship Stipend Table (effective Aug 10, 2023-Dec 9, 2023)
• 2022-23 Full-Time Graduate Assistantship Stipend Table (effective Aug 10, 2022)
• 2021-22 Full-Time Graduate Assistantship Stipend Table  (effective through Aug 9, 2022)

Taxes: Federal and state taxes, if applicable, are withheld from the assistantship stipend check, which is issued semi-monthly at approximately the first and sixteenth of each month. Students on summer assistantships who are not enrolled will be taxed at a higher, non-student rate.

Compensation: In-State Tuition, Library and Technology Fees

During the academic year (Fall/Spring; tuition for summer and winter enrollment not included) students will receive a tuition remission for the in-state tuition, applicable program fee, and library and technology fees for the semester of their assistantship, in proportion to the assistantship appointment FTE and time period. Tuition remission is earned in 4-week increments, with full remission earned when students complete at least 16 weeks of work between the standard assistantship contract dates of the semester. If a student’s total stipend payments for the semester exceeds the combined amount of the standard department stipend amount plus the required in-state tuition, E&G and programs fees and the source of funding prohibits tuition payment, then tuition coverage by the department could be optional and the student would be required to pay their tuition and fee.

Payment of Comprehensive fees and CFE (Commonwealth Facility and Equipment) fees is not provided . Virginia residents should complete the In-State Tuition Request form in order to avoid being charged the CFE fees that out-of-state students are required to pay.

Compensation: Out-of-State Tuition Waiver

Graduate students who earn more than $4000 in an academic year on assistantship appointment(s) may be eligible for a waiver of the out-of-state portion of tuition for the year. This waiver does not apply to the Commonwealth Facility and Equipment (CFE) fee.  Summer earnings on assistantship or wage employment do not count towards meeting the $4000 minimum earnings requirement. Tuition bills from the  Bursar's Office  will show the out-of-state tuition charge and a credit to reflect the out-of-state tuition waiver (may also be referred to as "UF Differential"). Students who are enrolled in programs that have a program-specific graduate tuition rate (such as MIT, MNR, PSALS, and LGMC) are not eligible for the out-of-state waiver, since they are assessed a flat rate that is not residency specific.

The out-of-state tuition waiver is automatically applied to students' accounts when the following three criteria are met (this does not apply to level 46 bachelor's/master's students whose out-of-state tuition cannot be waived):

• the student's appointment (PAF) is entered in Banner by the hiring department
• the student meets the earnings criteria described above
• the student has registered for the semester

Virginia residents do not automatically receive in-state tuition status when they enter a graduate program at Virginia Tech, even if they were undergraduate students at Virginia Tech paying as an in-state resident.   You must submit the In-State Tuition Request form  to be qualified for in-state tuition. Also, any current student being charged out-of-state tuition and wishing to be considered for in-state rates must submit this form .

Eligibility for out-of-state waiver based on assistantship status and earnings:

• Fall: Must be on a GA/GTA/GRA and earn at least $2000 on assistantship stipend between Aug 10-Dec 24
• Winter: Must be on a GA/GTA/GRA and earn at least $2000 on assistantship stipend between Aug 10-Dec 24, or $4000 or more between Aug 10-May 9
• Spring: Must be on a GA/GTA/GRA and earn at least $2000 on assistantship stipend between Dec 25-May 9
• Summer: Must have been on a GA/GTA/GRA in immediately preceding spring semester and earned at least $4000 on assistantship stipend between Aug 10-May 9

Out-of-state tuition differential waiver eligibility chart

Compensation: Health Insurance Benefits

Graduate assistants who maintain at least a 50% assistantship (10 hours per week), may be eligible for health insurance benefits. Visit the Graduate School's  insurance benefits webpage  for additional information. Enrollment in the subsidized health insurance plan is available during the open enrollment period posted by the  Student Medical Insurance office , and after your department has entered your assistantship appointment (PAF) in the HR system. 

