UCSD Policy on Training, Supervision, and Evaluation of Teaching Assistants
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Preparation for teaching is an important part of graduate education at UCSD. Campus and University-wide policy requires that each campus provide both campus-wide and departmental training for its teaching assistants (TAs) in basic content and skill areas. Elements of a comprehensive training program include:
- A training session before classes begin that introduces TAs to their instructional role, basic teaching skills and concepts, policies affecting TAs, and resources available to instructors;
- Individual mentoring and feedback by faculty, advanced TAs, and instructional improvement professionals, based on observation, student evaluations and/or videotaping; and
- ongoing seminars and workshops on teaching, as well as access to materials from which TAs can learn independently.
Responsibility for the training, supervision, and evaluation of teaching assistants rests jointly with the administration, academic departments, and individual faculty members.
Office of Graduate Studies (OGS)
OGS has responsibility for development of policy relating to TA matters and overseeing implementation of these policies. The director of the campus-wide Center for Teaching Development reports to the Dean. The Dean, upon recommendation of the Director of the Center for Teaching Development and the TA Development Advisory Committee, approves grant funding to departments for TA training activities.
Teaching Development Advisory Committee (TDAC)
The Teaching Assistant Development Advisory Committee, made up of faculty and students representing the various campus disciplines, advises the Dean of Graduate Studies and Research on the full array of programs and activities designed to train, supervise, and evaluate teaching assistants. The committee oversees policy implementation, recommends improvements in programs, reviews and evaluates departmental and CTD reports, and makes recommendations on budget and funding allocations to OGS, departments, and the CTD. The committee also interacts with departmental faculty advisers on TA training matters. Meetings of the committee are held quarterly.
Center for Teaching Development (CTD)
Although the training of TAs is primarily the responsibility of academic departments and programs, the Center for Teaching Development works closely with the academic departments to enhance the effectiveness of undergraduate education. The Center conducts training aimed primarily at new TAs. The Center's TA Development Program includes workshops, classroom visits, and one-on-one consultations with TAs. In most departments, new TAs participate in both departmental activities and the training activities provided by the Center. Each year CTD provides grants to be used for the improvement of departmental-based training programs. Grants have been awarded to fund senior teaching assistants, TA excellence awards, TA mentor stipends, and training workshop expenses. The professional staff of the Center includes a director, learning skills counselors, and consultant TAs.
Academic Departments and Programs
Departments and programs assume primary responsibility for training their teaching assistants and are expected to ensure that new TAs receive training in either the TA Development Program, an equivalent departmental program, or both. The training of new TAs, at a minimum, should:
- introduce teaching concepts in a workshop or conference
- provide observation and consultation to refine teaching skills
- provide feedback on teaching effectiveness
Departments should make available to faculty and students a policy statement that defines and outlines the duties and responsibilities of both the TA and the faculty supervisor. This should include realistic, specific guidelines or job descriptions that identify the TA's professional responsibilities, including outlines of appropriate assignments and limits of a reasonable and appropriate workload.
Also, departments should specify TA appointment and reappointment procedures in writing. Further, once appointments are made, departments should strive to assign TAs to their course and faculty supervisor as soon as possible, in order that they may have adequate time to prepare for their responsibilities. (It is, however, understood that the vicissitudes of over enrollment and consequent late allocations of additional FTEs for extra course sections might necessitate some late assignments.)
In view of the adverse effect teaching overloads can have on a graduate student's ability to complete his or her degree in a timely fashion, Academic Personnel Manual policies limiting the average working hours of TAs to no more than the percentage of their appointment should be enforced.
Departments, in consultation with TAs, should develop procedures for formative and summative evaluation of TAs. Evaluation of TA training programs should be included in the regularly scheduled graduate program review conducted by the Academic Senate.
Department and Program TA Faculty Advisers
Each department and program is asked to appoint a faculty adviser who assumes responsibility for TA matters. The TA Faculty Adviser oversees training activities, develops a plan for the systematic training and evaluation of teaching assistants (see above), supervises the Senior TA (if applicable), and collaborates with the Director of the Center for Teaching Development on training plans. TA Faculty Advisers are appointed for a two-year term and meet twice annually as a group to discuss TA matters.
Responsibilities of Instructors Regarding TAs
The instructor retains ultimate responsibility for the course and assignment of grades. Prior to the beginning of the course, TAs should be provided with a clear concept of what their duties and time commitments will be. To this end, instructors are expected to discuss and review with their TAs the following:
- the TA's role
- the instructor's role
- course objectives and goals
- communication between TA and instructor
- communication between TA and students
- required texts
- attendance in course lectures
- applicable pedagogical techniques
- office hours
- guidelines for the grading of exams, problem sets, and papers
- guidelines for dealing with academic dishonesty
During the course, instructors should provide TAs with feedback on their performance and should assist TAs in dealing with difficulties or issues that may arise.
Duties and Responsibilities of TAs
The TA's primary responsibility is that of assisting the instructor who teaches the course. TAs holding a 50% appointment are expected to work no more than 20 hours per week on average during the term. It is the responsibility of the TA to:
- conduct discussion, laboratory, or problem-solving sections utilizing techniques and strategies appropriate for the students
- hold office hours
- grade exams, problem sets, and papers
- be prepared in the subject
- attend lectures
- maintain good records
- facilitate student learning
- exercise fairness and sound judgment
- keep communication lines open with the professor and with students
- respect the confidential nature of the student/teacher relationship
- be knowledgeable about rules and regulations (including sexual harassment policy) governing the TA appointment
- report suspected incidents of dishonesty or cheating to the course instructor
Center for Teaching Development
9500 Gilman Drive
Center Hall 307
La Jolla, CA 92093-0030
Phone: (858) 534-6767
Fax: (858) 822-0318
