phd teaching assistant

• Graduate Teaching Assistants

Written by Ben Taylor

Becoming a graduate teaching assistant is a great way to fund your PhD while gaining valuable teaching experience. Along with earning a salary, you’ll have the chance to lead seminars, give feedback and supervise practical work.

This page is an introduction to graduate teaching assistantships, covering applications, responsibilities and average salaries.

On this page

What is a graduate teaching assistant.

A graduate teaching assistant (GTA) is a PhD student who takes on paid teaching responsibilities for undergraduate university courses. You may work at your own university or at another local institution. These graduate teaching assistantships are designed to help postgraduate research students develop valuable teaching and assessment skills , with a full training programme.

GTAs are often awarded as part of a PhD scholarship programme, offering a living stipend and tuition fee waiver, as well as a salary for the teaching activity. This means that applying for a GTA can be a competitive process, like a job application. However, successfully completing a GTA can be an important first step in a career in academia (as well as a great source of funding during your PhD).

What are the responsibilities of a graduate teaching assistant?

Most graduate teaching assistantships will require you to complete a set number of hours of work and professional development over the course of an academic year. This amount varies from GTA to GTA (and from university to university), but generally speaking you should expect to undertake between 180 and 240 hours of work per year.

These are some of the responsibilities you’re likely to have as a GTA:

• Holding tutorials and seminars
• Supervising practical work (particularly in the laboratory and on field trips)
• Providing feedback, marking and assessment to student
• Taking part in professional development activities
• Support the department with administrative duties
• Give pastoral support to students who need it

You’ll usually be responsible for teaching undergraduate students, but in some cases you may also be involved with Masters students (particularly in the case of lab supervision activity).

Teaching during a PhD

Our guide to teaching as a PhD student has more detail on what to expect from this, with tutoring tips and more.

How do you apply for a graduate teaching assistant job?

You can usually apply for a graduate teaching assistant job after you’ve been accepted onto a PhD programme or project. The process is, unsurprisingly, fairly similar to applying for a traditional role, in that you’ll have to provide a cover letter and a CV , as well as the likelihood of an interview for the position.

The main requirement that you’ll come across in most GTA roles is that you have a good undergraduate degree and / or Masters in a relevant subject (if you’ve already been accepted onto a PhD, it’s pretty likely that you already satisfy this requirement!). You won’t usually be expected to have teaching experience, but any evidence you can show of extra-curricular academic activities during your university career will be very beneficial.

As with any job application, it’s very important to tailor your documents to the position you’re applying for. Don’t be tempted to copy and paste the personal statement or CV you put together for your original PhD proposal.

It’s vital to write a new graduate teaching assistant cover letter that emphasises your existing teaching and supervisory experience, as well as tweaking your academic CV to show that your skills match the requirements of the job role.

If you’re invited to an interview for the GTA position, make sure you have a clear idea of your motivations for applying (don’t just say that you desperately need the stipend!). Be prepared to answer questions about how you want your experience as a GTA to shape your future career ambitions. You should also ensure that you have plenty of concrete examples to back up any claims you make in your cover letter / CV.

Can international PhD students apply for a graduate teaching assistantship?

Yes, full-time international students are normally eligible to apply for a GTA role. The UK student visa allows applicants to work for a maximum of 20 hours a week, so you cannot exceed this during your PhD.

You should make sure that you meet the English language requirements of the GTA, which might differ to those stipulated for your PhD.

What is a graduate teaching assistant salary?

How much you earn during a graduate teaching assistantship depends on the nature of the position and whether or not it’s tied to Research Council funding.

You can usually expect to earn the equivalent of a Research Council stipend per year. In 2020-21, this was at least £15,285 per year (tax-free).

In some cases, you may be paid on an hourly basis. Each university will have its own pay grade for GTAs, generally corresponding to a scale agreed upon by the University and College Union. At the University of York, for example, GTAs are paid £13.45 per hour.

If you’re paid on an hourly basis, you will usually be allocated between 45 minutes and an hour of preparation time for every hour of teaching you undertake.

Most GTAs are also entitled to a certain amount of paid annual leave , too.

Importantly, you’ll receive a tuition fee waiver as well as earning a salary. This will usually be at the domestic rate – international students might have to pay the difference themselves, unfortunately.

Where can you find graduate teaching assistant jobs?

If you're looking for a graduate teaching assistantship scholarship you can search for GTA as a keyword in our course search, highlighting those programmes that mention GTAs in their description.

If you’re applying for PhD funding or a scholarship, you may find that you’re given the option to say whether you’re interested in a teaching position.

Universities will often advertise GTA roles on their internal job boards , or on departmental websites .

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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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Assistantships.

Full-time Ph.D. and research master’s students may be awarded assistantships, which fall into four general categories: teaching assistant (TA), research assistant (RA), graduate assistant (GA), and graduate research assistant (GRA). These awards are administered by fields and departments. 

Assistantships are an arrangement in which financial support is given to a graduate student who engages in teaching and/or research in furtherance of the university’s academic mission, as well as his or her graduate education. 

Students on full assistantships receive the following:

• a full tuition credit at the research degree rate , and
• Cornell individual student health insurance.

Some fields may supplement the stipend and/or make summer appointments.

See also:  University Policy on Assistantships

Assistantships are awarded by departments, fields, and Principal Investigators. There is no separate application for assistantships. The assignment is usually in your major field or a closely-related one.

Teaching Assistants (TAs)

A teaching assistant is an academic appointment in support of the teaching of a course. Teaching assistants may assist in teaching a section of a course, lead discussions, and/or lead laboratory sections. Teaching assistants spend 15 to 20 hours per week, averaging no more than 15 hours per week, for the base stipend as established by the Board of Trustees.   

Special information for incoming international students: 

International students who come from countries where English is not the first language and who will TA in their first year at Cornell should visit the Center for Teaching Innovation’s International Teaching Assistant Program webpage for language assessment information.

See also:  On-Campus Work

Support and resources for TAs: 

The Center for Teaching Innovation (CTI) offers a central place where teaching assistants can go for insight and assistance with their teaching responsibilities, including programs and workshops for teaching assistants with all levels of experience. 

