TeachingAssistants’ExperiencesandTraining
Findings of the 2011 Graduate Student Survey, UCSC
Anna Sher, PhD
Institutional Research Analyst
asher@ucsc.edu
Institutional Research & Policy Studies
UC Santa Cruz
July 2012
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
TABLE OF CONTENTS
Background
Executive Summary
Results
1. Formal instruction, supervision, and informal support of TAs by faculty
2. TA training for creating respectful classroom environment: an overview
3. TA training by graduate programs
4. Resources for teaching students of diverse backgrounds and abilities
5. Value of teaching experience
6. Differences in students’ TA experience by race/ethnicity
7. Gender differences in students’ TA experience within academic divisions
Appendix
Tables on TA preparation in each division show results by program and then by gender
Survey Questions on TA training and experiences
2
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Background
The Division of Graduate Studies and Institutional Research & Policy Studies have conducted a
biennial survey of graduate students since 2004. The survey collects comprehensive data on
student satisfaction with various aspects of their graduate studies including curriculum, faculty
teaching and mentorship, availability and quality of resources, TA training, and climate in the
department. Program-specific results of this survey are provided to departments for self-study
and external program review.
In 2011 the Graduate Student Survey was part of the UCSC Diversity and Community Building
Study. Graduate students employed as Teaching Assistants at least once during their graduate
studies at UCSC were asked to evaluate TA training provided by their program, both its overall
quality and training specifically for teaching diverse student population and maintaining
respectful classroom environment. The survey questions for TAs and the present report on the
findings were prepared at the request of the Graduate Student Subcommittee of the Advisory
Council on Campus Climate, Culture, and Inclusion (ACCCCI) that met during the 2010/11 and
2011/12 academic years.
Conducted online in May 5th - June 30, 2011, the Graduate Student Survey yielded a 51 percent
response rate.
Executive Summary

A majority (80%) of PhD respondents across the academic divisions received formal
instruction in teaching prior to their first TA assignment.

Of those TAs who received formal instruction, about 60 percent were satisfied with its
overall quality in three divisions (Humanities, Social Sciences and PBSci) and 84 percent –
in the School of Engineering.

Across divisions, virtually every TA (97%) received support and guidance from the faculty
they worked with as a TA, and the majority (82%) were satisfied with its quality.

There is a demand for more training and resources for maintaining respectful classroom
environment across the academic divisions. About 50 percent of respondents wanted to have
more preparation for dealing with challenges to their authority and expertise, offensive
remarks, and conflict in the classroom (the top three areas of concern). More than a third
(38%) of respondents indicated that their programs did not adequately prepare TAs for
dealing with academic dishonesty and cheating.

There is a demand for training in effective teaching of undergraduate students of
different backgrounds and abilities. Forty four percent said that their programs did not
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
provide sufficient resources or “best practices” for teaching diverse students. A third of TAs
said that they need more information about resources and campus services for undergraduates
who seek academic and other assistance.

Significant gender differences were found in student views on how adequately their
program prepared TAs for various aspects of teaching diverse student populations. About 60
percent of women in the Humanities, PBSci, and Social Sciences indicated that TAs needed
more training on how to maintain respectful classroom environment (i.e., how to respond to
insensitive or offensive remarks/questions, deal with students who challenge their authority,
and negotiate conflict in their classes). In contrast, about 36 percent of men felt that TAs
needed more training in this area.

Regarding TAs’ relationship with faculty members, 43 percent indicated that their programs
did not provide enough information about who to contact in conflictual situations involving a
faculty member.

Student evaluation of the quality of TA training and resources varied significantly across the
programs. In noting the differences in student satisfaction with TA training among the
programs and divisions, it is important to consider that in some fields TAs may have more
challenging classroom environment than in others. Relatively high levels of student
satisfaction with TA training indicate that some programs have met the needs of their
graduate students while relatively low levels in other programs indicate that their TAs may
be more likely to deal with challenging classroom situations and need more training in these
areas.

At least one program in every division received a relatively high evaluation of TA
preparation overall and specifically for teaching diverse students and maintain respectful
classroom environment. These programs were Linguistics in the Humanities, Mathematics in
PBSci, and Economics in the Social Sciences.

Of the four academic divisions, the School of Engineering received a higher evaluation of the
overall quality of TA training but there were some notable differences among the programs
in the proportion of students receiving formal training prior to first TA assignment and
formal supervision of their TA work by faculty member.

There were no significant differences among students with different racial/ethnic
backgrounds in their TA training and experiences.

Virtually every student who was a TA reported gaining valuable teaching experience.
Compared to men, women were significantly more likely to report that TA-ship helped them
get to know faculty and establish a good working relationship with them.
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Results
Formal instruction, supervision, and informal support by faculty
First, students evaluated their graduate program’s efforts to provide TAs with training via the
following venues:

formal instruction in teaching prior to their first TA assignment,

formal supervision and evaluation by the program faculty,

support and guidance from faculty members for whom one worked as a TA.
As Table 1 shows, 81 percent of all PhD respondents who worked as TAs received formal
instruction in teaching prior to their first TA assignment (this percentage ranged from 78% in
SOE to 86% in Social Sciences). Also 81 percent reported that a program faculty formally
supervised and evaluated their work as a TA (this ranged from 76% in PBSci to 88% in SOE).
Virtually every student (97%) reported receiving support and guidance from the faculty they
worked with as a TA.
Table 1 shows that of all doctoral students who worked as TAs, 53 percent were satisfied
with the quality of formal instruction, 63 percent – with formal supervision, and 79 percent –
with support and guidance. The level of satisfaction with the quality of formal instruction,
supervision, and support varied across the academic divisions (see also Figure 1 next page).
Table 1. Formal instruction, supervision, and informal support for TAs by Division1
formal instruction in teaching
you received prior to your
first TA assignment
formal supervision and
evaluation of your work as a
TA by the program faculty
support and guidance from
faculty members for whom
you worked as a TA
satisfied
52%
49%
66%
50%
All PhD
students
53%
dissatisfied
30%
37%
12%
30%
28%
didn't receive any
18%
14%
22%
21%
19%
satisfied
61%
61%
80%
56%
63%
dissatisfied
20%
22%
8%
20%
18%
Humanities
Soc Sci
SOE
PBSci
didn't receive any
19%
17%
12%
24%
19%
satisfied
85%
75%
90%
74%
79%
dissatisfied
10%
21%
10%
22%
18%
didn't receive any
5%
4%
0%
4%
3%
67
130
81
164
450
Total N of PhD respondents
1
The Arts Division had only 8 doctoral student respondents with TA experience. They were included in the last
column for all PhD students.
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Figure 1 shows a proportion of students among those who received formal instruction,
supervision or support (depending on the question).2 The quality of formal instruction in teaching
was rated lower than the quality of formal supervision and informal support/guidance across all
divisions. About 60 percent of students in three divisions (Humanities, Social Sciences, and
PBSci) were satisfied with the quality of formal instruction they received prior to their first
assignment. About three quarters of students in Humanities, Social Sciences and PBSci were
satisfied with formal supervision. Informal support and guidance satisfied 77-78 percent in
Social Sciences and PBSci, and 89 percent of Humanities students. Of the four divisions, SOE
had the highest proportion of students satisfied with the quality of formal instruction (84%),
formal supervision (92%) and informal guidance (91%).
Figure 1.
2
Tables in Appendix report for each academic division a percentage of satisfied among those students who received
instruction/ supervision/support.
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
TA training for creating respectful classroom environment
Students were then asked to evaluate the extent to which their program provided TAs with
resources and preparation for effective teaching of diverse student populations and for creating
respectful classroom environment. Table 2 shows that about 50 percent of respondents wanted
to have more preparation for dealing with challenges to their authority and expertise, offensive
remarks, and conflict in the classroom (the top three areas of concern based on the survey).
Table 2. Areas where TAs need more preparation, ranked by percent of “too little” effort by the program
Programs’ efforts to
Too little,
%
1
prepare TAs to deal with students who challenge their authority and/or
expertise
51%
2
prepare TAs to respond to insensitive or offensive remarks/questions in
their classes
50%
3
prepare TAs to negotiate conflict in their classes
48%
4
provide TAs with resources/"best practices" for teaching students of
diverse backgrounds and abilities
44%
5
inform TAs about who to contact if they have a conflict with a faculty
member
43%
6
prepare TAs for dealing with academic dishonesty/cheating in their
classes
38%
7
provide TAs with information about resources and campus services
for undergraduates seeking academic and other assistance
34%
8
inform TAs about what is expected of them (workload)
22%
The demand for more preparation of TAs for creating and maintaining more respectful
classroom environment (the top three items in Table 2) was very similar across the divisions. It
was somewhat higher in the Social Sciences Division (56-59% indicated “too little” effort)
compared to over 40 percent of SOE students who indicated that “too little” was being done in
these three areas.3
There is a great deal of interest among TAs in resources/“best practices” for teaching
students of diverse backgrounds and abilities (44% said they received “too little” of such
resources). Moreover, 34 percent said that TAs should have more information about resources
and campus services for undergraduates who seek academic and other assistance.
3
See Appendix for percentages by division, program, and gender.
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Dealing with academic dishonesty and cheating can be very stressful and time-consuming
for TAs. It is concerning that 38 percent of respondents indicated that their programs did not
adequately prepare TAs for dealing with student cheating.
Regarding TAs’ relationship with faculty members, 43 percent indicated that their
programs provided “too little” information about who to contact in conflictual situations
involving a faculty member. At the same time, 78 percent of students said that their program
provided sufficient information about what was expected of TAs (workload).
TA training by graduate programs
The survey shows that the graduate programs within each division provided different TA training
in classroom management and effective teaching of diverse student populations. In noting the
differences among the programs and divisions, it is important to consider that in some fields TAs
may have a more challenging classroom environment than in others. The survey measured the
extent to which the TA training and resources provided by the program met their TAs’ needs.
Thus the focus of the analysis is two-fold: (1) to identify the fields (programs) where TAs were
more likely to be challenged and needed more training, and (2) to identify programs that have
developed TA training that meets the needs of their TAs in some or all of the aforementioned
areas.
The analysis below is organized by the academic division and first examines the
differences in training for maintaining respectful classroom environment. The next subsection
looks at the differences between programs in preparing TAs for effective teaching of diverse
student populations.
We compared the programs’ TA training to maintain a more respectful classroom
environment based on three questions about TA preparation to (1) deal with students who
challenge TA’s authority and expertise, (2) respond to insensitive and offensive
remarks/questions, and (3) deal with academic dishonesty and cheating. We found that in many
programs these three aspects of TA training received very similar evaluations.
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
In the PBSci Division, Mathematics students were most satisfied with their training while
students in Astronomy & Astrophysics were least satisfied. Figure 2 shows that while a minority
of Mathematics students (11%) felt that the program did not sufficiently prepare TAs, a majority
of Astronomy & Astrophysics, EE Biology, and MCD Biology students indicated that their
program made “too little” effort to prepare them to deal with classroom climate and cheating. A
particularly high proportion of Astronomy & Astrophysics (77%) and EE Biology (67%)
respondents reported insufficient TA training regarding students’ cheating and academic
dishonesty.
Figure 2. TA training in the Physical & Bio Sciences Division by program
