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Orientation and Ongoing Development Survey Report 2005

E X E C U T I V E   S U M M A R Y
BACKGROUND

The 2005 “Graduate Teaching Assistant Orientation and Ongoing Development Survey” was conducted online in the summer of 2005. The Graduate School conducts the survey biennially to summarize GTA training and development activities in departments, to inform departments of the activities used by others on campus, and to encourage departments to try new activities to improve the effectiveness of their GTAs. Forty-five (45) departments submitted surveys in 2005. At the time of the survey, the University had a total of 267 “teaching” GTAs, i.e., GTAs who met the SACS 18-hour requirement, plus 396 “assist-only” GTAs who did not yet meet the 18-hour requirement but were approved to assist a primary instructor.

The survey consisted of three main sections—initial departmental activities for GTAs prior to stepping into the classroom, ongoing GTA development and supervisory activities, and planned changes for 2005-2006. These activities do not include the University’s Annual Workshop for New GTAs, the effectiveness of which is assessed by a combination of objective and subjective measures; rather, the activities in this 2005 survey represent what departments do individually to prepare their GTAs.

ORIENTATION/TRAINING ACTIVITIES
  • More than two-thirds (76%) (up 1% from 2003) of the departments either require a teaching methods course, offer an optional teaching course, or require prior teaching experience.
  • Forty (89%) (up 10% from 2003) either assign the GTA an individual mentor or provide the GTA direct supervision in a group.
  • The majority (80%) (up 10% from 2003) provide three or more of the following: workshops (in addition to the University-wide Workshop for new GTAs), videos, syllabi, handouts, handbook/manual, or lecture materials.
  • Thirty-two (76%) (same percentage as in 2003) conduct regular meetings with their GTAs.

MOST FREQUENTLY REPORTED CHANGES PLANNED BY DEPARTMENTS

  • More class visits by faculty members.
  • Increasing mentoring/supervision.
  • Refining the mentoring process.

DESIRED ADDITIONAL SERVICES to be Provided by The University

  • Greater access to computers for instruction (especially laptops with wireless connectivity) and computer services; more space on BAMA
  • Updated classrooms (white boards, multimedia)
  • More funding for GTA positions, larger stipends, workshops, travel money and professional dues
  • More emphasis on the importance of teaching by GTAs
  • More physical space for offices
  • More teaching colloquia addressing classroom management and active and collaborative learning techniques
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University of Alabama | Graduate School | Site Map | Site Index | Search | Contact | Last Update 11/22/2005