Graduate Research Assistantships (GRAs)

A GRA is an academic appointment focused on thesis or other degree-related research of a type that is required from all candidates for the degree. The research project for a GRA directly supports the student’s thesis or dissertation. Because a student devotes considerable time to thesis or dissertation research, the time spent is connected with the project.  

Research Assistantships (RAs)

A RA is an academic appointment for research that is not directly thesis-related. RAs spend 15 to 20 hours per week, averaging no more than 15 hours per week. For example, a RA appointment might include data analysis on a faculty research project not directly related to the student’s dissertation topic. As with other assistantships, there is no separate application. Students are appointed by departments, fields, or individual faculty.

Graduate Assistantships (GAs)

A GA is an academic appointment requiring 15 to 20 hours per week, averaging no more than 15 hours per week, for the base stipend as established by the Board of Trustees. For example, a GA appointment might include assisting a faculty member in developing and coordinating an academic conference. 

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.

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Graduate Teaching Assistants are also known as: GTA

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

For information on Graduate Assistant tuition assistance eligibility requirements and allowances please visit the Graduate Assistant Tuition Assistance webpage.

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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Graduate Assistantships While Abroad

With the exception of temporary overseas research/scholarly trips (extending for only part of a semester), the following policy applies to all GA positions at UMD: Graduate assistantships are not allowed for students abroad. The University's Office of General Counsel, in consultation with Maryland's Office of the Attorney General, has determined that we may NOT provide graduate assistantship appointments to students who are residing outside the US. This applies to new and continuing students, regardless of visa status, whether the duties can be performed remotely, and whether the student currently holds or previously held a GA appointment. Students who have not entered the U.S. with permanent or temporary residency within the first four weeks of the semester cannot be appointed as GAs. Students residing outside the US may receive a fellowship stipend, so long as there is no work requirement or expectation apart from progress on degree requirements (e.g., dissertation research). International students shall consult with campus officials about any visa limitations prior to any temporary scholarly trips.

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Assistantships

Engage the next stage of your academic career through a teaching or research appointment.

Assistantships provide a tuition and stipend contribution, paid as salary, for research or teaching. While requirements vary by department, Princeton believes strongly that assistantships are an integral part of one's academic training and professional development. 

Assistantship in Instruction (AI)

During an Assistantship in Instruction (AI), graduate students may be involved in a combination of classroom teaching, laboratory supervision, and grading in undergraduate courses. Most Ph.D. programs require teaching as part of the graduate academic experience, often in specific years of study. AIs are also commonly held by master’s students and DCE students. Ordinarily, first year students in Ph.D. programs are not appointed as AI's.

Visit the Academics section for complete details regarding the AI program . A summary of financial considerations is included here.

Each term, the Dean of Faculty provides departments with an AI hours allocation, based on teaching needs for undergraduate courses. Departments assign these hours in turn. AI appointment hours vary from a minimum of one hour to a maximum of six per term. A six-hour AI represents a full-time commitment of roughly 20 hours weekly.  The University limits students with external fellowships providing a stipend of 75% or more of the standard university rate to AI assignments of up to 3.0 hours per term.

AIs make a commitment for a full academic term and are paid over five months (fall term: August through December, spring term: January through May).

An AI appointment provides tuition and salary. The AI University rate is the same across divisions and is higher than both the University Fellowship and Assistantship in Research stipend rates .

Support from an AI replaces, in full or in part, other University funding. If a less-than-full-time AI is assigned, tuition and stipend amounts are prorated. For example, with a 50% AI, the appointment would provide half of tuition and half of the AI stipend. The balance of support would then come from other sources. 

The following chart demonstrates how teaching combines with fellowships and research to provide 100% support.

Other Considerations:

• Graduate Students in DCE Status : If you hold a minimum AI appointment of two hours, the Graduate School provides you a tuition grant for the full DCE tuition and Student Health Plan fee, determined on a per term basis. If your AI appointment is one hour, you receive prorated tuition and are responsible for the balance of tuition and fees for the term (unless funded by other sources).

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Assistantship in Research (AR)

During an Assistantship in Research (AR), graduate students contribute to faculty research. Funding is generally provided by faculty research grants. In the natural sciences and engineering, students are commonly supported by an AR after the first year of study and during summers. 

AR tuition and stipend components are the same for students across divisions. The stipend is provided as salary. 

If a student has additional University or external funding, tuition and stipend amounts are prorated, depending on the percent of AR commitment.

Tax Information

Assistantships are a form of employment, and are subject to federal and state tax withholding .

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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.

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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.

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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.

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The Graduate School

Graduate assistantships overview, graduate students collecting data as laura marcoux rides a stationary bicycle inside the mission heat lab at gampel pavilion, what is a graduate assistantship.

An assistantship is awarded to a graduate student who provides teaching (teaching assistantship: TA) or research (research assistantship: RA) support to the University that is a part of their academic program. In recognition of this support, tuition is waived by the University and subsidized health insurance is offered. Graduate Assistants (GAs) are responsible for paying their student fees at the negotiated GA rate.

What is the Eligibility Criteria to be a GA?

To be appointed, to retain an appointment, or to be reappointed, a student must hold Regular (not Provisional) status, must maintain a cumulative average of at least B (3.00) in any course work taken, must be eligible to register (i.e., must not have more than three viable grades of Incomplete on their academic record), must be enrolled in a graduate degree program scheduled to extend through the entire period of the appointment or reappointment, and must be a full-time student.

In order to perform duties with direct instructional responsibilities, a graduate student appointed as a Teaching Assistant will need to provide proof of English proficiency. UConn’s English Proficiency Policy for TAs and Testing Procedures details information about how to provide proof of proficiency.

What is the Appointment Length and Hours Per Week?

Effort devoted to the duties of a graduate assistantship typically range between 10 and 20 hours per week (also sometimes called a “half GA” and “full GA” respectively). Appointments ordinarily are made for the nine-month period, August 23 through May 22, but may be of shorter duration for a variety of reasons.

What Benefits Do GAs Receive?