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
There were small differences between the programs in the School of Engineering.
Computer Engineering and Computer Science students were more likely to feel insufficiently
prepared to deal with students who challenged their authority and to respond to insensitive and
offensive remarks and questions in the classroom.
Figure 3. TA training in SOE by program
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
In the Division of Social Sciences, students in the Economics program felt better
prepared compared to students in Sociology, Psychology, and Politics. A minority of Economics
respondents (25-30%) felt the program did not do enough to prepare students for dealing with
classroom environment. A majority of Sociology, Psychology, and Politics students felt that the
preparation was not sufficient. A particularly high proportion of Psychology (68%) and Politics
(67%) respondents reported insufficient TA training regarding students’ cheating and academic
dishonesty.
Figure 4. TA training in the Social Sciences Division by program
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
In the Humanities Division, students in the Linguistics program felt better prepared than students
in History and History of Consciousness. A minority of Linguistics respondents (25-33%) felt
that their program did not do enough to prepare students for maintaining more respectful
classroom environment. All Linguistics students felt that their program adequately prepared them
to deal with academic dishonesty and cheating.
Over 60 percent of History and History of Consciousness students felt that the preparation for
handling difficult students was not sufficient. A particularly high proportion of History students
(73%) reported insufficient TA training regarding students’ cheating and academic dishonesty.
Figure 5. TA training in the Humanities Division by program 12
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Resources for teaching students of diverse backgrounds and abilities
Students were asked about whether their program provided two kinds of information
(“resources”). One referred to “best practices” of effective teaching and another – to resources
and campus services for undergraduates seeking academic and other assistance.
In the PBSci Division, Math, Ocean Sciences, and Earth Sciences departments provided
all (in Math) or the majority of their TAs with the resources they needed to teach diverse
students (Figure 6). In contrast, the majority of students in MCD and EE Biology indicated that
their programs did not provide sufficient resources and information.
Figure 6. Resources for TAs in the PBSci programs
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
In SOE, all Statistics & Applied Math respondents received adequate information about
resources and services for undergraduates but a quarter of them thought that more information on
the best practices is needed. About a third of students in Electrical Engineering, Computer
Science, and Computer Engineering said that their programs provided “too little” information
about resources and services for undergraduate students seeking academic and other assistance
(Figure 7).
Figure 7. Resources for TAs in SOE programs
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
In the Social Sciences Division, 88 percent of students in Politics, 76 percent in
Psychology, and 56 percent on Sociology indicated a greater need for information on the best
practices (Figure 8). About half of respondents in Politics and Sociology said that the program
did not provide sufficient information about resources and services for undergraduate students
who seek academic and other assistance. The majority of students in Economics were satisfied
with the information about the best practices and resources and services they received in their
program.
Figure 8. Resources for TAs in Social Sciences
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
In the Humanities Division, Linguistics students were satisfied with the information
about the best practices and resources and services they received in their program (Figure 9). The
majority of respondents in Literature, History, and History of Consciousness indicated a greater
need for information on the best practices. Over a third of Philosophy students and over two
thirds of History and History of Consciousness students said that their program did not provide
sufficient information about resources and services for undergraduate students who seek
academic and other assistance.
Figure 9. Resources for TAs in Humanities
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
To compare the programs across the academic divisions, we hierarchically arranged the
programs based on the proportion of students who were satisfied with their program’s provision
of information about students’ services (their program provided “about right” or “too much”
resources for TAs). Table 3 summarizes these results. It shows that while there were small
differences among the divisions (the first row), student satisfaction with the program’s provision
of information and TAs’ need for such information depended on the program. For example, in
four graduate programs only a third or fewer students received adequate information (MCD, EE
Biology, History, and History of Consciousness. At the same time, ten graduate programs
(marked yellow) provided the majority (75% or more) of their students with adequate
information.
Table 3. Percent of respondents who indicated that their program provided TAs with adequate
information and resources for students seeking academic and other assistance.
Division
Percent
0-33%
34-49%
PBSci (61%)
SOE (71%)
Humanities
(67%)
MCD Biology
(29%)
History (27%)
EE Biology (33%)
Hist. of Consc.
(33%)
Astronomy (46%)
Politics (44%)
Physics (54%)
Sociology
(50%)
Electrical Eng
(64%)
Psychology
(60%)
Computer Sci
(67%)
Education
(63%)
Computer Eng
(68%)
50-74%
75-100%
Social Sciences
(67%)
Chemistry (81%)
Anthropology
(80%)
Earth Sciences
(87%)
Env. Studies
(81%)
Ocean Sciences
(92%)
Economics
(90%)
Math (100%)
Philosophy
(64%)
Literature (79%)
Stats & App
Math (100%)
Linguistics
(100%)
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Value of teaching experience
Students were almost unanimous that their TA assignment(s) provided them with valuable
teaching experience (94% of respondents across all divisions). A majority were able to get to
know faculty and establish good working relationships with them during their work as a TA.
Humanities students were more likely than PBSci students to get to know faculty and establish
good working relationships.4
Table 4. Percent of students who agreed that TAship was a valuable teaching experience by Division
Humanities
provided you with valuable
teaching experience
Social
Sciences
School of
Engineering
Physical &
Bio Sci
All PhD
respondents
99%
91%
96%
93%
94%
96%
88%
83%
78%
84%
91%
78%
83%
75%
80%
helped you get to know faculty
helped you establish a good
working relationship with a
faculty member(s)
4
There were statistically significant differences between these two divisions in student responses to the two items,
“helped you get to know faculty (p<.01) and “establish a good working relationship” (p<.05) based on comparisons
of column proportions.
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Differences in students’ TA experience by race/ethnicity
We compared three groups of domestic students: underrepresented minority students, Asian
American (non-Hispanic), and White (non-Hispanic). We found no statistically significant
differences in their evaluations of TA training and experiences.5
We also found no statistically significant differences between domestic and foreign students
except in one aspect of TA training. Foreign students (of all racial and ethnic backgrounds) were
two times less likely to feel that their program inadequately prepared them to deal with academic
dishonesty and cheating in their classes.
Gender differences in students’ experiences within each academic division
