Recent Changes for "Teaching Assistants" - Davis Wikihttp://daviswiki.org/Teaching_AssistantsRecent Changes of the page "Teaching Assistants" on Davis Wiki.en-us Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2013-01-11 11:14:20MayeHart <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 35: </td> <td> Line 35: </td> </tr> <tr> <td> </td> <td> <span>+ This wiki says that "advanced undergraduates are sometimes employed" as t.a.'s. I'm not going to go to graduate school here unfortunately, but I wanted to be a t.a. in Davis because i'm very close to some of my professors here. Specifically I would like to t.a. for a computer science course, maybe ECS 30 or 40. Does anyone have experience being a t.a. as an undergraduate, and if so how did you get the position? Any help would be greatly appreciated!<br> + <br> + ---<br> + </span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2011-08-28 15:57:26MattLow <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 31: </td> <td> Line 31: </td> </tr> <tr> <td> <span>- * ["Users/MattLow"] - ["Mathematics"]</span> </td> <td> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2008-11-18 12:04:19inu <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 33: </td> <td> Line 33: </td> </tr> <tr> <td> </td> <td> <span>+ * ["Users/inu"] - ["Biology"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2008-09-29 01:18:05BrentLaabs(quick edit) <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 40: </td> <td> Line 40: </td> </tr> <tr> <td> <span>-</span> * Agreed. Undergraduates have right to expect understandable teachers (as stated above, this excludes mere accent problems). As eluded to earlier, this is really just a symptom of the fact that undergraduates are really second class students in the UC system (I know at least UCSB has this problem as well, and have heard from others with firsthand experience that many of the other UCs suffer from this). The UCs focus so intensely on research that undergraduate teaching is really quite neglected. In fact, I propose a Wiki page ["UC Undergrad Neglect"] about this. Too many professors (to say nothing of TAs) are far better researchers than teachers, and their students suffer accordingly. -["EricKlein"] </td> <td> <span>+</span> * Agreed. Undergraduates have right to expect understandable teachers (as stated above, this excludes mere accent problems). As eluded to earlier, this is really just a symptom of the fact that undergraduates are really second class students in the UC system (I know at least UCSB has this problem as well, and have heard from others with firsthand experience that many of the other UCs suffer from this). The UCs focus so intensely on research that undergraduate teaching is really quite neglected. In fact, I propose a Wiki page ["UC Undergrad Neglect"] about this. Too many professors (to say nothing of TAs) are far better researchers than teachers, and their students suffer accordingly. -["<span>Users/</span>EricKlein"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2008-09-05 13:12:27BrentLaabslink fixing <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> Generally, there is one person for each TA job. But ["BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time. One wonders where they find the time and if they're doing any real research on top of it all. (see: ["Summer in Davis"]) </td> <td> <span>+</span> Generally, there is one person for each TA job. But ["<span>Users/</span>BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time. One wonders where they find the time and if they're doing any real research on top of it all. (see: ["Summer in Davis"]) </td> </tr> <tr> <td> Line 23: </td> <td> Line 23: </td> </tr> <tr> <td> <span>- * ["</span>BrentLaabs"] - ["Atmospheric Science"] or ["Sociology"]<br> <span>- * ["</span>SteveLambert"] - Art or ["Technocultural Studies"]<br> <span>- * ["</span>TonyMagagna"] - ["English"]<br> <span>- * ["</span>DanMasiel"] - ["Chemistry"]<br> <span>- * ["</span>JesseSingh"] - ["Physics"]<br> <span>- * ["</span>EllenWoodall"] - ["Anthropology"] </td> <td> <span>+ * ["Users/</span>BrentLaabs"] - ["Atmospheric Science"] or ["Sociology"]<br> <span>+ * ["Users/</span>SteveLambert"] - Art or ["Technocultural Studies"]<br> <span>+ * ["Users/</span>TonyMagagna"] - ["English"]<br> <span>+ * ["Users/</span>DanMasiel"] - ["Chemistry"]<br> <span>+ * ["Users/</span>JesseSingh"] - ["Physics"]<br> <span>+ * ["Users/</span>EllenWoodall"] - ["Anthropology"] </td> </tr> <tr> <td> Line 30: </td> <td> Line 30: </td> </tr> <tr> <td> <span>-</span> * ["DanWillenbring"] - ["Chemistry"]<br> <span>-</span> * ["MattLow"] - ["Mathematics"] </td> <td> <span>+</span> * ["<span>Users/</span>DanWillenbring"] - ["Chemistry"]<br> <span>+</span> * ["<span>Users/</span>MattLow"] - ["Mathematics"] </td> </tr> <tr> <td> Line 35: </td> <td> Line 35: </td> </tr> <tr> <td> <span>-</span> UC Davis seems to have a nasty habit of hiring non-English speaking TAs to teach classes. Whether this is due to budget contstraints, lack of English-speaking graduate students, or poor hiring practices is unknown. Some students strongly believe that if TAs are hired to teach a class to a group of English speaking students, they should at least be able to speak the language. -- ["ArlenAbraham"]<br> <span>-</span> * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to be a TA for two of every three quarters to qualify to have your fees paid for by the university. So it's used like a scholarship as a way of luring graduate students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university usually as researchers or TAs. And the fact that some grad students are not ideally situated to be TAs perhaps reflects the university's occas<span>s</span>ional over-emphasis on research at the expense of its teaching mission.