The Human Resources website has an extensive compilation of information on graduate assistant benefits, payroll, and policies, including detailed information about health insurance benefits . If employed in an assistantship that falls under the Graduate Employee Union (GEU) , additional benefits may be described in the GEU contract and on our GA Onboarding page. Please note, GAs employed solely at UConn Health do not fall under the GEU.

Do GAs Receive a Tuition Waiver?

A graduate assistantship provides the student with a tuition waiver for the duration of the appointment in the fall and spring semesters. There is no tuition waiver for summer or winter intersession courses. GAs are still required to pay student fees. When graduate fee bills are calculated by the Office of the Bursar , the tuition waiver will automatically populate to the GA’s fee bill once two items are in place:  an active payroll authorization input by the hiring department and enrollment for the semester in at least six credits.

What are the Stipend Rates?

Stipend rates for graduate assistants are graduated in terms of progress toward the advanced degree and experience.

• Level B/I: for graduate assistants with at least the baccalaureate.
• Level M/II: for experienced graduate assistants in a doctoral program with at least the master’s degree or its equivalent in the field of graduate study. Equivalency consists of thirty graduate level credits beyond the baccalaureate degree, together with admission to a doctoral program.
• Level P/III: for students with experience as graduate assistants who have at least the master’s degree or its equivalent and who have passed the doctoral general examination.

Specific stipend rates may be found on Payroll’s website and will be included in the GA offer letter.

Are GAs Required to Do Any Additional Trainings?

As part of their employee role, GAs are required to participate in these mandatory trainings . There may be additional trainings or orientations required or recommended depending on the specific GA duties.

What is a Supplemental Description of Duties?

In addition to an offer letter for a graduate assistantship, the hiring department must also provide GAs with a Supplemental Description of Duties (SDD) form for each semester they are appointed. This form summarizes the specific duties a GA is expected to perform and may include, among other things, the assigned course, lab, research project, or position; the faculty member to whom the GA will report; course meeting times and location; the maximum number of students for which the GA will be responsible per class, section, lab, etc.; and the work location. The Supplemental Description of Duties must be signed by both the GA’s supervisor and the GA. The Supplemental Description of Duties form may be issued separately from the assistantship offer letter.

Can GAs Hold Additional Employment?

Graduate Assistants seeking on-campus employment or wishing to hold an internship in addition to a full-time (20 hour) GA appointment during the semester must complete the online Supplemental Employment Approval form, which requires their advisor’s approval and is submitted to The Graduate School for final approval. International students on UConn-sponsored visas are not able to work above 20 hours per week during the semester.

Job Offer Acceptance Etiquette

When accepting a job offer feel free to ask clarifying questions. If you feel that you are not being given enough time to make your decision, ask if additional time might be granted. Supervisors are encouraged to give candidates up to a week to accept an offer but sometimes this may not be possible. 

Once accepting an offer and if resigning from a different graduate assistant position, it is recommended that you immediately notify the department of your resignation. This is especially important when departments are already counting on you to teach courses or labs. They would rather know immediately and be able to initiate a hiring process to fill open positions, ensuring that course offerings remain available, etc.  

If you are applying to UConn, there is a place within the application where you can indicate that you wish to be considered for a graduate assistantship.

If you have accepted an assistantship offer, please visit our GA Onboarding page . This webpage will orient GAs employed at Storrs and regional campuses who fall under the Graduate Employees Union (GEU) and provide information, resources, and to-do items specific to your role as a GA to help you successfully transition into your assistantship.

Current Opportunities

Are you an academic or non-academic department that would like to advertise a GA position here? If so, please send your job description to [email protected] to be posted. Additional guidance for non-academic units can be found on our Appointing a GA in a Non-Academic Unit page.

ARMS Quantitative GA

The UConn Center for A dvancing R esearch, M ethods, and S cholarship in Gun Injury Prevention ( ARMS ) is an interdisciplinary research center within InCHIP that facilitates high quality, original gun injury and violence prevention scholarship. With affiliates across UConn and UConn Health, ARMS is committed to the following core activities:

• Dissemination and translation of evidence-based research.
• Finding formal mechanisms to disseminate evidence-based policy research. 
• Pursuing partnerships with communities to ensure research is responsive to the needs of all groups.

ARMS is seeking an advanced graduate student with quantitative skills.  Primary responsibilities include:

• Attend weekly, virtual research team meetings
• Cleaning data in Stata
• Running analysis
• Creating tables, figures, and other forms of data visualizations
• Preparing presentations
• Creating research briefs
• Assisting with manuscripts
• Assisting with IRB applications

Qualifications:

BA and seeking graduate degree

Detail oriented and ability to work independently

Ability to work in teams, especially in a virtual setting

Stata and excel

Requirements:

15-20 hours per week

Most work can be accomplished virtually and with flexible work hours.

Supervisors:

Kerri M. Raissian and Jennifer Necci Dineen

How to Apply:

Send resume/ CV and cover letter to Kerri Raissian at [email protected] .  Please use subject line “ARMS GA Application.”

Opening: Immediate and until filled.

Contact Information

860-486-3617

[email protected]

The Whetten Graduate Center, Second Floor University of Connecticut 438 Whitney Road Extension, Unit-1152 Storrs, CT 06269-1152

8:30am to 4:30pm Monday through Friday

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TA RA Mission Control - Summer 2024

Fall 2020 - ALL NEW TA’s & RA’s Date/Time: Friday, August 14th, 2020 9:00am - 12:00pm - TA/RA orientation 12:00pm - 1:00pm - Benefits presentation Location: SSA Auditorium

The virtual TA/RA Mission Control will be available in eLearning beginning Monday, January 8, 2024. All new TAs and RAs must complete Mission Control by Tuesday, May 28, 2024 . Please contact [email protected] for more information.

In these mandatory online modules, you will:

• Complete employee training as required by UTD and the state law.
• Learn about University-level teaching and course management.
• Learn about University resources available to you.

Afterward, please join us from 11 am – 12 pm at the TA/RA Resource Fair. This event will feature representatives from the International Students and Scholars Office, Student Counseling Center, Benefits, and more!

