A panel of experienced TAs answers questions at the TA Orientation in Campbell Hall. The TAs are, from left: Lauren Horn Griffin, Religious Studies; Kimberly See, Chemistry; Arielle Leitner, Mathematics; Abigail Dowling, History; Nathan Emery, Ecology, Evolution and Marine Biology; and Scott Dirkse, Music. Photos by Patricia Marroquin
A recent orientation sought to expel "fear and loathing" from the classrooms of new UCSB Teaching Assistants. Through entertaining and informative presentations, workshops, and panel sessions, the 419 students learned about expectations, responsibilities, and the many resources available to help them succeed in their roles.
Dr. Roger Freedman gives the keynote address, "Fear and Loathing in the Classroom," in Campbell Hall.Attendance at the campuswide TA Orientation – co-sponsored by UCSB Graduate Division and Instructional Development – was required for all first-time TAs, graduate student readers, and undergraduate readers who will be hired during the 2012-13 academic year. After a General Session that included a welcome by Dr. Lisa Berry, Instructional Consultant in Instructional Development, students selected two workshops from among 16 sessions designed to engage students with or without prior university teaching experience.
The half-day program got off to an entertaining start with a keynote address by Dr. Roger Freedman. Dr. Berry called Dr. Freedman a “dedicated and passionate professor” who has taught in both the Physics Department and College of Creative Studies here for more than 30 years. Raising the bar in teaching, she said, he has pioneered interactive instructional approaches such as student response systems and the flipped lecture. He also has a commercial pilot’s license, has officiated as minister for a number of grad student weddings, and has had a supervillain inspired by him appear in comic books.
Speaking on “Fear and Loathing in the Classroom,” Dr. Freedman addressed and dispelled several myths about TAships.
Dr. Freedman explained that since “fear is something that’s usually associated with the unknown,” new TAs may harbor apprehension about their role. A general fear for most new TAs, he said, is that it’s going to interfere with their studies. In fact, he said, TAing is an excellent way “to understand the basics of your subject.” He added that there’s “no better way to understand those basics than to be able to explain it to someone such as a student in simple terms without using any of the jargon with which your field is guaranteed to be burdened.” So rather than hindering graduate studies, he said, TAing will actually help a grad student.
Dr. Freedman said an associated fear is that a TAship, which may range from 10 to 20 hours a week, will take up too much time. It’s up to TAs, he said, to manage their time so that TAing won’t interfere with their studies. Work the required hours, and no more, he advises. “It’s easy to spend all your time trying to make your presentation better, a little fancier, but if you get to that point, you get beyond the point of diminishing returns.”
Another lurking “terror,” Dr. Freedman said, is “stage fright,” which he called a “perfectly natural” feeling. The professor himself said that when he was a new TA, his nerves caused his hand to vibrate so much “I could generate electricity.”
The best thing for TAs to do, he advised, is to admit to their students that they are new and nervous and to bear with them. Then make sure to “hydrate occasionally” during class.
Dr. Roger Freedman demonstrates his eyeglasses technique.And what if students ask questions the TA can’t answer? Dr. Freedman demonstrated a technique he has used. If you wear glasses, he said, take them off and look for smears, clean them off, hold them up, put them back on, turn back to the student and say: “That’s an excellent question.” It’s “wonderful theater,” Dr. Freedman said, but won’t work if you wear contacts. Seriously, he advised the TAs not to fake an answer. Instead, tell the students that you will find the answer and get back to them.
Finally, another concern that can cause “fear and loathing” in the classroom is the feeling that the TAs’ students won’t like them. TAs, he said, sometimes think students are looking for an entertainer, but that’s not usually the case. Dr. Freedman said students are looking for a teaching assistant who knows the material, is prepared, and can help them understand the subject. They want someone who is willing to spend the time with them in class and during office hours to make sure that happens. If a TA adheres to those principles, they are bound to be liked by their students, he added.
Dr. Freedman said his message to new TAs is simple: Yes, there are some scary things about TAing, “but you can deal with them.” And don’t hesitate to ask for help.
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In the “Legal Responsibilities of TAs” portion of the General Session, new TAs heard from Ko Kashiwazaki, Assistant Director of Judicial Affairs, who spoke about academic integrity and the role of the TA.
Ko KashiwazakiKashiwazaki said that every member of the UCSB community, whether a TA or not, has a responsibility to uphold academic integrity.
Students, he said, are expected to refrain from cheating; refuse to help others to cheat; and let people know if they are aware of cheating. TAs, he said, are required to let the Office of Judicial Affairs know if they discover or are made aware of cheating anyplace. Violations can be reported at http://judicialaffairs.sa.ucsb.edu/, he said.
While there is no foolproof way to eliminate cheating, Kashiwazaki said, there are actions that can be taken. From day one, be explicit on the expectations, such as how sources should be cited and how information can be shared if working in groups. To make sure there is no confusion, state the expectations in the section syllabus. Also, he advised, get to know the students. The better the TA knows them, the better they will be able to sense if students are struggling. He added that TAs should familiarize themselves with resources for referral, such as Campus Learning Assistance Services (CLAS).
Sexual harassment prevention was the topic addressed by Carol Sauceda, Senior Sexual Harassment Prevention and Diversity Education Analyst. Sauceda explained that a TA is not mandated to report any sexual harassment they hear about from a student. However, if the TA tells a faculty member, a supervisor, or her office, action must be taken because they are all mandated reporters.
She called it “risky behavior” to get involved with a student because of the imbalance of power. Even if the relationship starts off as consensual, if it turns sour the situation can get tricky. Avoid those situations, she advised.