Compensation: Payment Plan for Comprehensive and CFE Fees

Comprehensive fees are a mandatory cost of attendance for students enrolling in Blacksburg that support the operation of self-funded (auxiliary enterprise) units providing services for the benefit of all students (recreational sports, Schiffert Health Center, Cook Counseling Center, Blacksburg Transit, etc).  Services covered by these fees are accessible to students only in the semesters when they are enrolled. Students who are not enrolled during the summer semester may have the option of paying for certain individual services directly ( Schiffert Health Center ; Rec Sports ). Students are responsible for comprehensive fees each semester. Out-of-state students must also pay a Commonwealth Facilities & Equipment (CFE) fee. See the  Bursar's web page  for a description of fees. The CFE fee requirement cannot be waived and is not part of the tuition charges.

Graduate students on assistantship appointment may pay their comprehensive and CFE fees in installments through a payment plan during the fall and spring semesters. Enrollment is managed through Hokie SPA and students must sign up each semester in which they wish to take advantage of this opportunity. Enrollment is not available for the summer terms.  Fully integrated with the students account system, the plan debits coincide with university payroll dates and adjust seamlessly with changes to the student account balance. 

Enroll in the payment plan before the payment deadline to avoid late fees.

You may enroll in the plan only after you have registered for classes and after your tuition remission has been entered in the Banner system by the hiring department. If you are unable to enroll in the plan , please contact your assistantship department to ensure that they entered your tuition remission award. The projected debit amount and remaining debit dates will be displayed during the enrollment process.  There is no cost to participate.  Once enrolled in the program, you  cannot cancel unless the balance is paid in full.

Request for Reduced Comprehensive Fees

In recognition of students living and studying away from the Blacksburg campus, comprehensive fees may be reduced for students enrolled in an all virtual schedule or who have only research hours/ independent study not located on campus.  Students must certify that they will reside more than 50 miles from the Blacksburg campus   for the   entire   semester.  More information can be found on the Bursar  website .  To be considered, this form must be submitted by the last day to add courses each semester.

Assistantship Agreement Contract

Students offered an assistantship must electronically sign the Graduate Assistantship Contract, which is a contract between the student and department. Assistantship contracts can be accessed through onecampus.vt.edu , Graduate Contracts. All contracts stipulate start and end dates, type of appointment, monthly stipend, percentage of tuition remission, whether the student is expected to work during school breaks, and any other special conditions. 

Performance Expectations

As with most professional appointments, work-time may vary from week to week. Students on a full assistantship (also referred to as 100%, 1 FTE), are expected to work an average of 20 hours/week during their contract period. Specific work assignments are provided by the employing departments. Contact your assistantship supervisor to discuss performance expectations; work schedule; first and last day of work for a semester (which may be different from the standard contract start/end dates); whether you need to work during school breaks, and other details.

Students enrolled in Research & Dissertation (R & D) credit hours while holding an assistantship position are expected to exert significant time and effort toward earning those credits in addition to fulfilling their assistantship duties. Please discuss expectations with your research advisor.

Financial Aid Reporting Requirement for Students with Assistantships

Students receiving financial aid need to report their assistantship compensation, including stipend, tuition scholarship, and out of state waiver, to their financial aid counselors.

Accepting Additional Employment

Graduate students on full assistantships are not prohibited from seeking additional employment (some restrictions apply: assistantships cannot be combined with P14 appointments; immigration regulations further govern  international student employment). Students should consult with their academic advisor and/or assistantship supervisor as applicable regarding the fulfillment of their assistantship and graduate study responsibilities. Students must notify the Graduate School about any additional employment, including the period of employment, name and contact of employer, and job title or short description of duties. Use the online tool for reporting:

Access the Additional Employment Reporting Tool .

Special Categories of Graduate Assistant

Five-year bachelor/master's students can hold assistantships in the last semester of their senior year and receive an in-state tuition scholarship, but their out-of-state fees cannot be waived. Bachelor/Master's students in the last semester of their senior year (level 46 students) who are offered assistantships cannot accept funds from the undergraduate scholarship funds and the graduate scholarship funds concurrently. Departments should discuss with each student the scholarship options before awarding an assistantship and issuing an agreement.

Termination of Contract

When a contract is terminated prior to its end date, the department must inform the Graduate School using this  form .