Agenda for August 26, 2016

• 8:00 a.m. Breakfast and Sign in
• 8:30 a.m. Welcome – Dr.Inga Musselman, Senior Vice Provost
• 8:45 a.m. Welcome – Dr.Marion Underwood, Dean of Graduate Studies
• Welcome – Colleen Dutton, AVP of Human Resources
• Policies, Procedures & Perks - Ilyce Murray, Director of Employment Services
• State Benefits - Marita Yancey, Director of Employment Benefits
• Payroll - Sheretha Measells, Payroll Manager
• Consensual Relationships Policy – Colleen Dutton, AVP of Human Resources
• Compliance Training - James Dockery, AVP of Institutional Equity & Compliance
• Title IX and EEO issues – James Dockery, AVP of Institutional Equity & Compliance
• 10:45 a.m. Computer Security Issues – Stephanie Edwards, Awareness & Outreach Manager
• 11:00 a.m. Break
• Student Government Outreach - Akshitha Padigela, President of Student Government
• Plagiarism. How we deal with it . – Dr. Amanda Smith, Dean of Students
• Student Disability/Emergency Issues – Kerry Tate, Director of Student AccessAbility
• Counseling Center – Dr. Laura Finkelstein, Senior Staff Psychologist and Outreach Coordinator
• Career Office Support Services - Mickey Choate, Assoc. Director of Career Services
• Issues for International TA's/RA's – Josephine Vitta, Director of Immigration Services
• International Student Health Insurance -
• Tax compliance for Foreign Nationals -
• English Proficiency Testing - Tom Lambert
• LUNCH (provided by the Graduate Dean)
• 1:30 p.m. Who are our Students? – Andrew Blanchard, Dean of Undergraduate Education
• 1:45 p.m. Student Audience – Theresa Towner, Professor of Arts and Humanities
• 2:30 p.m. What every TA needs to know about student learning outcomes – Gloria Shenoy, Director of Assessment
• 2:45 p.m. Graduate Teaching Certificates – Paul Diehl, Director, Center for Teaching and Learning
• 3:00 p.m. Student Success Center – Julie Murphy, Director, Student Success Center
• 3:15 p.m. Faculty Student Panel Discussion – How to Take Charge of Your Graduate Education (Julia Chan, Dinesh Bhatia, Paul Battaglio, Jessica Murphy, Sam Ehrenreich, Brittany Boyer)
• Arts & Humanities - To be held on August 26, at 4-6 p.m., in JO 4.122
• Arts, Technology, and Emerging Communication - To be held on August 26, at 3:45-5 p.m.
• Brain & Behavioral Sciences – To be held during Prosem
• EPPS - To be held on August 26, at 4-6 p.m., in Room GR 3.606 (Hoch Room)
• Engineering & Computer Science - To be held on August 26, at 4-5 p.m. in TI Auditorium ECSS 2.102
• Management - To be held on August 27, at 10:00 a.m. in JO 11.210
• Natural Science & Mathematics:
• Chemistry - To be held on August 19, at 8am-3:30pm, in SLC 2.303
• Biology - To be held on August 26, at 4-6pm, in BSB 12.102J
• Geosciences - To be held on August 26, at 4-6pm, in ROC 2.103
• Mathematics - To be held on August 18, at 9am-4pm, in GR 3.420
• Physics - To be held on August 26, at 4-6pm, in PHY 1.606
• Science/Mathematics Education - To be held on August 26, at 4-6pm, FN 3.218

School Orientation for TA’s

• Arts & Humanities - None
• Arts, Technology, and Emerging Communication - None
• Brain & Behavioral Sciences – information to be given during Pro-SEM class (HCS 6302))
• EPPS - None
• Engineering & Computer Science:
• Biomedical Engineering - ALL BMEN TAs - Thursday, January 9th, 9:00am-10:00am in BSB 11.102E - ALL NEW BMEN TAs - Thursday, January 9th, 10:00 am – 12:00 pm in BSB 11.02E - BMEN TAs for courses that meet in ML1 - Thursday, January 9th, 2:00 pm – 2:30 pm in ML1
• Computer Engineering/ Electrical Engineering/Telecommunications Engineering- Thursday, January 9th, 9:30am - 2:00pm in SLC 2.303
• Computer Science/Software Engineering - See department for details.
• Mechanical Engineering - None
• Materials Science and Engineering - None
• Systems Engineering and Management - None
• Management - Friday, January 10th, 2:00pm - JSOM 1.217
• Biology - Friday, January 10th, 3:00 - 4:00 pm in BSB 12.102J
• Chemistry - None
• Geosciences - Thursday, January 9th, 11:00am in ROC 2.103
• Mathematics - Thursday, January 9th, 9:00-10:30 am in SLC 2.203
• Physics - See department for details
• Science/Math Education - None

Teaching and Research Assistantships

Teaching Assistantships (TA’s) and Research Assistantships (RA’s) are different types of graduate assistantships offered to students as a means to receive the financial support necessary to commit to their academic programs. Students must be enrolled in a minimum of 9 hours (in the long semester) and must be in good academic standing each semester they are appointed. TA and RA appointments are meant to provide students with invaluable experiences in teaching, research and other scholarly activities as well as allowing students to engage in an optimal full-time graduate school experience.

Teaching Assistants:

Graduate Student TA’s are employed a maximum of 20 hours per week to help meet the instructional needs of the university. The Graduate TA, under the direction of an assigned faculty member, will aid in the teaching of one or more courses. TA’s are paid from departmental funds, appointments and reappointments are subject to several factors and are on a semester-by-semester basis.

Research Assistants:

Graduate Student RA’s are employed a maximum of 20 hours per week and are focused on assisting the research efforts of their faculty mentor in a way that relates to the student’s educational objectives. Research Assistants are typically paid from individual research awards or from externally funded contracts and grants. The Principal Investigator of the award will direct and supervise the RA’s research activities. Appointments and reappointments are subject to several factors and are on a semester-by- semester basis.

As new TAs and RAs, students take on multiple roles in the university. First, as employees, they are responsible for issues such as compliance, rules of conduct, regulation, and appropriate human resource procedures. Second, as new graduate students, learning about available resources can assist in the challenges of juggling the work of teaching and research with the demands of graduate school. Finally, in new professional roles of teachers and researchers, graduate students will learn about dealing with students, structuring learning experiences, cultural issues in a multi-cultured university, and faculty expectations of TAs/RAs.

