Graduate teaching assistants (GTAs) are a critical component of a university department. They frequently serve as the primary point of contact for undergraduate students, and thus, have the power to help shape a department's learning culture. In addition to being critical in shaping the undergraduate experience, serving as a teaching assistant may be the only formal teaching experience faculty members have prior to starting their positions. Faculty attitudes and beliefs towards teaching are largely shaped by their experience as a GTA or interacting with GTAs (e.g., Nyquist & Wulff, 1996). One study found that only 51% of faculty surveyed claimed that they had constructive experiences as a GTA (Calkins & Kelley, 2007). Thus, a GTA's experience has the potential to be incredibly influential on their career trajectory. Despite playing such an important role in higher education, little is known about GTAs' perceptions of their roles and responsibilities.
This study employs a mixed-methods approach to capture the perspectives of GTAs and faculty on the roles and responsibilities of GTAs. Sixteen faculty members in a geoscience department at a mid-sized R2 university were interviewed about their experience working with GTAs. The department's GTAs in turn were surveyed about their experiences and responsibilities over four semesters. The survey resulted in 49 total responses from 25 unique GTAs, who reported their experiences across 19 undergraduate courses. To evaluate the interview and survey results, we utilize the 'Model Stages of TA Development' framework proposed by Nyquist & Wulff (1996) which employs a three-phase evolution of GTAs' responsibilities and perceptions. Each stage indicates increased independence, responsibility, and professionalism from the TA and increased mentorship and trust from the faculty. Initial results show that from both the GTA and faculty perspectives, GTAs' responsibilities and roles occupy all three stages across all course levels.