Discussion Overview
The discussion revolves around the meaning of "TAing" in the context of PhD programs, particularly focusing on the roles of Teaching Assistants (TAs) and Research Assistants (RAs). Participants share their experiences and perspectives on the responsibilities and expectations associated with these positions, as well as their implications for funding and workload.
Discussion Character
- Exploratory
- Technical explanation
- Conceptual clarification
- Debate/contested
- Personal experience
Main Points Raised
- Some participants clarify that "TAing" refers to the role of Teaching Assistants, who typically supervise undergraduate labs and problem-solving sessions.
- Others explain that Research Assistants (RAs) are similar to TAs but may have different responsibilities and are often paid less, with some arguing that RAs can perform tasks typically associated with TAs.
- One participant expresses a range of experiences with TAing, suggesting it can vary from inspiring to burdensome, depending on the students involved.
- Several participants share their personal experiences with RAing, noting that their roles often focused on research rather than teaching, and some suggest that this may differ between departments, such as biology and physics.
- Another participant describes a common trajectory for graduate students, starting as TAs and transitioning to RAs, with specific expectations regarding teaching and coursework.
Areas of Agreement / Disagreement
Participants present a mix of experiences and perspectives regarding TAing and RAing, with no consensus on the best or most common practices across different departments. The discussion reflects varying expectations and roles that may depend on the specific context of the PhD program.
Contextual Notes
Participants note that experiences with TAing and RAing can differ significantly based on departmental norms, funding availability, and individual circumstances, which may limit the generalizability of their claims.