If you are interested in obtaining a Teaching or Research Assistantship, contact your school’s program head. For more information see TA/RA responsibilities and policies , and the graduate catalog .

Other Resources

Explore the links below for various internal and external resources related to teaching and research:

• TA/RA/GA Responsibilities
• Faculty Guide from the Office of Student Accessibility
• Foreign National Information Form
• Policy on Procedures for completing a graduate degree
• How to Get the mentoring you want
• Information Security and Acceptable Use Policy
• University Policies Related to Graduate Student Teaching Assistants and Graduate Student Research Assistants
• Writing a Teaching Philosophy Statement
• As a PhD Examiner...My Top 25 Tips for PhD students
• Creating a Teaching Portfolio
• Videos from Michael Wesch
• More Michael Wesch
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Brandeis combines the resources of a world-class research university with the personal attention of a liberal arts setting. The Graduate School of Arts and Sciences offers 17 doctoral programs and more than 40 master's and postbaccalaureate programs.

One of the key differences at the Graduate School of Arts and Sciences is our emphasis on interdisciplinary learning. You will learn the importance of connecting with people who have a broad range of expertise and experience.

We support all doctoral students and the majority of master’s and post-baccalaureate students who maintain satisfactory academic progress with loans and scholarships.

Keep up to date with the latest news and events from the Graduate School of Arts and Sciences.

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Find important resources and information to help you succeed as a GSAS student.

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Professional development at GSAS is for PhD and MA students in all departments and in all stages of their career. Whether you are just starting or are about to finish your degree, the resources we provide are for you. Our goal is to enable students to pursue fulfilling careers in the private sector, academia, non-profits and government.

• GSAS 70th Anniversary
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Find a member of staff who can address your questions. Meet your Graduate Department Representative and your Director of Graduate Study.

Graduate School of Arts and Sciences

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] ).

General Campus Updates Please click here for general campus updates

• Current Students
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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

• Current Fellowships
• Training Grants
• NSF GRFP Incentive Program 
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• Childbirth Accommodation & Childcare Reimbursement
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• NRST Remission Program & Flexible Fund
• Graduate Federal Work Study
• Rose Hill Awardees
• General ASE Information

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 2024-2025

• 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)
• UAW 2865 Membership Election Form
•   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 . Please note, that students appointed as Teaching Assistants or Teaching Associates in the past do not need to demonstrate English proficiency for future appointments unless the head of a unit or appropriate delegate requires remediation (please see the “Remediation” section below for more details) .

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.;

•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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Graduate Teaching Assistantship Program (GTAP)

• UNIV0251: Advanced Pedagogy for Graduate Lecturers
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The Graduate Teaching Assistantship Program prepares newly-appointed Graduate Instructional Assistants (GIAs) and Graduate Teaching Assistants (GTAs) for success in their first semesters in an instruction-related assistantship. Students are nominated for the GTAP by their department or school/college after they have been offered a GIAship or GTAship. After being nominated, students will receive a welcome email with provides details on the program requirements and timelines. 

Newly appointed GIAs and GTAs are required to completed the GTAP during their first semester in their assistantship and must successfully complete all requirements to continue to serve as an instruction-related assistant in future semesters. The GTAP is offered each fall and spring semester.

While the Office of Graduate Student Assistantships and Fellowships oversees the GTAP, it does not appoint graduate assistants. Students are nominated directly to the program by departments and schools/colleges. If you are a professor intending to appoint a Graduate Assistant, please contact your Chair or DGS for information on the nomination process.

Components of GTAP

1. online orientation.

The online orientation is asynchronous and completed during the summer or winter break.

• Overview of university resources that Graduate Assistants can consult for questions about their responsibilities, instructional continuity, interacting with students (both in-person and virtually), and educational technology.
• Guidelines of the legal requirements regarding Title IX and Disability Services.
• Review of the payment process (salary, stipend, tuition) and the available resources.
• Identify the broad responsibilities of a university instructor and the University's service expectations.
• Research-based higher education teaching and learning principles as well as grading practices.

2. Oral English Proficiency Requirement

The purpose of the Oral English Proficiency Requirement is to evaluate the communicative capacities of graduate assistants to determine their readiness to enter the classroom as Graduate Teaching Assistants and Graduate Instructional Assistants. All students must fulfill this requirement in one of the following ways:

Have a post-secondary degree from one of the following exempted countries or institutions:

Exempted Countries

• Antigua and Barbuda
• The Bahamas
• Canada (except Quebec)*
• New Zealand
• St. Kitts and Nevis
• St. Vincent and the Grenadines
• Trinidad and Tobago
• United Kingdom
• United States of America

*Students from Quebec will be exempted if their university’s language of instruction is English

Exempted Institutions

• American University, Bulgaria
• American University in Cairo, Egypt
• American University of Paris, France
• American College of Thessaloniki, Greece
• American University of Sharjah, United Arab Emirates
• Deree College, The American College of Greece
• Hellenic American University, Greece
• Central European University, Hungary
• John Cabot University, Italy
• American University of Rome, Italy
• American University of Central Asia, Kyrgyzstan
• American University of Beirut, Lebanon
• Lebanese American University, Lebanon
• Franklin College, Switzerland
• Glion Institute of Higher Education, Switzerland
• Les Roches School of Hotel Management, Switzerland
• American University in Dubai, United Arab Emirates
• Zayed University, United Arab Emirates

Provide a qualifying English proficiency test result with scores at or above the following benchmarks: 

• TOEFL iBT Speaking: 25
• IELTS Speaking: 7.5
• PTE Core Speaking: 84

Complete a 15 minute virtual screening interview with the English for Academic Purposes program.