Tuition Obligation When Students Leave Assistantship

Except in cases where the student is withdrawing from the university for family/medical reasons, if an assistantship is terminated prior to the completion of the academic semester, the remission of tuition and E&G fees will be prorated in four week increments, with each quarter of tuition earned by the completion of four full weeks of work and full remission earned only if the student completes the assistantship (16 full weeks or more in a semester). Other benefits, such as health insurance subsidy and out-of-state tuition waiver, will be recalculated based on eligibility requirements, and the student will be billed for the remaining balance.

The table below details the tuition obligations for students who leave the assistantship appointment before the semester is complete. The table is also available in  pdf format .

Assistantship Contract Dates

Standard assistantship contract start and end dates are the same each year to provide 9 pay periods a semester regardless of the actual semester start/end dates. Assistantship benefits such as the health insurance subsidy are distributed evenly through the 18 pay periods in an academic year. Your reporting to work date and last day of work might be different from the contract start/end dates, including starting to work later than the contract start date and working some days beyond the official contract end date. Work with your supervisor on determining the actual start/end dates.

Standard assistantship appointments:  Academic Year:             Aug 10 through May 9 Fall Semester:               Aug 10 through Dec 24 Spring Semester:         Dec 25 through May 9 Summer:                       May 10 through August 9

Departments must specify whether a student is to work over school- or semester breaks. Students may be offered assistantships at any time of year. Tuition remission is prorated based on percentage and length of contract. 

For assistantships starting on Aug 10, the first paycheck is on Sep 1. 

Summer Changes to Deductions and Services

Changes to deductions.

Virginia Tech follows the safe harbor outlined in Revenue Procedure 2005-11.  All graduate students employed by and enrolled at VT in at least 5 credit hours in fall/spring/summer will be exempt from FICA taxes; students who are not enrolled in the summer while on assistantship are subject to FICA taxes on their earnings. Students who work during breaks and are not enrolled will have Social Security and Medicare withheld from their pay over the break.

Access to services

Services such as recreational sports, Schiffert Health Center, Cook Counseling Center, Student Legal Services, etc., are covered by comprehensive fees, which are mandatory when students are enrolled. If not enrolled in the summer, students on summer assistantship have the option of paying for certain services directly ( Cook Counseling ;  Schiffert Health Center ;  Rec Sports ) if they wish to use these. Day-use charges for Cook Counseling and Schiffert Health Center are reimburseable by the Aetna Student Insurance sponsored by VT, regardless of how often the service is used. However, payment of the full summer health services fee is not a reimbursable expense. For more information on reimbursable expenses, contact the Student Medical Insurance office at [email protected]; 540-231-6226.

Accommodations

For workplace accommodations, graduate assistants should contact the Office for Equity and Accessibility  at  [email protected] or call 540-231-1048. This also includes potential accommodations related to pregnancy, complications of pregnancy, and childbirth, as covered by the Pregnant Workers Fairness Act (PWFA) . Reasonable accommodations under the PWFA may include flexible working hours, appropriately sized uniforms and safety apparel, exemption from strenuous activities or other adjustments. For additional guidance regarding the PWFA,  review the VT PWFA guide  or direct questions to OEA at  [email protected]  or 540-231-2010.

For academic accommodations, graduate assistants should contact The Office of Services for Students with Disabilities at  [email protected] or call 540-231-3788. 

Work-Life Grants

The  Work-Life Grant Program  provides temporary financial assistance to departments to enable them to continue support for graduate students during pregnancy and childbirth or potentially other major medical issues. 

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Contact us at  [email protected]  if you have questions or need assistance.

For the latest news on available assistantships, read the GLC-programs weekly listserv , published every Monday.  

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Hiring phd students as teaching assistants.

August 30, 2021 INFORMATIONAL: Hiring PhD students as Teaching Assistants

Dear Colleagues,

A note to let you know that the university and the Graduate Assistant Union, SEIU Local 509, have agreed to a new contract effective July 1, 2021. The full contract will be posted online as soon as the new language is integrated into the existing contract.  

All PhD students are members of this union when they work as Teaching Assistants or Teaching Fellows. The definitions of each role are included below. 