<br> <span>-</span> * ''However'', be mindful that most TAs from other nations, despite pronounced accents, have a thorough mastery of the English language. (However, I will admit that I have known a few who have poor command of spoken English.) -["JaimeRaba" jr]<br> <span>-</span> * A number of foreign TAs speak excellent english, but they still get a lot of grief. The problem that a lot of undergrads seem to have is not how well the TA speaks english, but rather their accent. A lot of Indian TAs especially get grief for this, despite the fact that their english is often better (grammar and structure wise at least) than many American born TAs. Personally, it seems like undergrads should turn off their bigotry, and learn to deal. When people get into the workforce, they'll often find that their co-workers aren't all second or later generation Americans, and they will often have to learn to listen through an accent. -["EricKlein"]<br> <span>-</span> * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonable understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["ArlenAbraham"] </td> <td> <span>+</span> UC Davis seems to have a nasty habit of hiring non-English speaking TAs to teach classes. Whether this is due to budget contstraints, lack of English-speaking graduate students, or poor hiring practices is unknown. Some students strongly believe that if TAs are hired to teach a class to a group of English speaking students, they should at least be able to speak the language. -- ["<span>Users/</span>ArlenAbraham"]<br> <span>+</span> * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to be a TA for two of every three quarters to qualify to have your fees paid for by the university. So it's used like a scholarship as a way of luring graduate students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university usually as researchers or TAs. And the fact that some grad students are not ideally situated to be TAs perhaps reflects the university's occasional over-emphasis on research at the expense of its teaching mission.<br> <span>+</span> * ''However'', be mindful that most TAs from other nations, despite pronounced accents, have a thorough mastery of the English language. (However, I will admit that I have known a few who have poor command of spoken English.) -["<span>Users/</span>JaimeRaba" jr]<br> <span>+</span> * A number of foreign TAs speak excellent english, but they still get a lot of grief. The problem that a lot of undergrads seem to have is not how well the TA speaks english, but rather their accent. A lot of Indian TAs especially get grief for this, despite the fact that their english is often better (grammar and structure wise at least) than many American born TAs. Personally, it seems like undergrads should turn off their bigotry, and learn to deal. When people get into the workforce, they'll often find that their co-workers aren't all second or later generation Americans, and they will often have to learn to listen through an accent. -["<span>Users/</span>EricKlein"]<br> <span>+</span> * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonable understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["<span>Users/</span>ArlenAbraham"] </td> </tr> <tr> <td> Line 41: </td> <td> Line 41: </td> </tr> <tr> <td> <span>-</span> * Just keep in mind - for every TA you have with an accent, the TA reads 20 papers from students who don't understand subject/verb agreement, conjugation, punctuation, or even spellcheck. - ["EllenWoodall"] </td> <td> <span>+</span> * Just keep in mind - for every TA you have with an accent, the TA reads 20 papers from students who don't understand subject/verb agreement, conjugation, punctuation, or even spellcheck. - ["<span>Users/</span>EllenWoodall"] </td> </tr> <tr> <td> Line 43: </td> <td> Line 43: </td> </tr> <tr> <td> <span>-</span> * Ok...interesting... It seems that you all don't clearly understand the problem. Being an undergrad myself, I understand it perfectly. heh. So, I have only had a couple TA's whom I cannot understand. I usually have no problem with people not being able to pronounce English correctly (notice I am not commenting on their "mastery" of the English language). Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth? Anyway, I must get to bed, but the point is that I am essentially paying this person to teach me stuff and if I can't understand what they are saying because English is their second language and they talk into the chalkboard very softly then I am surely not getting my money's worth. If this person cannot teach effectively, regardless of their knowledge of the subject or English, they clearly should not be put in this position. It doesn't do anyone any favors, especially the undergrad. Now, you TA's can bitch all you want about how shitty you aren't, but I am still paying for you to get through grad school and I would REALLY REALLY appreciate it if I could understand what the fuck you are saying. I dare you to respond to that. -["GeorgeLewis"]<br> <span>-</span> * "Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth?" Heh. That was almost ironic. Well, I think there are occasional TAs whose command of english is far too deficient to effectively teach, but such TAs are a micro-minority. They really should be brought to someone's attention if they are failing in their mission to teach. I would recommend starting by just mentioning something to the TA-- oftentimes people don't realize they're not being understood or heard, but it's important to be good-natured about it. ''However'', as you realize, it's important to be careful in your critique: there are many ignorant students who are eager to pick on excellent communicators solely because of their pronounced accents. -["JaimeRaba" jr] </td> <td> <span>+</span> * Ok...interesting... It seems that you all don't clearly understand the problem. Being an undergrad myself, I understand it perfectly. heh. So, I have only had a couple TA's whom I cannot understand. I usually have no problem with people not being able to pronounce English correctly (notice I am not commenting on their "mastery" of the English language). Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth? Anyway, I must get to bed, but the point is that I am essentially paying this person to teach me stuff and if I can't understand what they are saying because English is their second language and they talk into the chalkboard very softly then I am surely not getting my money's worth. If this person cannot teach effectively, regardless of their knowledge of the subject or English, they clearly should not be put in this position. It doesn't do anyone any favors, especially the undergrad. Now, you TA's can bitch all you want about how shitty you aren't, but I am still paying for you to get through grad school and I would REALLY REALLY appreciate it if I could understand what the fuck you are saying. I dare you to respond to that. -["<span>Users/</span>GeorgeLewis"]<br> <span>+</span> * "Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth?" Heh. That was almost ironic. Well, I think there are occasional TAs whose command of english is far too deficient to effectively teach, but such TAs are a micro-minority. They really should be brought to someone's attention if they are failing in their mission to teach. I would recommend starting by just mentioning something to the TA-- oftentimes people don't realize they're not being understood or heard, but it's important to be good-natured about it. ''However'', as you realize, it's important to be careful in your critique: there are many ignorant students who are eager to pick on excellent communicators solely because of their pronounced accents. -["<span>Users/</span>JaimeRaba" jr] </td> </tr> <tr> <td> Line 46: </td> <td> Line 46: </td> </tr> <tr> <td> <span>-</span> * Being an undergrad doesn't