We compared women’s and men’s experiences and found a number of statistically significant
differences in their views on how adequately their program prepares their TAs for various
aspects of teaching.
Formal instruction, supervision, and informal support by faculty
Overall, about 80 percent of men and women received formal training prior to their first TA
assignment. There were no gender differences in receiving formal instruction prior to TAing
except for PBSci Division where 26 percent of women and 14 percent of men did not receive
formal instruction (a statistically significant difference at p<.05, see tables in Appendix).
Among students who received formal training prior to TA-ing, 71 percent of men and 60 percent
of women were satisfied with its quality (a statistically significant difference, p<.05). This
gender difference was most notable in the Humanities Division where 81 percent of men and 53
percent of women were satisfied with the quality of initial TA instruction (p<.05).6 In SOE,
where student satisfaction with the initial TA training was the highest of all divisions and the
proportion of women was the lowest7, the quality of formal instruction offered prior to first TA
class satisfied almost all women (95%) and 79 percent of men.
When asked about formal supervision and evaluation of TA’s work by program faculty, 23
percent of women and 14 percent of men said that they were not formally supervised and
5
Data tables are available upon request.
Women constituted 58% of respondents who evaluated TA training in the Humanities. 7
Women constituted 35% of respondents who evaluated TA training in SOE.
6
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Report on TA training and experiences
2011 Graduate Student Survey, UCSC
evaluated by program faculty. This gender difference was found significant (p<.05) among all
graduate students but was not specific to any division.
Among TAs who were supervised, women were less satisfied with formal supervision of TAs
than men (70% of women and 85% of men were satisfied, p<.001). This gender difference was
particularly pronounced in the Humanities where 61 percent of women and 92 percent of men
were satisfied with the quality of formal evaluation of TA’s work (p<.01). In SOE women
appeared to be somewhat more satisfied than men (but the gender difference was not statistically
significant (at p<.05).
Almost every doctoral student received informal support and guidance as a TA. Within each
academic division and overall, no gender differences were found in student satisfaction with the
quality of support provided by faculty.
TA training for creating respectful classroom environment
A majority (about 60%) of women indicated that TAs needed more training on how to maintain
respectful classroom environment (i.e., how to respond to insensitive or offensive
remarks/questions, deal with students who challenge their authority, and negotiate conflict in
their classes). In contrast, about 36 percent of men felt that TAs needed more training in this
area. The statistically significant gender differences in this area were found in the Humanities,
PBSci, and Social Sciences. In SOE, where women were more satisfied with the overall TA
training, they were not significantly different from men in their assessment of the program’s
efforts: about 40 percent of both men and women felt TAs needed more training.
Moreover, significant differences between men and women were found in their assessment of
TA training to deal with academic dishonesty: 45 percent of women and 30 percent of men found
it inadequate across divisions (this difference was statistically significant in the Humanities).
Value of teaching experience
Virtually every student who was a TA reported gaining valuable teaching experience. Compared
to men, women were significantly more likely to report that TA-ing helped them get to know
faculty and establish a good working relationship with them (p<.01). For example, in PBSci 81
percent of women compared to 68 percent of men were able to establish a good working
relationship with faculty (p<. 05). We found a similarly significant difference between men and
women in the Social Sciences.
20
APPENDIX
HUMANITIES
2011 Graduate Student Survey
History of
Consc.
History
Response rates for PhD students
43%
48%
Linguistics
Literature
61%
46%
Philosophy
73%
TAs Preparation and Experience
0%
History of
Consc.
0%
23%
4%
0%
0%
0%
8%
4%
8%
4%
9%
17%
23%
14%
23%
17%
91%
83%
46%
79%
69%
74%
11
12
13
28
13
78
History
For how many courses have you 0
worked as a Teaching Assistant 1-2
(including this quarter) during
3-4
your graduate studies at UCSC?
5 or more
Total N
Linguistics
Literature
Philosophy
Total
5%
Referring to your TA experience at UCSC, indicate whether you are satisfied with the quality of
History of
Consc.
History
formal instruction in teaching
you received prior to your first
TA assignment?
formal supervision and
evaluation of your work as a TA
by the program faculty?
Did not receive
any instruction
36%
Satisfied
57%
30%
Dissatisfied
43%
70%
7
10
N received
instruction
Did not have
any supervision
Literature
9%
0%
Of those who received instruction:
Philosophy
Total
4%
54%
18%
100%
52%
83%
60%
0%
48%
17%
40%
10
25
6
58
19%
23%
18%
17%
0%
Of those who were supervised:
Satisfied
88%
40%
90%
71%
90%
75%
Dissatisfied
12%
60%
10%
29%
10%
25%
8
10
10
21
10
59
0%
8%
0%
0%
15%
4%
N supervised
support and guidance from
faculty members for whom you
worked as a TA?
27%
Linguistics
Did not receive
any support
Of those who received support:
Satisfied
Dissatisfied
N received
support
100%
73%
100%
81%
100%
85%
0%
27%
0%
19%
0%
11%
11
11
10
26
11
72
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
TA TRAINING: Evaluate your graduate program's efforts to...
History of
Consc.
History
provide TAs with resources/"best Too little
practices" for teaching students About right
of diverse backgrounds and
Too much
abilities?
Total N
provide TAs with
Too little
information about resources and
About right
campus services
for undergraduates seeking
academic and other assistance? Too much
Total N
prepare TAs for dealing with
Too little
academic dishonesty/cheating in About right
their classes?
Too much
Total N
prepare TAs to negotiate conflict Too little
in their classes?
About right
Too much
Total N
prepare TAs to deal with
students who challenge their
authority and/or expertise?
Philosophy
Total
73%
58%
10%
65%
38%
53%
27%
42%
90%
31%
62%
46%
0%
0%
0%
4%
0%
1%
11
12
10
26
13
72
73%
67%
0%
19%
38%
36%
27%
33%
100%
77%
62%
63%
0%
0%
0%
4%
0%
1%
11
12
10
26
13
72
73%
50%
0%
35%
23%
36%
27%
50%
100%
65%
77%
64%
0%
0%
0%
0%
0%
0%
11
12
10
26
13
72
73%
58%
10%
58%
38%
50%
27%
42%
90%
42%
62%
50%
0%
0%
0%
0%
0%
0%
11
12
10
26
13
72
64%
64%
30%
56%
46%
53%
About right
36%
36%
70%
44%
54%
47%
Too much
0%
0%
0%
0%
0%
0%
11
11
10
25
13
70
Too little
82%
75%
22%
65%
38%
59%
About right
18%
25%
78%
35%
62%
41%
Too much
0%
0%
0%
0%
0%
0%
11
12
9
26
13
71
Too little
30%
42%
10%
27%
0%
23%
About right
70%
58%
90%
73%
100%
77%
Too much
0%
0%
0%
0%
0%
0%
Total N
inform TAs about what is
expected of them (workload)?
Literature
Too little
Total N
prepare TAs to respond to
insensitive or offensive
remarks/questions in their
classes?
Linguistics
Total N
inform TAs about who to contact Too little
if they have a conflict with a
About right
faculty member?
Too much
Total N
10
12
10
26
13
71
73%
75%
10%
58%
46%
54%
18%
25%
90%
42%
54%
44%
9%
0%
0%
0%
0%
1%
11
12
10
26
13
72
22
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
TA experience at UCSC: The classes you worked for as a TA...
History of
Consc.
History
provided you with valuable
teaching experience
Agree
100%
100%
99%
0%
8%
0%
0%
0%
1%
11
12
10
26
13
72
91%
92%
70%
81%
85%
83%
9%
8%
30%
19%
15%
17%
11
12
10
26
13
72
100%
75%
100%
100%
92%
94%
0%
25%
0%
0%
8%
6%
11
12
10
26
13
72
100%
67%
100%
96%
85%
90%
0%
33%
0%
4%
15%
10%
11
12
10
26
13
72
Agree
73%
82%
0%
62%
54%
56%
Disagree
27%
18%
100%
38%
46%
44%
11
11
10
26
13
71
Disagree
Agree
Disagree
Agree
Total N
Agree
Disagree
Total N
were NOT your first choice