Sauceda said it’s important to set a tone of respect. Taking an online sexual harassment prevention training program would also help, she added. When in doubt, she concluded, seek advice from the experts in her Equal Opportunity & Sexual Harassment/Title IX Compliance office.
Speaking about distressed students and counseling services was Angela Andrade, Associate Dean of Students, and Dr. Jeanne Stanford, Director of Counseling & Psychological Services (CAPS).
“More than ever, mental health is just as important as physical health. We need to take care of ourselves and of each other,” Andrade said. “In your new role as a TA, you will no doubt come in contact with a student or students in distress this year. We know that you are in a unique position to be one of the first to notice that something isn’t right with a student.”
Dr. Jeanne StanfordCAPS has created a campus protocol, or “safety net,” she said, and TAs play a vital role in it. “Is there danger to self or others?” That's the question that should be addressed. The campus protocol has a “decision tree” that can help TAs figure out what actions they should take to respond to distressed students.
Dr. Stanford wanted the new TAs to focus on themselves in their graduate student roles, asking them to repeat: “It’s all about me! It’s all about me!” She told the grad students that the top three problems grad students have are related to depression, anxiety, and stress. There are many resources available, Dr. Stanford said, including stress management programs, massage chair services, and after-hours counseling help.
Above all, she said, don’t forget to care for yourself. “Work hard, have fun, and do try to have some balance in your life,” she said. “Life begins now, and not after you graduate.”
The audience of new UCSB TAs had a chance to ask questions of a panel of experienced TAs.
The General Session ended with a helpful question-and-answer period with a panel of experienced TAs. The TAs who participated are: Lauren Horn Griffin, Religious Studies; Kimberly See, Chemistry; Arielle Leitner, Mathematics; Abigail Dowling, History; Nathan Emery, Ecology, Evolution and Marine Biology; and Scott Dirkse, Music.
The following are some topics addressed by the experienced TAs:
What is one thing you wished you had known before TAing for the first time?
One TA said she wished she had understood more clearly her role as a TA, that she was a facilitator of discussion and not a second lecturer. Another student said she wished she had known about “crashing” and how to handle it. “Crashing” is when a student who wasn’t able to register for a class shows up for it anyway, hoping the TA will let them stay.
How do you deal with “crashers”?
Follow your department’s policy if it has one. For example, History allows its majors in first, followed by minors, and then other students if there is space. For the Math Department, the TA has no power to allow crashers.
How do you get non-chemistry students interested in chemistry?
Though it may take a bit more work on your part, you do it by relating the labs to real-world examples. Make it relevant and useful to them.
How should I deal with Facebook friending?
One TA said he waits until the quarter is over and he no longer has any control over the student or grading. The consensus was not to become Facebook friends with any students you are TAing.
What do you do if you are scheduled to TA a class that you never had as an undergraduate, so you don’t have that much knowledge of the subject?
The TAs said to relax because this is a common occurrence. Remember that you have at least a couple of years of experience over your students. Have faith in yourself, prepare well, and remember that you do have the skills to learn the material you will be teaching.
What do you do if a student asks for extra time on an exam because he or she has a disability?
After the General Session, new TAs took a breakfast break outside Campbell Hall before heading to their workshops.The TAs said that the student should have a letter of accommodation from Disability Students Program Services. The letters go to the TA’s professor. Proctors can be used for the exam so that the TA need not be present.
What do you do about cellphone and Internet use during class?
Establish your own policy and state it in writing in your syllabus. Depending on the class, cellphone use may be allowed because, for example, the student can use the cellphone camera to take photos of organisms in the lab, or Internet/phone use may be allowed in the lab during down times.
In conclusion of the opening Campbell Hall session, Dr. Berry pointed out the wealth of resources and services available through her; fellow Instructional Consultant Dr. Kim DeBacco; and others in Instructional Development. She called Instructional Development “a one-stop shop whose sole purpose is to support instructors and TAs for all things related to teaching.” Some of those resources include design of teaching materials; Media Services classroom support; videotaping services; and instructional consultation.
Teaching Assistant Sean Maloney addresses the new TAs.In the latter part of the Orientation day, new TAs attended two sessions of their choosing, many taught by current TAs. Topics included: Tips for Leading Discussions; International TAs: What to Expect; Grading Student Writing; and Teaching to Diverse Learning Styles.
In “The First Day of Class: Strategies to Set Yourself Up for Success,” Computer Science Lead TA Sean Maloney told the new TAs about the importance of communicating rules and policy right from the start.
This is important, he said, because “it gives you a position to fall back on when a student comes to you later and starts complaining or asking for extensions or things like that.” In order to receive a favorable review from your students, Maloney said, “you have to manage the expectations of your students and your professor.” The students must believe that you are fair, he said, and you can do that by telling them what the rules are during the first week.
Other keys to set yourself up for success, Maloney said, include meeting with your professor beforehand to make sure you are on the same page; be prepared, which will increase your confidence and calm your nerves; and introduce yourself to your students on the first day.
Maloney used a fun and interactive approach to presenting his session’s material. He involved the new TAs in a “Family Feud” game. Two teams at a time came up to try to answer the most questions. In the process, the new TAs learned such things as what they should do to prepare before the first day of class/lab (for example, write a syllabus, meet with your professor, find the building/room, and get the key); and what they should do during the first day of class/lab (introduce yourself, pass out the syllabus, establish rules, and teach something).
New TAs in Sean Maloney's "The First Day of Class" workshop play a "Family Feud" game to learn strategies for success.
In the opening session earlier that day, Dr. Berry told the new TAs: “One of the best ways that we can improve our teaching is simply by talking with each other.” The goal of the orientation, she said, was to help them become more prepared. It appeared to be “Mission: Accomplished.”