Teaching Assistant.  Teaching Assistant duties may include, but are not limited to, assisting the professor with: course preparation before and during the semester; Latte maintenance; grading essays, exams, and homework; syllabus design; writing exam questions. Teaching Assistants may be required to attend classes on a regular basis. Teaching Assistants may also be responsible for some instructional duties, including the following: lead discussion sessions, labs and recitations and/or teach an occasional class. They may also be responsible for some student advising and may be required to hold office hours. Teaching Assistants are required to complete Title IX training.  

Teaching Fellow.  Teaching Fellows, with Program and faculty leadership and oversight, are the Instructor of Record and are responsible for lesson planning and implementation, administration and grading of assessment tools, student advising and holding office hours. Teaching Fellows are required to complete Title IX training. 

As a result, PhD students cannot be hired as Teaching Assistants except through the union role, and using the negotiated rate of pay, which is paid via stipend. PhD students, regardless of where they are in their programs, are not eligible to be hired into hourly Teaching Assistant positions at the university. Roles other than Teaching Assistants and Teaching Fellows, such as Graders, Research Assistants and Course Assistants, remain non-union roles. If you have questions about this, please contact Liz Tierney ( [email protected] ).

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Teaching and research assistantships.

Assistantships are available on a limited basis in most graduate programs. These positions provide funds for many master’s and doctoral students. Each department or program has its own requirements and expectations for their assistants and fellows. Most require 20 hours of work per week and many assistantship positions include health insurance eligibility.

To inquire about or to apply for departmental support, contact your department or your academic graduate advisor .

Types of Assistantships

• Teaching Fellow (TF) : Teaching fellows have direct student contact in a formal instructional setting and are charged with primary responsibility for teaching a course for credit under the direct supervision of a faculty member or chair, receiving regular in-service training and planned and periodic evaluations. Teaching fellows are listed as the instructor of record.
• To help prepare students for their teaching roles, we have developed a page of teaching resources .
• Research Assistant (RA) : Research assistants are graduate students who are engaged in research activities under the direction and supervision of a principal investigator or faculty working on research.
• Graduate Services Assistant (GSA) : Graduate assistants are graduate students whose responsibilities may be administrative in nature or consist of other activities that do not generally fit within the TF, TA or RA job responsibilities.

The University recognizes the essential need to provide adequate benefits to sustain the graduate student and his/her family while the student pursues his/her studies.  Benefit plans will be offered for assistantships for domestic and international students who meet the eligibility requirements of the benefit plans.

Tuition Benefit Program

The Tuition Benefit Program (TBP) is one of several programs UNT has developed to provide support for graduate students as they pursue their studies. The TBP provides a tuition supplement for eligible recipients.  Because this award is tied to employment as a Graduate Assistant, hiring departments—not the Toulouse Graduate School—determine  which graduate assistants receive the tuition benefit and the award amount.   Please contact your hiring department for more details. Click here for more information about the program.

Non-Resident Tuition Waivers

Many students who receive an assistantship and are classified as non-resident/out-of-state are eligible to have non-resident/out-of-state tuition waived and will pay tuition at the resident/in-state rate through an employment waiver. This waiver is submitted each semester by your awarding department to the Toulouse Graduate School.

After residing in the state for 12 consecutive months, a student may apply for reclassification as a resident for tuition purposes provided unequivocal proof of establishment of domicile in Texas. For more information on reclassification, as well as documentation required, please visit the Registrar's Office website .

Health Benefits

The two available health insurance plans are the State’s Uniform Group Insurance Plan administered by the Employee’s Retirement System (ERS) and the University’s Student Injury and Sickness Insurance Plan administered by Aetna. More information on health benefits can be found on the insurance site page .

Uniform Group Insurance Program (ERS)

Graduate students, whether domestic or international, who are employed in a salaried capacity that requires graduate student status for at least .5 FTE are eligible to participate in this plan.  Details regarding the program can be found at the UNT System Human Resources site. Premiums for the current academic year can be found through the Employees Retirement System of Texas site.

Student Injury and Sickness Insurance Plan (Aetna)

The University has contracted with Aetna to offer a Student Injury and Sickness Insurance Plan to domestic and international students.  All students are eligible to enroll in this plan. Additional details can be found at UNT’s Health & Wellness Center .