because of large workload
Total
100%
Disagree
helped you establish a good
working relationship with a
faculty member(s)
Philosophy
92%
Total N
helped you get to know faculty
Literature
100%
Total N
took up a lot of your time slowing
down your progress towards
degree
Linguistics
Total N
23
Social Sciences
2011 Graduate Student Survey
Anthropology
Response Rate by PhD Program
47%
Education
69%
Environ.
Studies
57%
Internat.
Economics
53%
Politics
Psychology
66%
51%
Sociology
50%
Total
Division
51%
TAs Preparation and Experience
Anthropology
For how many courses have you
worked as a Teaching Assistant
(including this quarter) during your
graduate studies at UCSC?
0
1-2
3-4
5 or more
Total
Education
Environ.
Studies
Internat.
Economics
Politics
Psychology
Sociology
Total
0%
27%
0%
22%
6%
0%
0%
9%
20%
45%
41%
26%
12%
40%
18%
30%
20%
14%
45%
22%
6%
8%
18%
19%
60%
14%
14%
30%
76%
52%
65%
41%
15
22
22
27
17
25
17
145
24
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Referring to your TA experience at UCSC, indicate whether you are satisfied with the quality of
Anthropology
formal instruction in teaching you
received prior to your first TA
assignment?
Did not receive
any
Environ.
Studies
Internat.
Economics
Politics
Psychology
Sociology
Total
7%
19%
23%
5%
19%
20%
0%
14%
Satisfied
60%
69%
50%
76%
25%
16%
59%
49%
Dissatisfied
33%
13%
27%
19%
56%
64%
41%
37%
15
16
22
21
16
25
17
132
Did not receive
any
13%
13%
5%
10%
25%
24%
29%
17%
Satisfied
67%
50%
82%
86%
44%
40%
53%
61%
Dissatisfied
20%
38%
14%
5%
31%
36%
18%
23%
15
16
22
21
16
25
17
132
7%
6%
5%
5%
0%
4%
0%
4%
67%
50%
82%
86%
94%
72%
67%
75%
27%
44%
14%
10%
6%
24%
33%
22%
15
16
22
21
16
25
15
130
Total N
formal supervision and evaluation
of your work as a TA by the
program faculty?
Education
Total N
support and guidance from faculty Did not receive
members for whom you worked as any
a TA?
Satisfied
Dissatisfied
Total N
(Based on the previous table) Of those who received formal instruction, supervision, and/or support:
Anthropology
Education
Environ.
Studies
Internat.
Economics
Politics
Psychology
Sociology
Total
formal instruction in teaching you
received prior to your first TA
assignment?
Satisfied
64%
85%
65%
80%
31%
20%
59%
57%
Dissatisfied
36%
15%
35%
20%
69%
80%
41%
43%
14
13
17
20
13
20
17
114
formal supervision and evaluation
of your work as a TA by the
program faculty?
Satisfied
77%
57%
86%
95%
58%
53%
75%
73%
Dissatisfied
23%
43%
14%
5%
42%
47%
25%
27%
13
14
21
19
12
19
12
110
71%
53%
86%
90%
94%
75%
67%
77%
29%
47%
14%
10%
6%
25%
33%
22%
14
15
21
20
16
24
15
125
Total N
Total N
support and guidance from faculty Satisfied
members for whom you worked as Dissatisfied
a TA?
Total N
25
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
TA TRAINING: Evaluate your graduate program's efforts to...
Anthropology
provide TAs with resources/"best
Too little
practices" for teaching students of About right
diverse backgrounds and abilities?
Too much
Education
Environ.
Studies
Internat.
Economics
Politics
Psychology
Sociology
Total
40%
31%
29%
20%
88%
76%
56%
49%
60%
69%
71%
80%
13%
24%
44%
51%
0%
0%
0%
0%
0%
0%
0%
0%
15
16
21
20
16
25
16
129
20%
38%
19%
10%
56%
40%
50%
33%
80%
63%
81%
85%
44%
60%
50%
67%
0%
0%
0%
5%
0%
0%
0%
1%
15
16
21
20
16
25
16
129
Too little
33%
25%
19%
25%
67%
68%
56%
42%
About right
67%
75%
81%
75%
33%
32%
44%
58%
Too much
0%
0%
0%
0%
0%
0%
0%
0%
15
16
21
20
15
25
16
128
47%
38%
38%
20%
73%
88%
88%
56%
53%
63%
62%
80%
27%
12%
13%
44%
15
16
21
20
15
25
16
128
prepare TAs to deal with students Too little
who challenge their authority and/or About right
expertise?
Total N
47%
40%
40%
30%
75%
84%
88%
58%
53%
60%
60%
70%
25%
16%
13%
42%
15
15
20
20
16
25
16
127
prepare TAs to respond to
Too little
insensitive or offensive
About right
remarks/questions in their classes?
Too much
53%
50%
43%
25%
69%
80%
94%
59%
47%
50%
57%
70%
31%
20%
6%
40%
0%
0%
0%
5%
0%
0%
0%
1%
15
16
21
20
16
25
16
129
Total N
provide TAs with information about Too little
resources and campus services
About right
for undergraduates seeking
academic and other assistance?
Too much
Total N
prepare TAs for dealing with
academic dishonesty/cheating in
their classes?
Total N
prepare TAs to negotiate conflict in Too little
their classes?
About right
Total N
Total N
26
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
TA TRAINING: Evaluate your graduate program's efforts to...
Anthropology
inform TAs about what is expected Too little
of them (workload)?
About right
Environ.
Studies
Internat.
Economics
Politics
Psychology
Sociology
Total
20%
50%
24%
5%
31%
36%
50%
30%
80%
50%
76%
85%
69%
64%
50%
68%
0%
0%
0%
10%
0%
0%
0%
2%
15
16
21
20
16
25
16
129
Too little
40%
56%
29%
15%
60%
60%
75%
47%
About right
60%
44%
71%
75%
40%
40%
25%
52%
15
16
21
20
15
25
16
128
Too much
Total N
inform TAs about who to contact if
they have a conflict with a faculty
member?
Education
Total N
TA experience at UCSC: The classes you worked for as a TA...
Anthropology
provided you with valuable teaching
experience
Agree
Disagree
Total N
took up a lot of your time slowing
down your progress towards
degree
helped you get to know faculty
were NOT your first choice
because of large workload
Environ.
Studies
Internat.
Economics
Politics
Psychology
Sociology
Total
100%
88%
86%
95%
100%
76%
100%
91%
0%
13%
14%
5%
0%
24%
0%
9%
15
16
22
21
16
25
16
131
Agree
80%
69%
64%
67%
88%
64%
94%
73%
Disagree
20%
31%
36%
33%
13%
36%
6%
27%
15
16
22
21
16
25
16
131
Agree
87%
80%
90%
76%
100%
84%
100%
88%
Disagree
13%
20%
10%
24%
0%
16%
0%
12%
15
15
21
21
16
25
16
129
Agree
87%
69%
86%
67%
81%
84%
69%
78%
Disagree
13%
31%
14%
33%
19%
16%
31%
22%
Total N
Total N
helped you establish a good
working relationship with a faculty
member(s)
Education
Total N
15
16
22
21
16
25
16
131
Agree
33%
44%
36%
38%
57%
48%
64%
45%
Disagree
67%
56%
64%
62%
43%
52%
36%
55%
15
16
22
21
14
25
14
127
Total N
27
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Physical and Biological Sciences
Astronomy &
Astrophys
Response rates for PhD programs
38%
Chemistry
48%
Earth
Sciences
60%
EE Biology
53%
Mathematics
41%
MCD
Biology
METX
82%
Ocean
Sciences
52%
52%
Physics
50%
TAs Preparation and Experience
Astronomy &
Astrophys
For how many courses have you 0
worked as a Teaching Assistant
(including this quarter) during your
1-2
graduate studies at UCSC?
3-4
5 or more
Total
Chemistry
Earth
Sciences
EE Biology
Mathematics
MCD
Biology
METX
Ocean
Sciences
Physics
Total
0%
3%
15%
11%
0%
50%
23%
13%
4%
11%
77%
22%
37%
22%
0%
40%
64%
47%
26%
37%
23%
34%
30%
48%
22%
10%
9%
20%
30%
27%
0%
41%
19%
19%
78%
0%
5%
20%
41%
24%
13
32
27
27
9
10
22
15
27
187
METX did not have a sufficient N of respondents with TA experience
28
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
Referring to your TA experience at UCSC, indicate whether you are satisfied with the quality of
Astronomy
and
Astrophys
formal instruction in teaching you Did not receive
received prior to your first TA
any
assignment?
Satisfied
Dissatisfied
Total N
formal supervision and evaluation Did not receive
of your work as a TA by the
any
program faculty?
Satisfied
Dissatisfied
Total N
support and guidance from faculty Did not receive
members for whom you worked
any
as a TA?
Satisfied
Dissatisfied
Total N
Chemistry
Earth
Sciences
EE Biology
Mathematics
Ocean
Sciences
MCD
Biology
Physics
38%
10%
0%
33%
0%
41%
0%
23%
55%
78%
25%
89%
12%
38%
35%
22%
42%
11%
47%
13
31
23
24
9
31%
6%
13%
38%
31%
61%
83%
38%
32%
4%
13
31
15%
Total
27%
21%
92%
46%
50%
8%
27%
30%
17
13
26
165
0%
47%
31%
19%
24%
33%
100%
29%
69%
62%
55%
29%
0%
24%
0%
19%
21%
23
24
8
17
13
26
164
0%
0%
8%
0%
6%
0%
4%
4%
62%
71%
87%
54%
100%
76%
85%
77%
74%
23%
29%
13%
38%
0%
18%
15%
19%
21%
13
31
23
24
8
17
13
26
164
(Based on the previous table) Of those who received formal instruction, supervision, and/or support:
Astronomy
and
Astrophys
Chemistry
Earth
Sciences
EE Biology
Mathematics
Ocean
Sciences
MCD
Biology
Physics
Total
formal instruction in teaching you Satisfied
received prior to your first TA
Dissatisfied
assignment?
Total N
38%
61%
78%
38%
89%
20%
92%
63%
63%