 The screening is organized into five parts: 

• Interviewer greeting, self-introduction, and brief explanation of what will happen (1 minute)  
• Professional self-introduction (1 minute)  
• A brief policy or procedural explanation, for example a course policy or explanation of a class activity or assignment (1-2 minutes)  
• Mini-lesson on an introductory topic in the subject area with a target audience of non-specialist undergraduate students (5-6 minutes)  
• 2-3 questions from the interviewer (3-4 minutes)   

Parts 2, 3, and 4 should be prepared in advance by the interviewee to simulate the types of oral communication activities that GTAs and GIAs are typically involved with. Additional details to help students prepare for their screening will be shared by GTAP in advance of taking the OEPS.

Interviews will be evaluated using a rubric with weighted values for the various communicative tasks.

Rubric categories include:

• Comprehensibility: The speaker is easy to understand; minor pronunciation or grammar errors do not interfere with comprehensibility. 
• Language Use: The speaker chooses vocabulary appropriate for the topic, purpose, and audience; the tone of speaking reflects expectations for academic communication. 
• Organization: The speaker logically organizes information, effectively using language structures to help the audience easily follow the ideas. 
• Timing: The speaker controls both overall timing and internal pacing well. 
• Handling Questions: The speaker easily understands questions from the interviewer and responds appropriately, clearly, and concisely (part 5 only).  

Re-screening Policy  In general, students who are electing to fulfill the Oral English Proficiency Requirement using Option 3 (the Oral English Proficiency Screening), are only allowed to be screened once at the start of the semester unless there is a documented medical reason. Students are also strongly encouraged to reschedule their screening proactively in the event that the original date becomes unfeasible. ***If you are not feeling well enough to attend your scheduled screening prior to the start of the semester, please let us know and we will assist you with rescheduling your appointment.

If it is determined that additional development of a graduate assistants’s oral academic communication skills is necessary based on OEPS assessment, they will be registered for the following course and re-take the OEPS screening after the class is complete.

EAP 6016: Oral Academic Communication

This one-credit course prepares multilingual international graduate instructional assistants (GIAs) and graduate teaching assistants (GTAs) to meet the communicative expectations of their teaching positions at GW. It consists of eight 90-minute interactive workshop sessions. Four sessions are facilitated by faculty in the English for Academic Purposes (EAP) program, focusing on oral academic communication and language use; and four sessions are facilitated by faculty in the Department of Speech, Language & Hearing Sciences, focusing on pronunciation and vocal delivery.

3. UNIV0250: Foundational Pedagogy for Graduate Assistants

UNIV0250 is an online course designed to be an introduction to the complex process of teaching and learning in undergraduate and graduate education settings as well as an overview of relevant university policies. This course is asynchronous and completed via GW Blackboard throughout the semester. The course is a credit/no-credit course that is not counted towards a student's degree or GPA and is free of charge to students in GTAP. 

During the semester, newly appointed GIAs and GTAs will be required to successfully pass the one-credit, credit/no-credit Foundational Pedagogy for Graduate Assistants (UNIV 0250). The Office of Graduate Assistantships and Fellowships will register students for this online, asynchronous course located in Blackboard. The course is available at no cost to students and does not count towards their degree or GPA. Please note that the UNIV 0250 course is separate from the GTAP orientation.

The course is designed to supplement the training you receive from your supervising professor and department as you support students in your assistantship role. UNIV 0250 introduces you to teaching at the college level through a GA-oriented lens and provides practical resources to help you navigate your role.

The course modules are designed to follow you through the semester as you develop in your new role and address the following topics:

• Getting off to a successful start
• Planning a discussion section, lab, or review session
• Facilitating a discussion section, lab, or review session
• Grading and providing feedback on student work
• Reflecting and improving as a GA
• Teaching inclusively

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UCLA Graduate Programs

Teaching & Research Assistantships

“Academic Apprentice Personnel” is the term applied to registered graduate students who have fulfilled the University’s established criteria for appointment (no more than 50% time) to teaching or research assistantships and for which they are compensated at rates approved annually by the Regents of the University of California. These apprenticeships are intended to provide qualified students with relevant training experience for academic and academic-related careers in teaching and research and to augment limited resources from within the University for graduate student support. As a matter of University policy, apprentice personnel in both the teaching and research series are considered primarily as students being professionally trained.

Graduate students who are recipients of teaching and research assistantships must meet all registration and enrollment criteria established by the Graduate Council and the department. They must also maintain satisfactory progress throughout their appointments. Please contact the department for details.

Appointments

Teaching Assistants

Teaching assistants are selected on the basis of scholarship and promise as teachers and serve an apprenticeship under the tutelage and supervision of regular faculty members who are responsible for curriculum and instruction in the University.

Applicants whose first language is not English: Please see information on the Test of Oral Proficiency .

Research Assistants

Research assistants are appointed to the title Graduate Student Researcher (GSR) and are selected on the basis of scholastic achievement and promise as creative scholars and serve an apprenticeship under the direction and supervision of a faculty member.

Special Readers

Special readers are advanced graduate students who assist faculty members with the reading and grading of students’ papers and exams, under the guidance and direction of faculty members. Special readers must have taken and received at least a B+ in the course for which they are reading.

For more information or if wish to be considered for one of the above appointments, please consult with your department.

Medical Insurance and Fee Offsets for Academic Apprentice Personnel

Eligible graduate students who serve in teaching assistant, graduate student researcher, tutor, reader, and special reader titles for at least 25% time for an entire academic quarter are eligible to receive paid medical insurance coverage. They are also eligible to receive 100% of the student services and tuition portions of the mandatory fees paid by the University. Qualified GSRs in appointments of at least 45% time for an entire academic quarter may be eligible to receive nonresident tuition remission.

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Assistantships and Employment

Assistantships are paid research, or teaching appointments for graduate students.

Graduate assistantships

Graduate Assistants (GAs) receive financial support for their contributions to the teaching and research missions of the University. The GA's role is different from other forms of employment, due to the kind of work they do, the quality of supervision they receive, and the outcomes they achieve. Under federal law (FLSA), Research Assistants (RAs) are not considered employees, since they must have an educational relationship with the supervisor and hiring department rather than an employement relationship. Teaching Assistants (TAs) are teaching employees of the university.

Graduate students seeking Teaching Assistant (TA) roles must have a minimum of 18 credit hours to serve as a primary instructor (Instructor of Record or IOR). Visit the  Academic Affairs web pages  for more information.