make you more or less suited to speak on this matter, but ignoring that; it is as much your fault, George, as it is the TA's on faulty communication. If the TA truely knows the English grammar, then it is partly your fault for not being familiar with their accent. Obviously you haven't been around German/Indian/Chinese/Australian/British accents long enough. I've had TAs ''and'' teachers who have had accents "thick" in the sense that they were not ''American'' accents. However, since it is a problem for you, I suggest you go to the professor to get the material if you cannot understand the TA, or vice versa. If you cannot understand either, go to the LSC. Go to your friends. Find someone who does understand the teacher/TA. Deal with it. It isn't all their fault. If you were more educated, you would know what the accent sounds like, and be able to understand the TA. --["TusharRawat"] </td> <td> <span>+</span> * Being an undergrad doesn't make you more or less suited to speak on this matter, but ignoring that; it is as much your fault, George, as it is the TA's on faulty communication. If the TA truely knows the English grammar, then it is partly your fault for not being familiar with their accent. Obviously you haven't been around German/Indian/Chinese/Australian/British accents long enough. I've had TAs ''and'' teachers who have had accents "thick" in the sense that they were not ''American'' accents. However, since it is a problem for you, I suggest you go to the professor to get the material if you cannot understand the TA, or vice versa. If you cannot understand either, go to the LSC. Go to your friends. Find someone who does understand the teacher/TA. Deal with it. It isn't all their fault. If you were more educated, you would know what the accent sounds like, and be able to understand the TA. --["<span>Users/</span>TusharRawat"] </td> </tr> <tr> <td> Line 50: </td> <td> Line 50: </td> </tr> <tr> <td> <span>-</span> Suggestion: Take two ["wiki chill pill"]s, swab out your ears before class and check back tomorrow morning. --["AlphaDog"] </td> <td> <span>+</span> Suggestion: Take two ["wiki chill pill"]s, swab out your ears before class and check back tomorrow morning. --["<span>Users/</span>AlphaDog"] </td> </tr> <tr> <td> Line 54: </td> <td> Line 54: </td> </tr> <tr> <td> <span>-</span> On the topic of English speaking teaching assistants: I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in upper division courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["PhilipNeustrom"] </td> <td> <span>+</span> On the topic of English speaking teaching assistants: I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in upper division courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["<span>Users/</span>PhilipNeustrom"] </td> </tr> <tr> <td> Line 58: </td> <td> Line 58: </td> </tr> <tr> <td> <span>-</span> My experience in math with TA's has been very hit and miss there are some good ones and there are ones that by the end of the quarter the TA is the ONLY person showing up for discussion. ["BryanBell"] </td> <td> <span>+</span> My experience in math with TA's has been very hit and miss there are some good ones and there are ones that by the end of the quarter the TA is the ONLY person showing up for discussion. ["<span>Users/</span>BryanBell"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2007-10-07 15:13:24RyanJamesfixed a link <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 29: </td> <td> Line 29: </td> </tr> <tr> <td> <span>-</span> * ["MatthewPearson"] - ["Economics"] </td> <td> <span>+</span> * ["<span>Users/</span>MatthewPearson"] - ["Economics"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2007-10-07 15:10:33RyanJames <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 32: </td> <td> Line 32: </td> </tr> <tr> <td> </td> <td> <span>+ * ["Users/RyanJames"] - ["Physics"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2007-09-10 21:08:41CraigBrozinskyout with the old <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 28: </td> <td> Line 28: </td> </tr> <tr> <td> <span>- * ["BarnabasTruman"] - ["Mathematics"]</span> </td> <td> </td> </tr> <tr> <td> Line 31: </td> <td> Line 30: </td> </tr> <tr> <td> <span>- * ["LeightonHinkley"] - ["Psychology"]</span> </td> <td> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2007-09-09 22:26:22MattHh <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 33: </td> <td> Line 33: </td> </tr> <tr> <td> <span>- </span> </td> <td> <span>+ * ["MattLow"] - ["Mathematics"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2007-09-09 21:33:47BrentLaabslinkin' <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> Generally, there is one person for each TA job. But ["BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time. One wonders where they find the time and if they're doing any real research on top of it all. </td> <td> <span>+</span> Generally, there is one person for each TA job. But ["BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time. One wonders where they find the time and if they're doing any real research on top of it all.<span>&nbsp;&nbsp;(see: ["Summer in Davis"])</span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> <span>-</span> Each TA has a close relationship with the <span>professor</span>/lecturer in charge of the course, although Lab TAs occasionally work with whomever is in charge of the lab experiments for that department. TAs are paid for by the department which hires them. Often times a graduate student from one department will be a TA for another department. </td> <td> <span>+</span> Each TA has a close relationship with the <span>["professor"]</span>/lecturer in charge of the course, although Lab TAs occasionally work with whomever is in charge of the lab experiments for that department. TAs are paid for by the department which hires them. Often times a graduate student from one department will be a TA for another department. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-12-03 20:00:54EdwinSaadaupper division class ta's &gt;&gt;&gt;&gt; lower division, imo. <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 48: </td> <td> Line 48: </td> </tr> <tr> <td> <span>- * I completely disagree. First, it's in no way having to do with "education" at all. It doesn't matter how much you've studied or even travelled, there are people that simply can't pronounce certain words or sounds. That also has to do with the fact that not all accents are the same. Even with people from the same country, it really depends on how long they've spoken what language and other variables. Many TA's purpose is to lead the discussion, or help explain this or that. Saying go to the LSC, the professor, or someone else negates the purpose of having the TA, and is why so many people get annoyed with it. Knowing grammer can have nothing to do with their pronunciation or enunciation. Look down to my response starting with "that's not the point that I'm hearing". As I said, if all else were the same, you want the person you can more easily understand. That's a given. And as I said, it *is* a problem to the people who do understand. I hate sitting there while numerous people asks the TA to repeat himself 10 times. It becomes everyones problem when people have to shout an answer in place of the TA. ''Especially'' in science courses, when some of the words can be difficult to pronounce even to native speakers. It slows the course down, it's difficult for an actual discussion or explanation to progress. And like I said, don't you think it's embarrassing for the TA as well? Or for those of us who do understand, and feel bad for him or her as they have to struggle to try to make the others understand, or wait for people to answer in their place. -["EdwinSaada" ES]<br> - </span> </td> <td> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-10-19 19:13:20JasonAllerthier -&gt; their <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 40: </td> <td> Line 40: </td> </tr> <tr> <td> <span>-</span> * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasona<span>lb</span>e understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["ArlenAbraham"] </td> <td> <span>+</span> * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasona<span>bl</span>e understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["ArlenAbraham"] </td> </tr> <tr> <td> Line 48: </td> <td> Line 48: </td> </tr> <tr> <td> <span>-</span> * I completely disagree. First, it's in no way having to do with "education" at all. It doesn't matter how much you've studied or even travelled, there are people that simply can't pronounce certain words or sounds. That also has to do with the fact that not all accents are the same. Even with people from the same country, it really depends on how long they've spoken what language and other variables. Many TA's purpose is to lead the discussion, or help explain this or that. Saying go to the LSC, the professor, or someone else negates the purpose of having the TA, and is why so many people get annoyed with it. Knowing grammer can have nothing to do with th<span>ie</span>r pronunciation or enunciation. Look down to my response starting with "that's not the point that I'm hearing". As I said, if all else were the same, you want the person you can more easily understand. That's a given. And as I said, it *is* a problem to the people who do understand. I hate sitting there while numerous people asks the TA to repeat himself 10 times. It becomes everyones problem when people have to shout an answer in place of the TA. ''Especially'' in science courses, when some of the words can be difficult to pronounce even to native speakers. It slows the course down, it's difficult for an actual discussion or explanation to progress. And like I said, don't you think it's embarr<span>e</span>ssing for the TA as well? Or for those of us who do understand, and feel bad for him or her as they have to struggle to try to make the others understand, or wait for people to answer in th<span>ie</span>r place. -["EdwinSaada" ES] </td> <td> <span>+</span> * I completely disagree. First, it's in no way having to do with "education" at all. It doesn't matter how much you've studied or even travelled, there are people that simply can't pronounce certain words or sounds. That also has to do with the fact that not all accents are the same. Even with people from the same country, it really depends on how long they've spoken what language and other variables. Many TA's purpose is to lead the discussion, or help explain this or that. Saying go to the LSC, the professor, or someone else negates the purpose of having the TA, and is why so many people get annoyed with it. Knowing grammer can have nothing to do with th<span>ei</span>r pronunciation or enunciation. Look down to my response starting with "that's not the point that I'm hearing". As I said, if all else were the same, you want the person you can more easily understand. That's a given. And as I said, it *is* a problem to the people who do understand. I hate sitting there while numerous people asks the TA to repeat himself 10 times. It becomes everyones problem when people have to shout an answer in place of the TA. ''Especially'' in science courses, when some of the words can be difficult to pronounce even to native speakers. It slows the course down, it's difficult for an actual discussion or explanation to progress. And like I said, don't you think it's embarr<span>a</span>ssing for the TA as well? Or for those of us who do understand, and feel bad for him or her as they have to struggle to try to make the others understand, or wait for people to answer in th<span>ei</span>r place. -["EdwinSaada" ES] </td> </tr> <tr> <td> Line 51: </td> <td> Line 51: </td> </tr> <tr> <td> <span>-</span> * That's not the point that I'm hearing. It's not "I don't understand the material cause the TA can't convey it." The point is, that it can often be difficult and frustrating. I know that it's not the TA's fault, but it really doesn't help if they have a strong accent. I feel embarr<span>e</span>ssed for both the students who can understand, and the poor TA, when he or she is asked to repeat a word numerous times by some of the people in the class. To the point the TA might just write it on the board. And with all the fun vocab in science classes, a thick accent really makes it a lot harder. Oftentimes after the 3rd or 4th time in my bio lab for example, the people who caught it end up shouting it out to save the TA time. It may not be fair, and it's not the TA's fault obviously, but that doesn't help the matter that they can be difficult to near impossible to understand, which stresses both the students struggling with the accent, and the poor TA trying his or her best. But accent does play a role in the educational quality as well. If both ta's had the exact same level of english 'mastery', same subject of the knowledge, the TA without the fatty accent will most likely be able to convey the information better, simply because the accent is an additional obstacle. You would prefer the one that is easier to understand. I don't see how this is related to "getting the most" to get sympathy. If I understand the topic, by doing the reading, paying attention, taking notes, why the hell does it matter if I don't go to office hours? The problem isn't not understanding the topic, it's often not being able to understand what the heck is coming out of the TA's mouth. "Can you repeat that?" or "Can you please write on the board?" heard over and over does waste class time, our time, the TA's time, and we are paying for this (And I'd much rather my money go towards the TA