Graduate teaching assistants at research universities: current practices, challenges, and paths to improvement

Year 2025, Volume: 13 Issue: 4, 227 - 237, 30.12.2025

Lu Zhou

https://doi.org/10.17478/jegys.1751525

Abstract

This study investigates the current practices, challenges, and potential improvements of graduate teaching assistant (GTA) work at a research university through a combination of surveys and in-depth interviews. While international research on GTA development is extensive, empirical evidence from the Chinese higher education context remains limited. The findings reveal that most GTAs report high satisfaction with their roles, considering the work meaningful and rewarding. However, key issues include fragmented working hours, excessive student-to-TA ratios, and inequities in salaries between master's and doctoral students. Based on empirical evidence and comparative practices at other universities, the study proposes several enhancements: expanding the number of GTAs and introducing qualified undergraduate TAs, establishing tiered salaries and role differentiation, setting fixed office hours for student support, and promoting the use of public discussion platforms to improve communication efficiency. By situating GTA experiences within the Chinese context, this study contributes to the broader understanding of graduate teaching work in non-Western higher education systems.

Keywords

graduate teaching assistent , graduate education , college curriculum , college teaching

References

• Alhija, N.-A., Fadia, & Fresko, B. (2018). Graduate teaching assistants: how well do their students think they do? Assessment & Evaluation in Higher Education, 43(6), 943-954.
• Alshmemri, M., Shahwan-Akl, L., & Maude, P. (2017). Herzberg’s two-factor theory. Life Science Journal, 14(5), 12-16.
• Canyakan, S. (2025). Contributions of AI-Supported 3D virtual instructors to educational processes: a study on the SozyAI Model. Journal for the Education of Gifted Young Scientists, 13(1), 33-52.
• Chan, E. S., Ho, S. K., Ip, F. F., & Wong, M. W. (2020). Self-efficacy, work engagement, and job satisfaction among teaching assistants in Hong Kong’s inclusive education. SAGE Open, 10(3), 2158244020941008.
• Darling, A. L., & Dewey, M. L. (1990). Teaching assistant socialization: Communication with peer leaders about teaching and learning. Teaching and Teacher Education, 6(4), 315-326.
• Du, C. (2015). Training systems and practices for Graduate teaching assistants in American universities. Degrees & Graduate Education(05), 67-71.
• Freeland, R. (1998). Collected Wisdom: Strategies & Resources for TAs. Eberly Center for Teaching Excellence, Carnegie Mellon University.
• Gardner, G. E., & Jones, M. G. (2011). Pedagogical preparation of the science graduate teaching assistant: Challenges and implications. Science Educator, 20(2), 31-41.
• Harvard. (2020, 2020-09-01). Rates for Teaching Fellows and Teaching Assistants. Retrieved 2024-05-02 from https://careernavigator.gradeducation.hms.harvard.edu/
• Jansson, M., Hrastinski, S., Stenbom, S., & Enoksson, F. (2021). Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment. The Internet and Higher Education, 51, 100817.
• Kolluru, S., & Varughese, J. T. (2017). Structured academic discussions through an online education-specific platform to improve Pharm. D. students learning outcomes. Currents in Pharmacy Teaching and Learning, 9(2), 230-236.
• Liu, Y., Zhang, Y., Qiao, W., Zhou, L., & Coates, H. (2020). Ensuring the Sustainability of University Learning: Case Study of a Leading Chinese University. Sustainability, 12(17), 6929. https://doi.org/http://dx.doi.org/10.3390/su12176929
• Luckie, D. B., Mancini, B. W., Abdallah, N., Kadouh, A. K., Ungkuldee, A. C., & Hare, A. A. (2020). Undergraduate teaching assistants can provide support for reformed practices to raise student learning. Advances in Physiology Education, 44(1), 32-38.
• Mewis, K., Dee, J., Lam, V., Obradovich, S., & Cassidy, A. (2018). A new self-assessment teaching assistant survey for growth and development. Teaching and Learning Inquiry, 6(1), 79-90.
• MIT. (2023, 2023-08-13). Computer System Architecture - Fall 2023. Retrieved 2024-05-02 from http://csg.csail.mit.edu/6.5900/info.html
• Northwestern. (2021). Teaching Assistant Handbook. Retrieved 2024-05-02 from https://www.mccormick.northwestern.edu/chemical-biological/documents/teaching-assistant-handbook- 2020-2021.pdf
• Pittsburgh. (2018). TA Handbook: The Teaching Assistant Experience. Retrieved 2024-05-02 from https://teaching.pitt.edu/wp-content/uploads/2018/12/GSTI-TA-Handbook.pdf
• Prieto, L. R., & Meyers, S. A. (1999). Effects of training and supervision on the self-efficacy of psychology graduate teaching assistants. Teaching of Psychology, 26(4), 264-266.
• Tang, X., Wang, Y., & Wong, D. (2020). Learning to be silent: Examining Chinese elementary students’ stories about why they do not speak in class. Language, Culture and Curriculum, 33(4), 384-401.
• Tortop, H. S. (2025). Being a parent of a gifted child: Deliberate Indifference Theory. Journal of Gifted Education and Creativity, 12(1), 55-64.
• Trent, J. (2014). ‘I’m teaching, but I’m not really a teacher’. Teaching assistants and the construction of professional identities in Hong Kong schools. Educational Research, 56(1), 28-47.
• UCB. (2023, 2023-08-04). Current Rates. Retrieved 2024-05-02 from https://hr.berkeley.edu/labor/contracts/BX/current-rates
• UMich. (2023a, 2023-02-13). EECS Office Hour. Retrieved 2024-05-02 from https://eecsoh.eecs.umich.edu/
• UMich. (2023b, 2023-04-06). Undergraduate Teaching Assistant (UTA) Position. Retrieved 2024-05-02 from https://lsa.umich.edu/biology/undergraduates/undergraduate-teaching-assistant-program- information.html
• Vanderbilt. (2018). Guidelines for Teaching Associates and Faculty Members Retrieved 2024-05-02 from https://www.vanderbilt.edu/gdr/portal-student/ta-guidelines102018.pdf
• Weidman, J. C., & Stein, E. L. (2003). Socialization of doctoral students to academic norms. Research in Higher Education, 44, 641-656.
• Wen, W., Zhou, L., Hu, D., Zhang, M., Yan, Z., & Tang, X. (2023). The impact of college experience on female students’ self-perceived employability in STEM majors. Frontiers in Psychology, 14, 1282934.
• West, M. S., & Curtis, J. W. (2006). AAUP faculty gender equity indicators 2006. AAUP.
• Zhang, L., Liu, Y., & Qiu, W. (2019). How to Build a Teaching Assistant Development-oriented Management System: An Empirical Analysis Based on the P University Teaching Assistant Survey. Chinese University Teaching(12), 85-91.
• Zhou, L. (2025). Book Review: Knowledge, content, curriculum and didaktik: Beyond social realism. International Journal of Chinese Education, 14(1), 2212585X241287942.