International Students

All international students and scholars holding non-immigrant visas must carry UNT-approved health insurance coverage during the entire period of their UNT residence.  Residence is defined as that continuous period from initial orientation and enrollment or employment, including holidays, through graduation or final separation from the university.  International students are automatically charged for the UNT-offered policy each semester at registration, and must provide proof of comparable insurance by the established deadline at International Advising to avoid purchasing the UNT-offered policy.  The University has contracted with Aetna to offer a Student Injury and Sickness Insurance Plan to international students.  Details regarding the plan can be found at UNT’s Health & Wellness Center .

Learn more about additional funding at UNT

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Graduate Teaching Assistant Program

Book a teaching consultation.

Michigan State University is committed to partnering with graduate programs, faculty and the Graduate Employees Union to provide a wide variety of professional development experiences in support of all MSU graduate teaching assistants (GTAs). This effort is particularly crucial because it is the graduate teaching assistants at Michigan State that often provide undergraduate students with their first exposure to core courses in a wide variety of disciplines. As such, graduate teaching assistants play a crucial role in Michigan State University’s efforts to ensure academic success among the institution’s undergraduate population.

GTA Email Communication

Once you are a GTA or International GTA you will automatically be added to the GTA email list and periodically receive updates about ongoing professional development opportunities.

Professional Development Opportunities for Graduate Teaching Assistants

Professional development opportunities for Graduate Teaching Assistants have been organized with your GTA experience in mind. Opportunities include August orientation programs (New GTA Institute and International GTA Orientation) as well as some additional events. You can find the previous year's information about the two August orientation programs within both "First-Time GTA" sections and information about additional events in all three sections as relevant. Whether you are a first time GTA (domestic or international) or a returning GTA, we have events you will want to attend!

Registration for the 2024-25 GTA Preparation Program opens on April 15, 2024

New GTA Institute (NGTAI): Friday, August 16, 2024 (virtual) full day (8:00 am - 4:30 pm) 

International GTA Orientation (IGTAO): Wednesday, August 21, 2024 (in person) 8 am - 2:30 pm

Pedagogy Workshops: Thursday, August 22, 2024 (in person) full day (8:00 am - 4:30 pm) 

First-Time GTAs

First-Time GTAs (International)

Returning GTAs

Please contact Dr. Stefanie Baier at [email protected] with any questions regarding the Graduate Teaching Assistant Program.

Ongoing Teaching Professional Development and Support

Graduate educator advancement and teaching (great) office.

Check out all the ongoing GRaduate Educator Advancement and Teaching (GREAT) workshops and sessions supported by the GTA TLC:  https://grad.msu.edu/GTATLC

Find recordings on various topics and resources when you self-enroll in our  2023-24 GTA Preparation Course  

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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

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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 2023-2024

• 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)
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•   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 .

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.;

• Spoken Proficiency English Assessment Kit ( SPEAK ) is available at UCI only after a student is admitted;

•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.

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Teaching Assistantship (1913-2024)

Department: Lovejoy Library (75400)

Position: Teaching Assistantship

Hours/Week: 50% (20 hours)

Term: Summer 2024

Closing Date: 4/21/2024

Location: Other

Number of Openings: 1

Semi-monthly Stipend: $560.00

Posting Number: 1913-2024

Qualifications

• Must be actively enrolled in a graduate program at SIUE. • Excellent oral and written communication skills. • Interest in teaching with technology. • Interest or experience in teaching information literacy. • Able to work independently as well as on a team.

Position Description

Teaching assistants at LIS information desks and reference services provide point-of-need information literacy instruction, provide research assistance in-person and for remote users through phone, email, and live chat, and manage the operations of the combined information and circulation desk. Staffing the Biomedical Library circulation desk and greeting patrons, helping patrons with printing, scanning and lab computers, checking books and other items in and out for patrons, keeping the library neat and tidy, following closing procedures and securing the library at the end of the day, following opening procedures and getting the library ready for patrons at the start of the day, completing other tasks as assigned. • Must be available during morning and afternoon hours during the summer. • Must be prepared to begin work/training starting May 6th, 2024. • Must have a reliable way into work. • Must be flexible with scheduling. 

Application Process

Required documents.