that I can understand), and this is why many undergrads resent the (thick or heavy) accented TA's. </td> <td> <span>+</span> * That's not the point that I'm hearing. It's not "I don't understand the material cause the TA can't convey it." The point is, that it can often be difficult and frustrating. I know that it's not the TA's fault, but it really doesn't help if they have a strong accent. I feel embarr<span>a</span>ssed for both the students who can understand, and the poor TA, when he or she is asked to repeat a word numerous times by some of the people in the class. To the point the TA might just write it on the board. And with all the fun vocab in science classes, a thick accent really makes it a lot harder. Oftentimes after the 3rd or 4th time in my bio lab for example, the people who caught it end up shouting it out to save the TA time. It may not be fair, and it's not the TA's fault obviously, but that doesn't help the matter that they can be difficult to near impossible to understand, which stresses both the students struggling with the accent, and the poor TA trying his or her best. But accent does play a role in the educational quality as well. If both ta's had the exact same level of english 'mastery', same subject of the knowledge, the TA without the fatty accent will most likely be able to convey the information better, simply because the accent is an additional obstacle. You would prefer the one that is easier to understand. I don't see how this is related to "getting the most" to get sympathy. If I understand the topic, by doing the reading, paying attention, taking notes, why the hell does it matter if I don't go to office hours? The problem isn't not understanding the topic, it's often not being able to understand what the heck is coming out of the TA's mouth. "Can you repeat that?" or "Can you please write on the board?" heard over and over does waste class time, our time, the TA's time, and we are paying for this (And I'd much rather my money go towards the TA that I can understand), and this is why many undergrads resent the (thick or heavy) accented TA's. </td> </tr> <tr> <td> Line 61: </td> <td> Line 61: </td> </tr> <tr> <td> <span>-</span> My expience in math with TA's has been very hit and miss there are some good ones and there are ones that by the end of the quarter the TA is the ONLY person showing up for discussion. ["BryanBell"] </td> <td> <span>+</span> My exp<span>er</span>ience in math with TA's has been very hit and miss there are some good ones and there are ones that by the end of the quarter the TA is the ONLY person showing up for discussion. ["BryanBell"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-09-21 05:30:54BrentLaabsfor serious. <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 23: </td> <td> Line 23: </td> </tr> <tr> <td> <span>-</span> * ["BrentLaabs"] - ["Atmospheric Science"] </td> <td> <span>+</span> * ["BrentLaabs"] - ["Atmospheric Science"]<span>&nbsp;or ["Sociology"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-09-21 01:24:02JustinCumminsRemoved myself as a TA. <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 30: </td> <td> Line 30: </td> </tr> <tr> <td> <span>- * ["JustinCummins"] - ["Computer Science"]</span> </td> <td> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-09-11 13:10:50JoAnnaRichrant further down or on your personal page; not within facts <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>- TAs receive a monthly stipend and usually have their tuition waived but that doesn't mean they personally owe undergraduates immoderate attention. They are real people who could be making triple what they currently make by working a less stressful outside job. Most TAs try to accommodate students, but you might want to peruse ["things that piss off TAs"].</span> </td> <td> <span>+ TAs receive a monthly stipend and usually have their tuition waived.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-09-11 12:35:09AmyGoogenspa <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>- TAs receive a monthly stipend and usually have their tuition waived.</span> </td> <td> <span>+ TAs receive a monthly stipend and usually have their tuition waived but that doesn't mean they personally owe undergraduates immoderate attention. They are real people who could be making triple what they currently make by working a less stressful outside job. Most TAs try to accommodate students, but you might want to peruse ["things that piss off TAs"].</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-09-11 11:25:16AmyGoogenspa <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> <span>-</span> I'd also like to point out that you're not paying the bulk of cost the University expends to educate you. According to a [http://www.nytimes.com/2006/09/05/opinion/05chace.html?_r=1&amp;oref=slogin "recent New York Times" article], it costs the typical p<span>rivate</span> university $31,000 each year to educate you. Are you racking up $31K in debt each year? I didn't think so, suck it up, deal and maybe try to meet your TA halfway. Everything a TA does in discussion is something you could have learned from lecture anyway. If you went to class, didn't fall behind and actually paid attention, you wouldn't need to go to discussion. </td> <td> <span>+</span> I'd also like to point out that you're not paying the bulk of cost the University expends to educate you. According to a [http://www.nytimes.com/2006/09/05/opinion/05chace.html?_r=1&amp;oref=slogin "recent New York Times" article], it costs the typical p<span>ublic</span> university $31,000 each year to educate you. Are you racking up $31K in debt each year? I didn't think so, suck it up, deal and maybe try to meet your TA halfway. Everything a TA does in discussion is something you could have learned from lecture anyway. If you went to class, didn't fall behind and actually paid attention, you wouldn't need to go to discussion. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-09-11 11:24:52AmyGoogenspa <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 60: </td> <td> Line 60: </td> </tr> <tr> <td> </td> <td> <span>+ I'd also like to point out that you're not paying the bulk of cost the University expends to educate you. According to a [http://www.nytimes.com/2006/09/05/opinion/05chace.html?_r=1&amp;oref=slogin "recent New York Times" article], it costs the typical private university $31,000 each year to educate you. Are you racking up $31K in debt each year? I didn't think so, suck it up, deal and maybe try to meet your TA halfway. Everything a TA does in discussion is something you could have learned from lecture anyway. If you went to class, didn't fall behind and actually paid attention, you wouldn't need to go to discussion.