Other University policies on GAs are located in the Student Funding & Assistantships section of the Graduate School's website. 

Most GAs are hired by the student's academic department .  Stipends, responsibilities, selection criteria, application and notification procedures vary from department to department, so contact your Graduate Program Director for additional information on available assistantships.

On-campus employment

Jobs are posted on Hire-A-Niner .  

Full-time, permanent EPA (Exempt from the State Personnel Act ) and SPA ( Subject to the State Human Resources Act) UNC Charlotte employees may be eligible for tuition waivers or reimbursements. More information can be found on the Human Resources website .

Off-campus employment

The University Career Center (UCC) publishes off-campus opportunies on Hire-A-Niner  and offers other career services.  The UCC is located in Atkins Building  1 50 .

Already have a job? Many employers offer tuition benefits for individuals seeking to further their education. Be sure to check with your supervisor to see if your company offers employee educational assistance programs.

UNC Charlotte is a participant in the  April 15 Resolution  ("National Signing Day"). The Graduate School will remove no offer of funding before April 15th. Please accept your offers of funding before April 16th. After that date, UNC Charlotte will remove unaccepted offers and provide them to other students.

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.

• Responsible Community Engagement (RCE)
• 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.) 

Responsible Community Engagement (RCE) Modules

Responsible Conduct for Duke Community Engagement (RCE) ,  a five-module Canvas training developed by The Office of the Provost and LILE, is available for all Duke staff, faculty and students who work with students. These modules can be completed in less than an hour and will provide you with foundational knowledge for your work as an IOR or TA, including student privacy, accessibility, protections against harassment and discrimination, as well as resources available to students through DukeReach. 

1. Enroll yourself in the Canvas site and complete all modules:  https://duke.is/DukeRCE

2. When you have completed all RCE modules with at least an 80% score, go to the Credentials tab to get the link for your badge, which you can provide as evidence for this training.

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 & Lifetime Education [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 Teaching Assistant

Birkbeck, university of london - school of computing and mathematical sciences.

We are thrilled to announce a fantastic opportunity for a Graduate Teaching Assistant, and PhD Studentship, at Birkbeck, University of London. 

This role enables you to embark on a fully funded PhD in computer science through part-time teaching work within Birkbeck’s School of Computing & Mathematical Sciences as well as contributing to student learning, teaching activities, marking, and providing guidance and feedback to students. 

As a Graduate Teaching Assistant, you will:

• Pursue research study towards a PhD thesis.
• Provide assistance to staff involved in teaching (17.5 hours a week) including supporting classes and leading seminar discussions in person or online.
• Support students in developing their research projects, and teach students how to approach research.
• Supervise Masters dissertation projects and participate in the assessment and examination of students.
• Undertake administration related to the above to ensure the effective running of programmes.

To be successful in this role, you will be able to:

• Demonstrate the potential to conduct high-quality research in computer science.
• Support teaching effectively at the undergraduate and postgraduate level both in person and online.
• Demonstrate good organisational and administrative skills.

Moreover, you will:

• Have obtained a good first degree or masters in a discipline relevant to computer science
• Be eligible for acceptance to the MPhil/PhD in the School of Computing and Mathematical Sciences
• Submitted an application to the department’s MPhil/PhD including an original research proposal

The post holder will be registered as a research (PhD) student within the School for the period of employment with registration fees waived.

Our research is organised into three research groups:  Algorithms ,  Data Science and Artificial Intelligence , and  Logical Methods , and two research centres:  Birkbeck Institute for Data Analytics  and  Birkbeck Knowledge Lab .

Remuneration

£18,572 rising to £21,183 per annum (actual), (0.5/50% pro-rata £37,143- £42,365 FTE), Grade 6 on the College's London Pay Scale which includes a London Weighting Allowance.

Terms and Conditions 

To commence January 2025. Four years fixed-term, part-time contract (17.5 hours a week, 0.5 teaching).

Closing date: 27 October 2024 , interview date: 7 November 2024. 

Please note you will have to submit  two  separate applications to apply for this post:

• a job application form for the teaching post, including your CV and cover letter outlining your interests in applying for the role.
• a PhD application with accompanying research proposal for the PhD post. You must apply for a PhD programme in either Computer Science or Mathematics & Statistics before the deadline, in addition to the application, for your overall application to be considered.

Please use the link below to apply for your chosen PhD:

• MPhil/PhD Computer Science and Information Systems
• MPhil/PhD Mathematics and Statistics

For further details regarding admission to our research study programme, including details on how to develop a research proposal, please consult the detailed guide available online via  www.bbk.ac.uk/school/business/prospective-phd-guidance

If you would like to know more about the role please contact:

Professor George Roussos, Head of School, via  [email protected] .

If you have difficulty using the recruitment portal, please contact  [email protected]  providing your name and the job reference number of the position. We welcome applicants from all backgrounds and particularly encourage those from Black, Asian and Minority Ethnic communities to apply.

The College is committed to improving the gender and cultural diversity of its workforce, holding an Athena SWAN award and operating Disability Confident & Mindful Employer Scheme.  www.birkbeck/ac.uk/jobs

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Division of graduate studies menu, division of graduate studies, ge teaching assistant for global studies courses.

Department:  Global Studies FTE:  0.40 or 0.45 Terms:  Fall  Academic Year:  2024

The Department of Global Studies seeks GE Teaching Assistants as discussion leaders and graders for various Global Studies courses for our fall term. The specific course level will be determined at a later date. This position is open to graduate students with interest and expertise/experience relevant to the course(s) they are applying for. The successful candidate will assist the instructor of record with grade assignments and exams.