Application Cover letter highlighting the candidate's interest and/or experience in teaching information literacy with technology. CV or resume indicating technology competencies and any prior teaching/tutoring experience. Summer/Fall class schedule indicating major field of study. PLEASE DO NOT APPLY IN PERSON OR OVER THE PHONE. 

Applicant Materials Are Received By

 Email

  **All communications sent to the prospective employer should include the posting number for the position. 

Voluntary GA Applicant Data Form

This form is used to gather applicant data by the Office of Equal Opportunity, Access, & Title IX Coordination at SIUE. This information cannot be viewed by units hiring Graduate Assistants. Completion of this form is not required and will not impact your chances of being hired for a Graduate Assistantship. This form is NOT an application for employment. To apply for a Graduate Assistant position, follow the instructions listed in the posting.  

Southern Illinois University Edwardsville is authorized to operate as a postsecondary educational institution by the  Illinois Board of Higher Education .

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The latest news, announcements, and happenings from all OTL programs.

Excellence in Instruction Award Graduate Teaching Assistant Recipients Announced

Join us in congratulating these outstanding GTAs!

NDSU’s Graduate School and the Office of Teaching and Learning partnered to offer an Excellence in Instruction Award to recognize graduate teaching assistants (GTAs) for their efforts to improve teaching and learning on campus. In April, 23 individuals were nominated, of those, 4 individuals were selected to receive this award by a panel of NDSU instructors.

The four recipients of this year’s award are:

• Emily Hackerson, Department of Biological Sciences
• Himani Yadav, Department of Civil, Construction and Environmental Engineering
• Alex Knoppes, Department of Psychology
• Alexandra Rowe, Department of English

These four GTAs received this award on Friday, April 5, 2024, in a special ceremony held at the NDSU GradHub in the Main Library.

Mwita Muniko accepts position as Teaching Assistant Professor of Africana Studies at Oklahoma State University

Acs graduate student and teaching assistant mwita muniko has accepted a position as teaching assistant professor of africana studies at oklahoma state university, where he will join the faculty in the fall..

Assistant Director of Career Coaching and Education - PhDs & Postdocs

🔍 vice provost for student affairs, stanford, california, united states.

JOB PURPOSE:

In support of Stanford University’s over 9,000 PhD students and postdoctoral scholars, Stanford Career Education (CareerEd) seeks a talented and committed professional to serve as the Assistant Director of Career Coaching and Education for PhDs and Postdocs, whose experiences and strengths demonstrate the ability to engage on career-focused topics with PhD students and postdocs from all disciplinary backgrounds. 

A core commitment of the mission of Stanford Career Education is to empower students to cultivate personalized networks and engage in career education that shapes their professional journeys. Our center connects undergraduates, master’s students, PhD students, postdocs, and alumni to the communities, people, career education resources, and opportunities that strengthen their abilities to define and pursue purposeful careers and meaningful work.

Within Stanford Career Education, Career Coaching and Education (CCE) is a team of career coaches who engage purposefully to provide students, postdocs, and alumni with wide-ranging support and opportunities that allow them to advance their careers. CCE works to engage students, postdocs, and alumni in their path towards work that is meaningful and has purpose, and that is best explored and defined by students and postdocs in the context of their educational experiences.

Reporting to the Associate Director of Career Coaching and Education for PhDs & Postdocs, the Assistant Director of Career Coaching and Education is responsible for engaging Stanford PhD students and postdocs in career programs and resources, cultivating meaningful connections with campus partners to support the career and professional development of PhD students and postdocs, and providing career-focused coaching in one-on-one coaching sessions. The Assistant Director of Career Coaching and Education assists PhD students and postdocs in identifying and pursuing diverse professional pathways as they advance their career journeys at Stanford and beyond.