62%
39%
22%
63%
11%
80%
8%
37%
37%
8
28
23
16
9
10
13
19
131
formal supervision and evaluation Satisfied
of your work as a TA by the
Dissatisfied
program faculty?
Total N
44%
66%
95%
53%
100%
56%
100%
76%
73%
56%
34%
5%
47%
0%
44%
0%
24%
27%
9
29
20
15
8
9
9
21
125
support and guidance from faculty Satisfied
members for whom you worked
Dissatisfied
as a TA?
Total N
73%
71%
87%
59%
100%
81%
85%
80%
78%
27%
29%
13%
41%
0%
19%
15%
20%
22%
11
31
23
22
8
16
13
25
157
29
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
TA TRAINING: Evaluate your graduate program's efforts to...
Astronomy
and
Astrophys
provide TAs with resources/"best Too little
practices" for teaching students of
About right
diverse backgrounds and
Too much
abilities?
Total N
provide TAs with
information about resources and
campus services
for undergraduates seeking
academic and other assistance?
Mathematics
MCD
Biology
Ocean
Sciences
Physics
Total
54%
45%
26%
63%
0%
65%
23%
33%
42%
46%
55%
74%
33%
67%
35%
77%
63%
55%
0%
0%
0%
4%
33%
0%
0%
4%
3%
31
23
24
9
17
13
24
163
54%
19%
13%
67%
0%
71%
8%
46%
38%
About right
46%
81%
74%
33%
100%
29%
92%
54%
61%
Too much
0%
0%
13%
0%
0%
0%
0%
0%
2%
13
31
23
24
9
17
13
26
165
Too little
77%
45%
17%
67%
11%
41%
23%
42%
42%
About right
23%
55%
78%
33%
89%
59%
77%
58%
57%
Too much
0%
0%
4%
0%
0%
0%
0%
0%
1%
13
31
23
24
9
17
13
26
165
Too little
85%
32%
39%
63%
11%
71%
23%
42%
47%
About right
15%
68%
61%
38%
78%
29%
77%
58%
52%
Too much
0%
0%
0%
0%
11%
0%
0%
0%
1%
13
31
23
24
9
17
13
24
162
85%
52%
32%
71%
11%
65%
23%
38%
49%
15%
48%
64%
29%
89%
35%
77%
63%
50%
0%
0%
5%
0%
0%
0%
0%
0%
1%
13
31
22
24
9
17
13
24
162
Too little
83%
35%
30%
67%
11%
71%
23%
32%
44%
About right
17%
65%
70%
33%
78%
29%
77%
68%
55%
Too much
0%
0%
0%
0%
11%
0%
0%
0%
1%
12
31
23
24
9
17
13
25
163
Total N
prepare TAs to deal with students Too little
who challenge their authority
About right
and/or expertise?
Too much
Total N
prepare TAs to respond to
insensitive or offensive
remarks/questions in their
classes?
EE Biology
13
Total N
prepare TAs to negotiate conflict
in their classes?
Earth
Sciences
Too little
Total N
prepare TAs for dealing with
academic dishonesty/cheating in
their classes?
Chemistry
Total N
30
Report on TA training and experiences
2011 Graduate Student Survey, UCSC
TA TRAINING: Evaluate your graduate program's efforts to...
Astronomy
and
Astrophys
inform TAs about what is
expected of them (workload)?
Chemistry
Earth
Sciences
EE Biology
Mathematics
MCD
Biology
Ocean
Sciences
Physics
Total
Too little
31%
23%
9%
33%
0%
18%
8%
15%
19%
About right
69%
77%
83%
67%
100%
82%
92%
81%
79%
Too much
0%
0%
9%
0%
0%
0%
0%
4%
2%
13
31
23
24
9
17
13
26
164
46%
33%
30%
57%
11%
53%
31%
40%
40%
54%
67%
65%
43%
89%
47%
69%
60%
60%
0%
0%
4%
0%
0%
0%
0%
0%
1%
13
30
23
23
9
17
13
25
162
Total N
inform TAs about who to contact if Too little
they have a conflict with a faculty
About right
member?
Too much
Total N
TA experience at UCSC: The classes you worked for as a TA...
Astronomy
and
Astrophys
provided you with valuable
teaching experience
Chemistry
Earth
Sciences
EE Biology
Mathematics
MCD
Biology
Ocean
Sciences
Physics
Total
Agree
85%
94%
96%
92%
100%
94%
100%
92%
Disagree
15%
6%
4%
8%
0%
6%
0%
8%
7%
13
31
23
24
9
17
13
26
165
took up a lot of your time slowing Agree
down your progress towards
Disagree
degree
Total N
54%
77%
83%
96%
44%
88%
77%
69%
76%
46%
23%
17%
4%
56%
12%
23%
31%
24%
13
31
23
24
9
17
13
26
165
helped you get to know faculty
Agree
85%
77%
83%
92%
89%
65%
69%
69%
78%
Disagree
15%
23%
17%
8%
11%
35%
31%
31%
22%
13
31
23
24
9
17
13
26
165
helped you establish a good
Agree
working relationship with a faculty Disagree
member(s)
Total N
69%
71%
91%
88%
89%
75%
62%
64%
75%
31%
29%
9%
13%
11%
25%
38%
36%
25%
13
31
22
24
9
16
13
25
162
were NOT your first choice
because of large workload
Agree
15%
55%
43%
42%
33%
53%
38%
54%
46%
Disagree
85%
45%
57%
58%
67%
47%
62%
46%
54%
13
31
23
24
9
15
13
26
163
Total N
Total N
Total N
93%
31
School of Engineering
2011 Graduate Student Survey
Computer
Engineering
Response Rates of PhD students
57%
Computer
Science
54%
Electrical
Engineering
39%
Statistics &
Applied Math
Total Division
44%
49%
TAs Preparation and Experience
Computer
Engineering
For how many courses have you worked 0
as a Teaching Assistant (including this
quarter) during your graduate studies at 1-2
UCSC?
3-4
5 or more
Total
Computer
Science
Electrical
Engineering
Statistics &
Applied Math
Total
17%
29%
45%
7%
27%
50%
37%
41%
36%
41%
13%
17%
5%
21%
15%
21%
17%
9%
36%
17%
24
41
22
14
109
Note: We do no report the results for Bioinformatics because the program did not have enough respondents with TA
experience (less than 7)
32
Referring to your TA experience at UCSC, indicate whether you are satisfied with the quality of
Computer
Engineering
formal instruction in teaching you
received prior to your first TA
assignment?
Electrical
Engineering
Statistics &
Applied Math
Total
Did not receive
any
0%
21%
58%
23%
22%
Satisfied
79%
64%
42%
77%
67%
Dissatisfied
21%
14%
0%
0%
12%
19
28
12
13
78
5%
7%
36%
15%
13%
89%
86%
64%
77%
81%
5%
7%
0%
8%
6%
Total N
formal supervision and evaluation of your Did not receive
work as a TA by the program faculty?
any
Satisfied
Dissatisfied
Total N
support and guidance from faculty
members for whom you worked as a
TA?
Computer
Science
19
28
11
13
77
Did not receive
any
0%
0%
0%
0%
0%
Satisfied
89%
93%
92%
83%
91%
Dissatisfied
11%
7%
8%
17%
9%
19
28
12
12
77
Total N
(Based on the previous table) Of those who received formal instruction, supervision and/or support:
Computer
Engineering
formal instruction in teaching you
received prior to your first TA
assignment?
formal supervision and evaluation of your
work as a TA by the program faculty?
Satisfied
79%
82%
Dissatisfied
21%
18%
19
Electrical
Engineering
Statistics &
Applied Math
Total
100%
100%
22
5
10
64
94%
92%
100%
91%
92%
6%
8%
9%
8%
18
26
7
11
71
Satisfied
89%
93%
92%
83%
91%
Dissatisfied
11%
7%
8%
17%
9%
19
28
12
12
77
Total N
Satisfied
Dissatisfied
Total N
support and guidance from faculty
members for whom you worked as a
TA?
Computer
Science
Total N
84%
16%
33
TA TRAINING: Evaluate your graduate program's efforts to...
Computer
Engineering
provide TAs with resources/"best
practices" for teaching students of
diverse backgrounds and abilities?
prepare TAs for dealing with academic
dishonesty/cheating in their classes?
39%
17%
23%
34%
61%
57%
67%
69%
61%
Too much
0%
4%
17%
8%
5%
18
28
12
13
77
Too little
32%
33%
36%
0%
29%
About right
68%
67%
55%
92%
68%
Too much
0%
0%
9%
8%
3%
19
27
11
13
76
Too little
32%
29%
25%
23%
27%
About right
63%
71%
75%
77%
72%
Too much
5%
0%
0%
0%
1%
19
28
12
13
78
42%
41%
33%
23%
38%
58%
59%
58%
69%
60%
0%
0%
8%
8%
3%
19
27
12
13
77
Too little
47%
48%
25%
38%
43%
About right
53%
52%
67%
54%
55%
Too much
0%
0%
8%
8%
3%
19
27
12
13
77
53%
36%
33%
31%
41%
47%
61%
58%
69%
56%
0%
4%
8%
0%
3%
19
28
12
13
78
Too little
11%
14%
25%
8%
14%
About right
89%
82%
67%
85%
82%
Too much
0%
4%
8%
8%
4%
19
28
12
13
78
Too little
53%
38%
33%
38%
39%
About right
47%
62%
58%
62%
59%
Too much
0%
0%
8%
0%
1%
19
26
12
13
76
Total N
Too much
Total N
Total N
prepare TAs to respond to insensitive or Too little
offensive remarks/questions in their
About right
classes?
Too much
Total N
Total N
inform TAs about who to contact if they
have a conflict with a faculty member?
Total
39%
prepare TAs to negotiate conflict in their Too little
classes?
About right
inform TAs about what is expected of
them (workload)?
Statistics &
Applied Math
About right
Total N
prepare TAs to deal with students who
challenge their authority and/or
expertise?
Electrical
Engineering
Too little
Total N
provide TAs with information about
resources and campus services
for undergraduates seeking academic
and other assistance?
Computer
Science
Total N
34
TA experience at UCSC: The classes you worked for as a TA...
Computer
Engineering
provided you with valuable teaching
experience
Agree
100%
85%
96%
0%
0%
15%
4%
19
28
12
13
78
Agree
79%
86%
58%
38%
69%
Disagree
21%
14%
42%
62%
31%
19
28
12
13
78
Agree
84%
86%
83%
85%
83%