<br> + </span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-08-01 20:43:00EdwinSaadaI think 'stipend' fits better than salary. <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> TAs receive a monthly s<span>alary</span> and usually have their tuition waived. </td> <td> <span>+</span> TAs receive a monthly s<span>tipend</span> and usually have their tuition waived. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-08-01 19:55:30MatthewLowspelling <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>-</span> TAs receive a monthly salary and usually have their tu<span>t</span>ition wav<span>i</span>ed. </td> <td> <span>+</span> TAs receive a monthly salary and usually have their tuition wa<span>i</span>ved. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-06-27 10:10:13JabberWokkyIntegrated comments. <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 5: </td> <td> Line 5: </td> </tr> <tr> <td> <span>-</span> 2. '''Readers''' - These TAs are the ones who grade your papers. Occasionally, the grading is split amongst the other TA types and the lecturer/professor (this is especially true for midterms and finals), but Readers get the brunt of the work. Their job can be tedious and frustrating, but it's also welcome since they can do this on their own schedule. </td> <td> <span>+</span> 2. '''Readers''' - These TAs are the ones who grade your papers. Occasionally, the grading is split amongst the other TA types and the lecturer/professor (this is especially true for midterms and finals), but Readers get the brunt of the work. Their job can be tedious and frustrating, but it's also welcome since they can do this on their own schedule.<span>&nbsp;&nbsp;(Note that not all readers are TAs, as there are even undergrad readers).</span> </td> </tr> <tr> <td> Line 61: </td> <td> Line 61: </td> </tr> <tr> <td> <span>- ----<br> - Are we talking actual "readers" or just a reader-type of TA? Cause "readers" don't have to be TA's. It's a paid position to basically just grade papers and/or exams, and while you can be a grad student, there are lots of undergraduate readers as well. -["EdwinSaada"]</span> </td> <td> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-06-26 13:18:42EdwinSaadaq about readers <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 61: </td> <td> Line 61: </td> </tr> <tr> <td> </td> <td> <span>+ ----<br> + Are we talking actual "readers" or just a reader-type of TA? Cause "readers" don't have to be TA's. It's a paid position to basically just grade papers and/or exams, and while you can be a grad student, there are lots of undergraduate readers as well. -["EdwinSaada"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-28 19:47:20MatthewLow <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 9: </td> <td> Line 9: </td> </tr> <tr> <td> <span>-</span> 4. '''Advanced TAs''' - TAs that actually teach lectures. </td> <td> <span>+</span> 4. '''Advanced TAs''' <span>or '''Associate Instructors''' </span>-<span>&nbsp;</span> TAs that actually teach lectures. </td> </tr> <tr> <td> Line 15: </td> <td> Line 15: </td> </tr> <tr> <td> <span>-</span> TAs <span>is</span> generally <span>a graduate student</span>, but advanced undergraduates are sometimes employed. Advanced TAs<span>&nbsp;(or AIs, Associate Instructors) may even</span> teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors. </td> <td> <span>+</span> TAs <span>are</span> generally <span>graduate students</span>, but advanced undergraduates are sometimes employed. Advanced TAs teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors. </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> <span>- For being TAs, their tuition is fully paid and they also receive a monthly salary.</span> </td> <td> <span>+ TAs receive a monthly salary and usually have their tutition wavied.</span> </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> <span>-</span> There<span>'</span>s a misconception that UC Davis hires non-English speaking TAs to teach classes. Considering a requirement for graduate studies is passing the TOEFL exam, this isn't true. What is true is that there are plenty of TAs who speak with thick accents or have a poor understanding of English. If you cannot understand your TA, try changing discussion sections/labs/sections. Otherwise, just deal with it. </td> <td> <span>+</span> There<span>&nbsp;i</span>s a misconception that UC Davis hires non-English speaking TAs to teach classes. Considering<span>&nbsp;that</span> a requirement for graduate studies is passing the TOEFL exam, this isn't true. What is true is that there are plenty of TAs who speak with thick accents or have a poor understanding of English. If you cannot understand your TA, try changing discussion sections/labs/sections. Otherwise, just deal with it. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-28 18:04:42DanWillenbring <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 33: </td> <td> Line 33: </td> </tr> <tr> <td> </td> <td> <span>+ * ["DanWillenbring"] - ["Chemistry"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-28 17:56:15PhilipNeustrommoved back in. no comments on my comment so i figure this is okay. <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 33: </td> <td> Line 33: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + = Discussion =<br> + <br> + UC Davis seems to have a nasty habit of hiring non-English speaking TAs to teach classes. Whether this is due to budget contstraints, lack of English-speaking graduate students, or poor hiring practices is unknown. Some students strongly believe that if TAs are hired to teach a class to a group of English speaking students, they should at least be able to speak the language. -- ["ArlenAbraham"]<br> + * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to be a TA for two of every three quarters to qualify to have your fees paid for by the university. So it's used like a scholarship as a way of luring graduate students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university usually as researchers or TAs. And the fact that some grad students are not ideally situated to be TAs perhaps reflects the university's occassional over-emphasis on research at the expense of its teaching mission.