Students who take exams while writing their own
A typical student has plenty on his or her mind, homework, relationships, money, for some, they are not only responsible for their own education, but also for the education of 30 other students.
Many graduate students on campus face such a challenge, since they attend classes required for their degree and teach lower-level classes within their respective departments.
“Sometimes you ask (your students) questions, and you just get these blank stares,” said Rachel Quistberg, a graduate instructor for English 1010. “Writing is really hard to teach, and sometimes you just go out of class wondering if they got what you were trying to teach them. It’s a challenge making a general requirement fun.”
Michael Hatch, another graduate instructor for English 1010, agreed with Quistberg.
“One of the hard things about 1010 is that all of the students have a very different background, and their interests are all over the place,” Hatch said. “Since it’s a basic, required class and a very important class, we get a smattering of students, and it can be challenging.”
Though students in general classes are diverse, Hatch said he tries to make his assignments applicable to each of his students.
“I want my writing assignments to start off with personal essays, and then ultimately they’ll be writing research essays on what they’re planning on majoring in; so that way it keeps their interest,” Hatch said.
Matt Schroer, a graduate teaching assistant in charge of three sections of biology 1610, said he also tries to make his classes engaging for all students.
“I think it’s really important that I present myself as wanting to be there,” Schroer said. “I try to always come in with a smile on my face. I try to relate what we’re doing in lab to other things. I try not to go with cookie-cutter explanations. Instead, I say, ‘This is how it went when I did the experiment.’ I try to engage them and tell them to ask questions.”
Despite the challenges that come along with teaching, many graduate instructors agreed that what they do is enjoyable.
“I love teaching, I really do,” said Cicely Olsen, a graduate instructor for English 1010. “I didn’t know if I would, but I love the students. I love that they want to learn, and even if they’re not the best at English or writing, we have so much fun together. Every day is a new opportunity.”
Schroer said he shares Olsen’s enthusiasm for teaching.
“Some people might think it’s hard getting up in front of 30-some undergraduates and talking, but I enjoy it,” Schroer said. “(Teaching) is my favorite part of being a grad student. Sometimes, students will come up to me out of class and tell me, ‘You helped me understand what was going on in lecture.’ And that makes you feel good.”
Schroer said being available to help students outside of class is one of his priorities.
“I tell students where I hang out, where my office is and tell them to come by sometime,” Schroer said. “They’re more than welcome to come and talk to me.”
Quistberg also said she values talking and getting feedback from students.
“Communicating with students is important,” Quistberg said. “Sometimes you come in with the expectation that they won’t do assignments, but then they come in, and they’ve loved the readings. It’s a really good feeling when you make that connection with students and really teach them something.”
Olsen said talking with colleagues as well as students is helpful when beginning to teach.
“Even great teachers have challenges, and it’s good to know we’re not alone,” Olsen said. “Like, I had a student fall asleep in class today, and another (instructor) was like, ‘Hey, me too.'”
Hannah McDonough, a geology graduate student, said she struggled when she first began to teach her geology 1115 course, three semesters ago.
“What I would have liked is more collaboration between the other two (teaching assistants) and the instructor in the (lecture) course,” McDonough said. “Then I would have been more prepared.”
McDonough said university administrators do what they can to help graduate instructors, but each department is responsible for any specific training within its program. This additional training varies between departments, depending on the demand. For example, the needs of the 49 graduate instructors in the English department will be different from the needs of three TA’s who teach introduction to geology courses, she said.
“A lot of times as TA’s, we’re just kind of thrown into it, and you’re just expected to figure it out and figure it out really quick,” Shroer said. “In biology we have it easier than a lot of TA’s. I can see how people in other departments might have a hard time. We would really benefit if there were more classes and workshops we could take.”
McDonough said the most challenging part for her, at first, was having too much freedom.
“I had to come up with my own lab structure and my own teaching plan without a whole lot of guidance,” McDonough said. “But I really enjoy interacting with the students and seeing their interest for geology. I have definitely grown from my teaching experience here.”
Olsen also said her experiences as a graduate instructor helped her to grow as well.
“Graduate school is so great because you get to study what you love,” Olsen said. “And I don’t think there is a better way to learn than to teach.”
– m.noble@aggiemail.usu.edu