Preferred Qualifications:

•        Experience teaching a topic in Global Studies •        Basic computer skills (Word, PPT, Excel, and Canvas) •        Communication and problem-solving skills (team teaching) •        The ability to follow instructions, work accurately and in a timely fashion GE applicants would have interest and expertise/experience relevant to:      GLBL 101 - Introduction to Global Issues      GLBL 240 - Perspectives on International Development      GLBL 340 - Global Health and Development      GLBL 360 - International Cooperation and Conflict      GLBL 370 - International Human Rights      GLBL 431 - Cross-Cultural Communication

Application Procedure:

**THIS POSTING IS A LATE HIRE AND MAY RESULT IN A DELAYED FIRST PAY PERIOD •        Fill out GE application at https://graduatestudies.uoregon.edu/sites/default/files/ge-application.pdf           application.pdf AND INCLUDE A CV •        Email materials to the Department Head and Director of Graduate Studies for Global            Studies, Professor Yvonne Braun ( [email protected] ) •        Deadline: Wednesday, September 4, 2024

Application Email:  [email protected]

Deadline Date:  Wednesday, 09-04-24

Open Until Filled:  Yes Open Until Filled, Review Begins On:  Thursday, 09-05-24

Contact Information: Professor Yvonne Braun Department of Global Studies School of Global Studies and Languages 114 Friendly Hall University of Oregon Eugene, OR 97403-1248

Careers at Virginia Tech

Graduate program and teaching assistant coordinator.

Apply now Back to search results Job no: 530772 Work type: Staff Senior management: College of Science Department: Biological Sciences Location: Blacksburg, Virginia Categories: Academic Advising / Support, Administrative / Clerical, Student Affairs / Services

Job Description

This position provides administrative support to the department of Biological Sciences graduate programs (Ph.D. and M.S.). The incumbent will coordinate graduate student admissions, orientation, advising, funding, and teaching and performance reviews for the department. In this capacity, the position serves as a liaison to the Graduate School, Registrar's Office, Bursar's Office, and other appropriate university offices, academic units, and institutes. The incumbent will advise graduate students on administrative procedures as well as track grades, evaluations, and plans of study, and maintain and secure graduate student files. This position will also support the department’s teaching laboratory operations by working with the department’s Director of Teaching Laboratories to coordinate graduate teaching assistant (GTA) assignments and assist with other logistical support such as maintaining equipment inventory.

Required Qualifications

Bachelor's degree in biology or related field, or equivalent level of training and experience. Experience providing administrative support including records management and scheduling or coordinative duties. Working knowledge of graduate student advising policies and procedures. Working knowledge of budgeting and fiscal procedures. Excellent organizational and analytical skills. Excellent communication skills. Ability to multitask in a deadline- oriented environment. Experience working with a diverse group of people and with confidential material.

Preferred Qualifications

Master's degree in biology or related field. Experience preparing and managing budgets. Experience using Banner. Experience using HokieMart.

Appointment Type

Salary Information

Commensurate with experience

Review Date

September 16, 2024

Additional Information

Onsite work during the initial six months is required to ensure the most effective training is received. The possibility of some teleworking may be discussed at the conclusion of the training period.

The successful candidate will be required to have a criminal conviction check.

About Virginia Tech

Dedicated to its motto, Ut Prosim (That I May Serve), Virginia Tech pushes the boundaries of knowledge by taking a hands-on, transdisciplinary approach to preparing scholars to be leaders and problem-solvers. A comprehensive land-grant institution that enhances the quality of life in Virginia and throughout the world, Virginia Tech is an inclusive community dedicated to knowledge, discovery, and creativity. The university offers more than 280 majors to a diverse enrollment of more than 36,000 undergraduate, graduate, and professional students in eight undergraduate colleges , a school of medicine , a veterinary medicine college, Graduate School , and Honors College . The university has a significant presence across Virginia, including the Innovation Campus in Northern Virginia; the Health Sciences and Technology Campus in Roanoke; sites in Newport News and Richmond; and numerous Extension offices and research centers . A leading global research institution, Virginia Tech conducts more than $500 million in research annually.

Virginia Tech endorses and encourages participation in professional development opportunities and university shared governance .  These valuable contributions to university shared governance provide important representation and perspective, along with opportunities for unique and impactful professional development.

Virginia Tech does not discriminate against employees, students, or applicants on the basis of age, color, disability, sex (including pregnancy), gender, gender identity, gender expression, genetic information, ethnicity or national origin, political affiliation, race, religion, sexual orientation, or military status, or otherwise discriminate against employees or applicants who inquire about, discuss, or disclose their compensation or the compensation of other employees or applicants, or on any other basis protected by law.

If you are an individual with a disability and desire an accommodation, please contact Dreama Price at [email protected] during regular business hours at least 10 business days prior to the event.

Advertised: August 28, 2024 Applications close:

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Teaching Graduate Assistant

• Ypsilanti, Michigan, United States
• College of Business
• Academic & Student Affairs
• Graduate Assistant
• Opening on: Aug 29 2024
• Closing on: Sep 29 2024

Title: Teaching Graduate Assistant

Employee Classification: GS - Graduate Student - Stipend

Pay Grade:  GS 00

Division: Academic and Student Affairs

Subdivision:  Accounting Finance and Info Systems

Department: College of Business

Campus Location: Main Campus

General Summary

The College of Business anticipates hiring 1 new Graduate Assistant for the Accounting department starting for the Winter 2025 semester. The GA must be able to work a minimum of twenty (20) daytime hours, Monday-Friday, on-campus. Some weekends and evenings may also be required. Period of Employment: Jan 2025-April 2025. Second-year appointment is contingent on performance, academic success, and resources. Candidates must have the necessary qualifications to assist the department’s faculty with teaching help, research projects and related activities within the department’s academic specialties.

Principal Duties and Responsibilities

• Graduate Assistant will attend required orientations in the days prior to the start of the semester.
• Graduate Assistant will be responsible for teaching during assigned sessions.
• Graduate Assistant will hold office hours for student consultations.
• Graduate Assistant will also assist with the creation of teaching activities and participate in the assessment of student learning in the Accounting discipline.

Minimum Qualifications:

Ability to work up to 20 hours per week is required.

A GPA of 3.0 or higher is required.

Admission and enrollment in a graduate program is required.

Maintenance of a 67% course completion is required.

Enrollment in at least 6 credits for Winter semesters is required.

Special Instructions:

Applicants are required to submit their applications through PAGEUP, including a current CV. The Department Faculty and the Department Head will review all applications and make the final decision.

Appointment Percentage:

50% or 100%

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