<br> + * ''However'', be mindful that most TAs from other nations, despite pronounced accents, have a thorough mastery of the English language. (However, I will admit that I have known a few who have poor command of spoken English.) -["JaimeRaba" jr]<br> + * A number of foreign TAs speak excellent english, but they still get a lot of grief. The problem that a lot of undergrads seem to have is not how well the TA speaks english, but rather their accent. A lot of Indian TAs especially get grief for this, despite the fact that their english is often better (grammar and structure wise at least) than many American born TAs. Personally, it seems like undergrads should turn off their bigotry, and learn to deal. When people get into the workforce, they'll often find that their co-workers aren't all second or later generation Americans, and they will often have to learn to listen through an accent. -["EricKlein"]<br> + * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["ArlenAbraham"]<br> + * Agreed. Undergraduates have right to expect understandable teachers (as stated above, this excludes mere accent problems). As eluded to earlier, this is really just a symptom of the fact that undergraduates are really second class students in the UC system (I know at least UCSB has this problem as well, and have heard from others with firsthand experience that many of the other UCs suffer from this). The UCs focus so intensely on research that undergraduate teaching is really quite neglected. In fact, I propose a Wiki page ["UC Undergrad Neglect"] about this. Too many professors (to say nothing of TAs) are far better researchers than teachers, and their students suffer accordingly. -["EricKlein"]<br> + * Just keep in mind - for every TA you have with an accent, the TA reads 20 papers from students who don't understand subject/verb agreement, conjugation, punctuation, or even spellcheck. - ["EllenWoodall"]<br> + * Girl, you just spoke my mind. What is up with these undergrads? Shocking, just shocking.<br> + * Ok...interesting... It seems that you all don't clearly understand the problem. Being an undergrad myself, I understand it perfectly. heh. So, I have only had a couple TA's whom I cannot understand. I usually have no problem with people not being able to pronounce English correctly (notice I am not commenting on their "mastery" of the English language). Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth? Anyway, I must get to bed, but the point is that I am essentially paying this person to teach me stuff and if I can't understand what they are saying because English is their second language and they talk into the chalkboard very softly then I am surely not getting my money's worth. If this person cannot teach effectively, regardless of their knowledge of the subject or English, they clearly should not be put in this position. It doesn't do anyone any favors, especially the undergrad. Now, you TA's can bitch all you want about how shitty you aren't, but I am still paying for you to get through grad school and I would REALLY REALLY appreciate it if I could understand what the fuck you are saying. I dare you to respond to that. -["GeorgeLewis"]<br> + * "Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth?" Heh. That was almost ironic. Well, I think there are occasional TAs whose command of english is far too deficient to effectively teach, but such TAs are a micro-minority. They really should be brought to someone's attention if they are failing in their mission to teach. I would recommend starting by just mentioning something to the TA-- oftentimes people don't realize they're not being understood or heard, but it's important to be good-natured about it. ''However'', as you realize, it's important to be careful in your critique: there are many ignorant students who are eager to pick on excellent communicators solely because of their pronounced accents. -["JaimeRaba" jr]<br> + * Yeah, clearly (or not so clearly) that was in jest. Good points, good points.<br> + * Being an undergrad doesn't make you more or less suited to speak on this matter, but ignoring that; it is as much your fault, George, as it is the TA's on faulty communication. If the TA truely knows the English grammar, then it is partly your fault for not being familiar with their accent. Obviously you haven't been around German/Indian/Chinese/Australian/British accents long enough. I've had TAs ''and'' teachers who have had accents "thick" in the sense that they were not ''American'' accents. However, since it is a problem for you, I suggest you go to the professor to get the material if you cannot understand the TA, or vice versa. If you cannot understand either, go to the LSC. Go to your friends. Find someone who does understand the teacher/TA. Deal with it. It isn't all their fault. If you were more educated, you would know what the accent sounds like, and be able to understand the TA. --["TusharRawat"]<br> + * I completely disagree. First, it's in no way having to do with "education" at all. It doesn't matter how much you've studied or even travelled, there are people that simply can't pronounce certain words or sounds. That also has to do with the fact that not all accents are the same. Even with people from the same country, it really depends on how long they've spoken what language and other variables. Many TA's purpose is to lead the discussion, or help explain this or that. Saying go to the LSC, the professor, or someone else negates the purpose of having the TA, and is why so many people get annoyed with it. Knowing grammer can have nothing to do with thier pronunciation or enunciation. Look down to my response starting with "that's not the point that I'm hearing". As I said, if all else were the same, you want the person you can more easily understand. That's a given. And as I said, it *is* a problem to the people who do understand. I hate sitting there while numerous people asks the TA to repeat himself 10 times. It becomes everyones problem when people have to shout an answer in place of the TA. ''Especially'' in science courses, when some of the words can be difficult to pronounce even to native speakers. It slows the course down, it's difficult for an actual discussion or explanation to progress. And like I said, don't you think it's embarressing for the TA as well? Or for those of us who do understand, and feel bad for him or her as they have to struggle to try to make the others understand, or wait for people to answer in thier place. -["EdwinSaada" ES]<br> + <br> + - I'm not disputing the fact that many TAs are international students and have accents that are, at times, hard to understand, but I would be more sympathetic if undergrad students really put the time and effort into getting the most out of their TAs. If you don't understand what's going on in discussion section, ask your TA to enunciate more clearly or to explain the concept again. Go to office hours - we have two hours a week during which we sit in our offices waiting for students to visit with questions. Failing all that, go to see the professor - s/he is required to hold office hours, and you're paying your professor's salary as well.