Disagree
16%
14%
17%
15%
17%
19
28
12
13
78
Agree
79%
89%
82%
77%
83%
Disagree
21%
11%
18%
23%
17%
19
28
11
13
77
Agree
26%
57%
50%
23%
41%
Disagree
74%
43%
50%
77%
59%
19
28
12
13
78
Total N
were NOT your first choice because
of large workload
Total
100%
Total N
helped you establish a good working
relationship with a faculty member(s)
Statistics &
Applied Math
5%
Total N
helped you get to know faculty
Electrical
Engineering
95%
Disagree
Total N
took up a lot of your time slowing down
your progress towards degree
Computer
Science
Total N
35
By GENDER
GSS 2011
Physical and Biological Sciences
TAs: Training and Experiences
For how many courses have you
worked as a Teaching Assistant
(including this quarter) during your
graduate studies at UCSC?
Women
16%
0
Men
6%
1-2
39%
36%
3-4
25%
30%
5 or more
20%
28%
103
83
Total
Referring to your TA experience at UCSC, indicate whether you are satisfied with the quality of
Women
formal instruction in teaching you
received prior to your first TA
assignment?
26%
14%
Of those who received instruction:
21%
Satisfied
59%
65%
62%
Dissatisfied
41%
35%
38%
64
66
130
27%
21%
Of those who were supervised
24%
Satisfied
68%
77%
73%
Dissatisfied
32%
23%
27%
63
61
124
5%
4%
Of those who were supported:
4%
Satisfied
73%
84%
78%
Dissatisfied
27%
16%
22%
82
74
156
Did not receive any
N of supervised
support and guidance from faculty
members for whom you worked as a
TA?
Total PBSci
Did not receive any
N of received
instruction
formal supervision and evaluation of
your work as a TA by the program
faculty?
Men
Did not receive any
N of supported
Significant
differences*
p<.05
* Significance of chi-square statistic is shown at p<.05 and higher.
TA experience at UCSC: The classes you worked for as a TA...
PBSci
provided you with valuable teaching
experience
Women
Agree
Disagree
Total N
took up a lot of your time slowing down
your progress towards degree
92%
93%
6%
8%
7%
87
77
77%
164
77%
Disagree
23%
23%
23%
87
77
Agree
83%
71%
164
77%
Disagree
17%
29%
23%
87
77
Agree
81%
68%
164
75%
Disagree
19%
32%
25%
Total N
were NOT your first choice because
of large workload
94%
77%
Total N
helped you establish a good working
relationship with a faculty member(s)
Total PBSci
Agree
Total N
helped you get to know faculty
Men
86
75
Agree
44%
49%
161
46%
Disagree
56%
51%
54%
87
75
162
Total N
Significant
differences*
p<.05
* Significance of chi-square statistic is shown at p<.05 and higher.
1
GSS 2011
Physical and Biological Sciences
TA TRAINING: Evaluate your graduate program's efforts to...
Women
provide TAs with resources/"best
practices" for teaching students of
diverse backgrounds and abilities?
Men
Total PBSci
Too little
51%
32%
42%
About right
47%
64%
55%
Too much
2%
4%
3%
87
75
162
Total N
provide TAs with information about
resources and campus services
for undergraduates seeking academic
and other assistance?
Too little
47%
27%
38%
About right
52%
70%
60%
Too much
1%
3%
2%
87
77
164
prepare TAs for dealing with academic
dishonesty/cheating in their classes?
Too little
47%
38%
43%
About right
52%
62%
57%
Too much
1%
0%
1%
Total N
Total N
87
77
164
61%
31%
47%
39%
68%
52%
0%
1%
1%
87
74
161
Too little
64%
33%
50%
About right
36%
65%
50%
Too much
0%
1%
1%
prepare TAs to negotiate conflict in their Too little
classes?
About right
Too much
Total N
prepare TAs to deal with students who
challenge their authority and/or
expertise?
Total N
86
75
161
59%
28%
44%
41%
71%
55%
0%
1%
1%
87
75
162
Too little
22%
16%
19%
About right
76%
83%
79%
Too much
2%
1%
2%
prepare TAs to respond to insensitive or Too little
offensive remarks/questions in their
About right
classes?
Too much
Total N
inform TAs about what is expected of
them (workload)?
Total N
inform TAs about who to contact if they Too little
have a conflict with a faculty member? About right
Too much
Total N
86
77
163
48%
30%
40%
51%
70%
60%
1%
0%
1%
85
76
161
Significant
differences*
p>.05
p>.05
p<.001
p<.001
p<.001
p>.05
* Significance of chi-square statistic is shown at p<.05 and higher.
2
GSS 2011
School of Engineering
TAs: Training and Experiences
For how many courses have you
worked as a Teaching Assistant
(including this quarter) during your
graduate studies at UCSC?
Women
25%
0
Men
31%
1-2
35%
41%
3-4
18%
14%
5 or more
23%
14%
40
78
Total
Referring to your TA experience at UCSC, indicate whether you are satisfied with
the quality of
SOE
formal instruction in teaching you
received prior to your first TA
assignment
Did not receive any
Women
Men
28%
19%
Of those who received instruction
Satisfied
Dissatisfied
N of received instruction
formal supervision and evaluation of
your work as a TA by the program
faculty
Did not receive any
79%
84%
5%
21%
16%
21
Dissatisfied
N of supervised
support and guidance from faculty
Did not receive any
members for whom you worked as a TA
95%
43
64
10%
12%
96%
89%
92%
4%
11%
8%
24
47
71
0%
0%
93%
88%
90%
7%
12%
10%
29
52
81
17%
Of those who were supervised
Satisfied
0%
Of those who were supported
Satisfied
Dissatisfied
N of supported
Total SOE
22%
Results: No statistically significant gender differences at p<.05 (based on chi-square tests)
TA experience at UCSC: The classes you worked for as a TA...
Women
provided you with valuable teaching
experience
Agree
98%
96%
7%
2%
4%
29
53
82
Agree
55%
77%
70%
Disagree
45%
23%
30%
Total N
helped you get to know faculty
29
53
82
Agree
86%
81%
83%
Disagree
14%
19%
17%
Total N
helped you establish a good working
relationship with a faculty member(s)
29
53
82
Agree
86%
81%
83%
Disagree
14%
19%
17%
29
52
81
Agree
34%
43%
40%
Disagree
66%
57%
60%
29
53
82
Total N
were NOT your first choice because
of large workload
Significant
differences*
Total SOE
93%
Disagree
Total N
took up a lot of your time slowing down
your progress towards degree
Men
Total N
p<.05
*Significance of chi-square statistic is shown at p<.05 or higher.
3
GSS 2011
School of Engineering
TA TRAINING: Evaluate your graduate program's efforts to...
provide TAs with resources/"best
practices" for teaching students of
diverse backgrounds and abilities?
Too little
Women
38%
Men
31%
Total SOE
33%
About right
55%
65%
62%
Too much
7%
4%
5%
29
52
81
Total N
provide TAs with information about
resources and campus services
for undergraduates seeking academic
and other assistance?
Too little
17%
33%
28%
About right
76%
65%
69%
Too much
7%
2%
4%
29
51
80
prepare TAs for dealing with academic
dishonesty/cheating in their classes?
Too little
31%
25%
27%
About right
69%
72%
71%
Too much
0%
4%
2%
29
53
82
31%
40%
37%
62%
60%
60%
7%
0%
2%
29
52
81
Too little
43%
42%
42%
About right
50%
58%
56%
Too much
7%
0%
2%
28
53
81
45%
38%
40%
52%
60%
57%
3%
2%
2%
29
53
82
Too little
10%
15%
13%
About right
83%
83%
83%
Too much
7%
2%
4%
29
53
82
38%
37%
38%
59%
63%
61%
3%
0%
1%
29
51
80
Total N
Total N
prepare TAs to negotiate conflict in their Too little
classes?
About right
Too much
Total N
prepare TAs to deal with students who
challenge their authority and/or
expertise?
Total N
prepare TAs to respond to insensitive or Too little
offensive remarks/questions in their
About right
classes?
Too much
Total N
inform TAs about what is expected of
them (workload)?
Total N
inform TAs about who to contact if they Too little
have a conflict with a faculty member? About right
Too much
Total N
Results: No statistically significant gender differences at p<.05 (based on chi-square tests)
4
GSS 2011
Social Sciences
TAs Preparation and Experience
For how many courses have you
worked as a Teaching Assistant
(including this quarter) during your
graduate studies at UCSC?
Women
7%
0
Men
13%
1-2
30%
30%
3-4
20%
19%
5 or more
43%
38%
97
47
Total
Referring to your TA experience at UCSC, indicate whether you are satisfied with the
quality of
Women
formal instruction in teaching you
received prior to your first TA
assignment?
Did not receive any
14%
12%
Of those who received instruction:
53%
64%
57%
Dissatisfied
47%
36%
43%
77
36
113
10%
17%
Did not receive any
20%
Of those supervised
Satisfied
67%
84%
72%
Dissatisfied
33%
16%
28%
72
37
109
0%
4%
N of supervised
support and guidance from faculty
members for whom you worked as a
