zoom gta orientation

Chapter 1: Introduction

In this introductory chapter, the role of Graduate Teaching Assistants (GTAs) is discussed with a significant emphasis on their responsibility as representatives of the department. It is highlighted that every action taken by a GTA not only reflects on themselves but also on their instructors and the department as a whole. Typically, a full GTA assignment account for about 20 hours of work per week, which may fluctuate based on the demands of the semester. GTAs are often assigned fractional roles across different courses, with the cumulative workload still averaging 20 hours weekly. It is crucial for GTAs to report to the department if they frequently exceed this time commitment, as adjustments may be necessary. Timeliness in grading assignments is emphasized, with an expected turnaround between one class period to one week, depending on the workload and class size.

Additionally, GTAs are required to communicate effectively with faculty, especially regarding planned absences or issues they are facing. Proper storage of student records is mandated under FERPA regulations, ensuring that sensitive documents like exams and graded work are securely stored and not left unattended. GTAs receive a stipend for their roles, intended to support living expenses while they focus on their education and avoid external employment. If additional financial support is needed, GTAs must consult with the department before seeking outside jobs to avoid potential conflicts with funding contracts.

Chapter 2: Let The Auburn

This chapter conveys the importance of transparency regarding any personal relationships with students in the classes that GTAs assist. Such relationships may represent a conflict of interest, and GTAs must inform department faculty about them. Resources available for supporting students needing help with mental health or other challenges include Auburn Cares, where GTAs can report concerns about students they observe struggling. Furthermore, referrals for academic assistance can be made to Engineering Student Services for tutoring resources, and students can also be directed to the Miller Writing Center for writing support.

Understanding student policies is crucial, and GTAs should familiarize themselves with the student policy e-handbook to navigate various academic and conduct policies applicable to their roles.

Chapter 3: Other Department Standards

In this chapter, the specific standards for homework formats are discussed, stating that each department has its established policies. GTAs are responsible for ensuring homework assignments adhere to these formats and for maintaining academic integrity by identifying potential cases of plagiarism. Should plagiarism be suspected, GTAs should consult their faculty members to address these concerns appropriately. Resources for technical writing and academic policies are also outlined, with linked information available for GTAs to access.

Performance evaluations of GTAs conducted by faculty happen several times throughout the semester, with possible repercussions for poor performance, including written warnings, stipend reductions, and action plans as determined by the graduate program committee. This ensures accountability and a pathway for professional development.

Chapter 4: Provide The GTA

The expectations placed upon GTAs regarding their performance and relationship with their faculty member are elaborated. Faculty members are responsible for providing clear expectations at the semester’s outset and treating GTAs with respect. GTAs must track their hours autonomously, and any significant deviation from the 20-hour expectation needs to be reported. The importance of timely communication with faculty regarding any issues is emphasized, with a strong recommendation against allowing problems to persist without intervention. Ensuring students have a positive experience is underscored, as GTAs should strive to provide the kind of support they valued as students.

Recognition for outstanding performance is also available, with faculty able to nominate exemplary GTAs for awards at semester's end, fostering motivation and a standard of excellence within their roles.

Chapter 5: Upload The Faculty

The necessity for GTAs to upload faculty expectations into the Canvas system is a new practice outlined in this chapter. A deadline for this submission has been specified, emphasizing the importance of adhering to these timelines. Additionally, the chapter reiterates the importance of communication, advising GTAs to raise any concerns or questions promptly with faculty members to facilitate efficient problem-solving.

Chapter 6: Conclusion

The concluding chapter reiterates the importance of open dialogue about any issues faced by GTAs. Emphasis is placed on the necessity for GTAs to communicate these matters to department coordinators to ensure a supportive environment for both the GTAs and the students they serve. The chapter culminates with a collective encouragement to maintain open lines of communication, emphasizing that problems cannot be addressed effectively if they remain unreported.