For full consideration, please submit your application by Tuesday, May 28, 2024   CORE DUTIES:

Career Coaching:

• Provide both in-person and virtual career coaching to PhD students, postdocs, and recent alumni of all disciplinary backgrounds in one-on-one and group settings; provide career coaching to students of all levels and programs to support the needs of the office.
• Coach PhD students, postdocs, and alums on career education topics, including but not limited to career exploration, networking and informational interviewing, the job/internship search beyond academia, the faculty job search, navigating uncertainty and transitions, assessments, job search documents (e.g., resumes, CVs, cover letters), interviewing, and negotiating offers.
• Integrate student development models, coaching models, and career and identity development theories into coaching PhD students, postdocs, and recent alumni.
• Integrate an approach to student engagement rooted in career coaching that cultivates the self-efficacy of PhD students, postdocs, and alumni to engage with their career development.
• Incorporate knowledge and understanding of intersecting personal, professional, and social identities within the context of career exploration and preparation into career coaching interactions.
• Effectively interface with and support PhD students and postdoctoral scholars from a range of backgrounds, including but not limited to international students/postdocs, first-generation/low-income students/postdocs, students and postdocs for whom English is not their first language, and more.
• Actively engage in research and learning to strengthen understanding of industry trends and career-related issues facing PhD students and postdocs.
• Pursue professional development to strengthen use of core theories and practices regarding diversity, equity, inclusion, and belonging and student/postdoc career development.
• Interpret and implement CareerEd and Stanford University policies as they relate to career education and coaching

Program and Resource Development and Delivery:

• Develop and deliver a range of inclusive programs, events, and classes of varying scales that address the career needs of PhD students and postdocs, both individually and in collaboration with CareerEd staff.
• Collaborate with CareerEd staff to develop and facilitate in-person and virtual programming for Stanford undergraduates, master’s students, and alumni, in addition to PhD students and postdocs.
• Contribute to existing and/or develop and lead major, highly-visible career development programs and events for PhD students and postdocs like PhD Pathways, Humanists at Large, and Navigating Career Uncertainty.
• Create relevant and accessible resources (e.g., presentations, videos, webinars, static and interactive learning materials) to effectively and efficiently meet the needs of PhD students and postdocs, increase engagement, and align with department and division priorities.
• Contribute to learning about, developing, scrutinizing, and publicizing digital resources, including the Stanford Alumni Mentoring (SAM) Program, Handshake, Interstride, and Forage.
• Analyze registration and participation data to make informed decisions about program changes and enhancements.
• Build affiliation with CareerEd among PhD students and postdocs through various communications and media, including drafting accessible communications and descriptions for programming and resources  

Teamwork and Collaboration:

• In collaboration with CareerEd colleagues, engage in strategic planning that is rooted in an analysis of coaching and program participation data, student and postdoc feedback and trends, economic trends, and other variables.
• Proactively collaborate and establish relationships with the wider community of graduate career and professional development at Stanford (including academic units, student services departments, other campus career offices, and key personnel) to support the career development of PhD students and postdocs .
• Actively develop and contribute thought leadership, especially in relation to effective career development for PhD students and postdocs and career education broadly defined, and contribute to team expertise through ongoing professional development.
• Participate in internal CareerEd committees, workgroups, and task forces to maintain the positive work environment of the of Stanford Career Education and to advance the center’s mission and vision.
• Collaborate on and contribute to CareerEd-wide initiatives and large-scale programming that advance diversity, equity, inclusion, and belonging; integrative learning; and the well-being of all Stanford undergraduates, graduate students, postdocs, and alumni.
• Actively participate in regular team and all-staff meetings.
• Train and supervise, either individually or in collaboration with PhD/Postdoc team, student assistants to support the team’s core functions.
• Interface with external stakeholders, including campus units, employers, and other parties, to ensure that they are knowledgeable of CareerEd and Stanford University policies
• Note: Not all unique aspects of this position are covered by his job description.

MINIMUM QUALIFICATIONS

Education and Experience:

• Bachelor’s degree and five years of relevant experience, or combination of education and relevant experience

Knowledge, Skills and Abilities:

• Demonstrated experience in providing coaching, advising, counseling, or teaching in educational settings to diverse communities.
• Ability to cultivate and maintain effective working relationships with various internal and external constituents in a large, complex organization.
• Experience developing and executing programs and facilitating group engagements and learning experiences.
• Strong organizational skills and attention to detail; ability to keep track of multiple projects and exhibit sound judgment independently.
• Entrepreneurial, creative, and innovative spirit; comfortable with change, ambiguity, and risk in fast-paced environment.
• Advanced communication skills, both written and oral, to clearly and effectively communicate information to diverse audiences.
• Multicultural awareness and competence; ability to work in a diverse environment and serve constituents from a wide range of backgrounds.
• Experience and comfort with technology, social media, online career platforms, and digital communication.
• Familiarity with student identity development theories, career development theories, and racial/cultural/gender identity development theories. Willingness to learn these skills.
• Knowledge of trends, issues, and opportunities in student development, career development, higher education, and the economy