TA?
14%
Satisfied
N of received
instruction
formal supervision and evaluation of
your work as a TA by the program
faculty?
Total Social
Sciences
Men
Did not receive any
6%
Of those supported
Satisfied
75%
82%
77%
Dissatisfied
25%
18%
23%
N of supported
85
39
124
Results: No statistically significant gender differences at p<.05 (based on chi-square tests)
TA experience at UCSC: The classes you worked for as a TA...
Women
provided you with valuable teaching
experience
Agree
91%
93%
9%
8%
8%
90
40
130
Agree
73%
73%
73%
Disagree
27%
28%
27%
90
40
130
Agree
90%
82%
88%
Disagree
10%
18%
13%
89
39
128
Agree
83%
65%
78%
Disagree
17%
35%
22%
Disagree
Total N
took up a lot of your time slowing down
your progress towards degree
Total N
helped you get to know faculty
Total N
helped you establish a good working
relationship with a faculty member(s)
Total N
were NOT your first choice because
of large workload
Total Social
Sciences
Men
92%
90
40
130
Agree
47%
42%
45%
Disagree
53%
58%
55%
88
38
126
Total N
Significant
differences*
p>.05
* Significance of chi-square statistic is shown at p<.05 and higher.
5
GSS 2011
Social Sciences
TA TRAINING: Evaluate your graduate program's efforts to...
Women
provide TAs with resources/"best
practices" for teaching students of
diverse backgrounds and abilities?
Total Social
Sciences
Men
Too little
56%
34%
49%
About right
44%
66%
51%
Too much
0%
0%
0%
90
38
128
Total N
provide TAs with information about
resources and campus services
for undergraduates seeking academic
and other assistance?
Too little
37%
24%
33%
About right
63%
74%
66%
Too much
0%
3%
1%
90
38
128
prepare TAs for dealing with academic
dishonesty/cheating in their classes?
Too little
46%
35%
43%
About right
54%
65%
57%
Too much
0%
0%
0%
90
37
127
63%
42%
57%
37%
58%
43%
0%
0%
0%
89
38
127
Too little
66%
41%
59%
About right
34%
59%
41%
Too much
0%
0%
0%
89
37
126
66%
45%
59%
34%
53%
40%
0%
3%
1%
90
38
128
Too little
37%
16%
30%
About right
63%
79%
68%
Too much
0%
5%
2%
90
38
128
53%
32%
46%
47%
63%
52%
0%
5%
2%
89
38
127
Total N
Total N
prepare TAs to negotiate conflict in their Too little
classes?
About right
Too much
Total N
prepare TAs to deal with students who
challenge their authority and/or
expertise?
Total N
prepare TAs to respond to insensitive or Too little
offensive remarks/questions in their
About right
classes?
Too much
Total N
inform TAs about what is expected of
them (workload)?
Total N
inform TAs about who to contact if they Too little
have a conflict with a faculty member? About right
Too much
Total N
Significant
differences*
p>.05
p>.05
p>.01
p>.05
p>.01
p>.01
* Significance of chi-square statistic is shown at p<.05 and higher.
6
GSS 2011
Division of Humanities
TAs: Training and Experiences
For how many courses have you
worked as a Teaching Assistant
(including this quarter) during your
graduate studies at UCSC?
0
1-2
3-4
5 or more
Total
Women
5%
7%
7%
80%
41
Men
3%
0%
20%
77%
30
Referring to your TA experience at UCSC, indicate whether you are satisfied with the quality of
Humanities
formal instruction in teaching you
received prior to your first TA
assignment
formal supervision and evaluation of
your work as a TA by the program
faculty?
support and guidance from faculty
members for whom you worked as a
TA?
Women
Did not receive any
Total
Significant
Humanities differences*
22%
18%
Men
16%
Of those who received instruction:
Satisfied
53%
81%
Dissatisfied
47%
19%
N of received instruction
32
21
Did not receive any
26%
11%
64%
36%
53
20%
p<.05
Of those who were supervised:
Satisfied
61%
92%
Dissatisfied
39%
8%
N of supervised
28
25
Did not receive any
3%
7%
75%
25%
53
4%
p<.01
Of those who were supported:
86%
92%
14%
8%
37
26
* Significance of chi-square statistic is shown at p<.05 and higher.
Satisfied
Dissatisfied
N of supported
89%
11%
63
TA experience at UCSC: The classes you worked for as a TA…
Humanities
provided you with valuable teaching
experience
Women
Men
Agree
100%
Disagree
0%
Total N
38
took up a lot of your time slowing down
Agree
89%
your progress towards degree
Disagree
11%
Total N
38
helped you get to know faculty
Agree
100%
Disagree
0%
Total N
38
helped you establish a good working
Agree
95%
relationship with a faculty member(s)
Disagree
5%
Total N
38
were NOT your first choice because
Agree
66%
of large workload
Disagree
34%
Total N
38
Results: No statistically significant gender differences based on chi-square tests
96%
4%
28
82%
18%
28
89%
11%
28
86%
14%
28
44%
56%
27
Total
Humanities
98%
2%
66
86%
14%
66
95%
5%
66
91%
9%
66
57%
43%
65
7
GSS 2011
Division of Humanities
TA TRAINING: Evaluate your graduate program's efforts to...
Women
provide TAs with resources/"best
practices" for teaching students of
diverse backgrounds and abilities?
provide TAs with information about
resources and campus services
for undergraduates seeking academic
and other assistance?
prepare TAs for dealing with academic
dishonesty/cheating in their classes?
Too little
About right
Too much
Total N
Too little
About right
Too much
Total N
Too little
About right
Too much
Total N
prepare TAs to negotiate conflict in their Too little
classes?
About right
Too much
Total N
prepare TAs to deal with students who
Too little
challenge their authority and/or
About right
expertise?
Too much
Total N
prepare TAs to respond to insensitive or Too little
offensive remarks/questions in their
About right
classes?
Too much
Total N
inform TAs about what is expected of
Too little
them (workload)?
About right
Too much
Total N
inform TAs about who to contact if they Too little
have a conflict with a faculty member?
About right
Too much
Total N
* Significance of chi-square statistic is shown at p<.05 and higher.
74%
24%
3%
38
45%
55%
0%
38
47%
53%
0%
38
63%
37%
0%
38
64%
36%
0%
36
70%
30%
0%
37
30%
70%
0%
37
63%
34%
3%
38
Men
25%
75%
0%
28
25%
75%
0%
28
18%
82%
0%
28
32%
68%
0%
28
39%
61%
0%
28
43%
57%
0%
28
14%
86%
0%
28
39%
61%
0%
28
Total
Significant
Humanities differences*
53%
p<.001
45%
2%
66
36%
64%
0%
66
35%
p<.01
65%
0%
66
50%
p<.01
50%
0%
66
53%
p<.05
47%
0%
64
58%
p<.05
42%
0%
65
23%
77%
0%
65
53%
45%
2%
66
8
2011 Graduate Student Survey
QUESTIONS for TEACHING ASSISTANTS
26. For how many courses have you worked as a Teaching Assistant (including this quarter) during your graduate
studies at UCSC?
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0 >>>> Skip to the next section
1-2
3-4
5 or more
TAs ONLY
27. Referring to your TA experience at UCSC, please indicate whether you are satisfied with the quality of
1.
2.
3.
4.
5.
a.
b.
c.
Very satisfied
Satisfied
Dissatisfied
Very dissatisfied
Did not receive any
formal instruction in teaching you received prior to your first TA assignment?
formal supervision and evaluation of your work as a TA by the program faculty?
support and guidance from faculty members for whom you worked as a TA?
28. How would you evaluate your graduate program's efforts to
1.
2.
3.
a.
b.
c.
d.
e.
f.
g.
h.
Too little
About right
Too much
prepare TAs for dealing with academic dishonesty/cheating in their classes?
provide TAs with resources/"best practices" for teaching students of diverse backgrounds and abilities?
prepare TAs to negotiate conflict in their classes?
prepare TAs to deal with students who challenge their authority and/or expertise?
prepare TAs to respond to insensitive or offensive remarks/questions in their classes?
provide TAs with information about resources and campus services for undergraduates seeking academic
and other assistance?
inform TAs about what is expected of them (workload)?
inform TAs about who to contact if they have a conflict with a faculty member?
29. Please indicate the extent to which you agree or disagree that the classes you worked for as a TA
1.
2.
3.
4.
a.
b.
c.
Strongly agree
Agree
Disagree
Strongly disagree
provided you with valuable teaching experience
took up a lot of your time slowing down your progress towards degree
helped you get to know faculty
d.
e.
helped you establish a good working relationship with a faculty member(s)
were not your first choice because of large workload
(End of TA questions)