Print PageGraduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, administrators, and even GTAs themselves. Even when faculty and GTAs teach the same courses, they often teach different parts of the courses (e.g. laboratories versus lecture), which may influence how students perceive their instruction. This study explores undergraduate perception of classroom instruction by GTAs and faculty to identify factors unique to each type of instructor, versus the type of classes they teach. The sample population consisted of 184 major and non-major students attending 16 different general biology classes (lecture and laboratory) at a large southern university. Data collection was via an online survey composed of subscales from two validated instruments: the College and University Classroom Environment Inventory (CUCEI) and the Questionnaire of Teacher Interaction (QTI). Random sub-sets of students answered the same questions for scenarios of: a professor teaching a discussion class, a professor teaching a lab class, a GTA teaching a discussion class, and a GTA teaching a lab class. Students were asked to focus on generic and not specific faculty members or GTAs when answering the questions. All students then responded to the same open-ended question: If the same class was taught by a Professor versus a Graduate Teaching Assistant, how do you think the classes would be different? Student responses among scenarios were compared using Analysis of Variance and significant (p < 0.05) differences between the GTA and faculty scenarios, regardless of class type, were identified as “instructor variables”. For the open-ended question, two researchers independently read and organized the responses into themes and then compared and discussed them until both were in agreement.
Results/Conclusions
Quantitative and qualitative results indicated that although some student perceptions are based on the type of class, many instructional perceptions are specific to the title of “Professor” or “GTA”. For example, faculty are perceived as being structured, confident, in control, organized, experienced, knowledgeable, distant, formal, strict, serious, hard, boring, out of touch, and respected. Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid back, engaging, interactive, relatable, understanding, and able to personalize teaching. Overall, undergraduates seem to perceive faculty as having more knowledge and authority over the curriculum and content, but enjoy the instructional style of GTAs. The results of this study will be used to make recommendations for GTA training programs at higher education institutions.