Certification and Licenses:

PREFERRED QUALIFICATIONS

• Graduate degree (Doctorate, or Master’s/Professional) preferred
• Understanding of key career issues, trends, and opportunities that PhD students and postdocs of all disciplines face.
• Experience working with doctoral students and/or postdocs .
• Experience utilizing key career services software, including Handshake and PeopleGrove.
• Familiarity, experience, or certification in providing career assessment tools, such as CliftonStrengths, MBTI, and the Strong Interest Inventory

PHYSICAL REQUIREMENTS:

• Frequently sit, perform desk-based computer tasks.
• Occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 10 pounds

WORKING CONDITIONS:

• This is a hybrid position requiring 2 days of onsite work per week and more as needed to meet student and departmental need.
• Able to work on evenings and weekends, as needed

WORK STANDARDS:

• Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned.
• Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu .

The expected pay range for this position is $43.26 per hour to $50.62 per hour.   Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location, and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

HOW TO APPLY

We invite you to apply for this position by clicking on the “Apply for Job” button. To be considered, please submit your resume and a cover letter with your online application.

Why Stanford is for You   Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and unique perks empower you with:

• Freedom to grow . We offer career development programs, tuition reimbursement, or course auditing. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.
• A caring culture . We provide superb retirement plans, generous time-off, and family care resources.
• A healthier you . Climb our rock wall or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.
• Discovery and fun . Stroll through historic sculptures, trails, and museums.
• Enviable resources . Enjoy free commuter programs, ridesharing incentives, discounts and more!

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned. Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources at [email protected] . For all other inquiries, please submit a contact form . Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Part-time
• Job Code: 4149
• Employee Status: Regular
• Requisition ID: 102853
• Work Arrangement : Hybrid Eligible

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 Vice Provost for Student Affairs, Stanford, California, United States

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From Google and PayPal to Netflix and Snapchat, Stanford has housed some of the most celebrated innovations in Silicon Valley.

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Through rigorous research, model training programs and partnerships with educators worldwide, Stanford is pursuing equitable, accessible and effective learning for all.

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I love that Stanford is supportive of learning, and as an education institution, that pursuit of knowledge extends to staff members through professional development, wellness, financial planning and staff affinity groups.

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I get to apply my real-world experiences in a setting that welcomes diversity in thinking and offers support in applying new methods. In my short time at Stanford, I've been able to streamline processes that provide better and faster information to our students.

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Besides its contributions to science, health, and medicine, Stanford is also the home of pioneers across disciplines. Joining Stanford has been a great way to contribute to our society by supporting emerging leaders.

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Join Stanford in shaping a better tomorrow for your community, humanity and the planet we call home.

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College of Education and Human Development

Felancy grant: outstanding graduate student in special education (ed.s.).

Felancy Grant of Bangor, Maine is the Outstanding Graduate Student in Special Education (Education Specialist, Ed.S.) for 2024. Read a Q&A with Grant below.

What difference has UMaine made in your life and in helping you reach your goals?

Attending UMaine has provided me with the opportunity to complete my master’s and Ed.S. in special education (low incidence disabilities) with all the classes being offered online.

Have you worked closely with a professor or mentor who made your UMaine experience better? If so, tell us about them.

My advisor Sarah Howorth has been a huge help with making sure I was able to get the classes I needed to earn my degrees. If a course was not offered that I needed, she helped me to find another class that would work for me.

What advice do you have for incoming graduate students to help them get off to the best start academically?

Reach out if you have any questions or concerns or need help. Your advisor and professors are willing to help you.

Why UMaine?

UMaine is one of the few colleges that offer a special education master’s degree with a concentration in low incidence disabilities. I have worked with this population for almost 30 years.