<br> + * That's not the point that I'm hearing. It's not "I don't understand the material cause the TA can't convey it." The point is, that it can often be difficult and frustrating. I know that it's not the TA's fault, but it really doesn't help if they have a strong accent. I feel embarressed for both the students who can understand, and the poor TA, when he or she is asked to repeat a word numerous times by some of the people in the class. To the point the TA might just write it on the board. And with all the fun vocab in science classes, a thick accent really makes it a lot harder. Oftentimes after the 3rd or 4th time in my bio lab for example, the people who caught it end up shouting it out to save the TA time. It may not be fair, and it's not the TA's fault obviously, but that doesn't help the matter that they can be difficult to near impossible to understand, which stresses both the students struggling with the accent, and the poor TA trying his or her best. But accent does play a role in the educational quality as well. If both ta's had the exact same level of english 'mastery', same subject of the knowledge, the TA without the fatty accent will most likely be able to convey the information better, simply because the accent is an additional obstacle. You would prefer the one that is easier to understand. I don't see how this is related to "getting the most" to get sympathy. If I understand the topic, by doing the reading, paying attention, taking notes, why the hell does it matter if I don't go to office hours? The problem isn't not understanding the topic, it's often not being able to understand what the heck is coming out of the TA's mouth. "Can you repeat that?" or "Can you please write on the board?" heard over and over does waste class time, our time, the TA's time, and we are paying for this (And I'd much rather my money go towards the TA that I can understand), and this is why many undergrads resent the (thick or heavy) accented TA's.<br> + <br> + Suggestion: Take two ["wiki chill pill"]s, swab out your ears before class and check back tomorrow morning. --["AlphaDog"]<br> + * lol. I wasn't going to say anything at all originally on this page, but I wanted to make that point clear when I saw some of the posts.<br> + <br> + ----<br> + On the topic of English speaking teaching assistants: I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in upper division courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["PhilipNeustrom"]<br> + <br> + My expience in math with TA's has been very hit and miss there are some good ones and there are ones that by the end of the quarter the TA is the ONLY person showing up for discussion. ["BryanBell"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-23 16:44:42PhilipNeustrom <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> <span>-</span> There's a misconception that UC Davis hires non-English speaking TAs to teach classes. Considering a requirement for graduate studies is passing the TOEFL exam, this isn't true. What is true is that there are plenty of TAs who speak with thick accents or <span>with</span> a poor understanding of English. If you cannot understand your TA, try changing discussion sections/labs/sections. Otherwise, just deal with it. </td> <td> <span>+</span> There's a misconception that UC Davis hires non-English speaking TAs to teach classes. Considering a requirement for graduate studies is passing the TOEFL exam, this isn't true. What is true is that there are plenty of TAs who speak with thick accents or <span>have</span> a poor understanding of English. If you cannot understand your TA, try changing discussion sections/labs/sections. Otherwise, just deal with it. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-23 16:42:50PhilipNeustrom <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> <span>-</span> There's a misconception that UC Davis hires non-English speaking TAs to teach classes. Considering a requirement for graduate studies is passing the TOEFL exam, this isn't true. What is true is that there are plenty of TAs who speak with thick accents. If you cannot understand your TA, try changing discussion sections/labs/sections. Otherwise, just deal with it. </td> <td> <span>+</span> There's a misconception that UC Davis hires non-English speaking TAs to teach classes. Considering a requirement for graduate studies is passing the TOEFL exam, this isn't true. What is true is that there are plenty of TAs who speak with thick accents<span>&nbsp;or with a poor understanding of English</span>. If you cannot understand your TA, try changing discussion sections/labs/sections. Otherwise, just deal with it. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-23 16:05:48JesseSinghMoving the discussion to the talk page <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 3: </td> <td> Line 3: </td> </tr> <tr> <td> <span>-</span> 1. '''Discussion Leaders''' - These TAs are in charge of the ["discussion sections"] for the class.<span>&nbsp;</span> </td> <td> <span>+</span> 1. '''Discussion Leaders''' - These TAs are in charge of the ["discussion sections"] for the class. </td> </tr> <tr> <td> Line 33: </td> <td> Line 33: </td> </tr> <tr> <td> <span>- <br> - <br> - = Discussion =<br> - <br> - * UC Davis seems to have a nasty habbit of hiring non-English speaking TAs to teach classes. Whether this is due to budget contstraints, lack of English-speaking graduate students, or poor hiring practices is unknown. Some students strongly believe that if TAs are hired to teach a class to a group of English speaking students, they should at least be able to speak the language.<br> - * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to be a TA for two of every three quarters to qualify to have your fees paid for by the university. So it's used like a scholarship as a way of luring graduate students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university usually as researchers or TAs. And the fact that some grad students are not ideally situated to be TAs perhaps reflects the university's occassional over-emphasis on research at the expense of its teaching mission.<br> - * ''However'', be mindful that most TAs from other nations, despite pronounced accents, have a thorough mastery of the English language. (However, I will admit that I have known a few who have poor command of spoken English.) -["JaimeRaba" jr]<br> - * A number of foreign TAs speak excellent english, but they still get a lot of grief. The problem that a lot of undergrads seem to have is not how well the TA speaks english, but rather their accent. A lot of Indian TAs especially get grief for this, despite the fact that their english is often better (grammar and structure wise at least) than many American born TAs. Personally, it seems like undergrads should turn off their bigotry, and learn to deal. When people get into the workforce, they'll often find that their co-workers aren't all second or later generation Americans, and they will often have to learn to listen through an accent. -["EricKlein"]<br> - * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["ArlenAbraham"]<br> - * Agreed. Undergraduates have right to expect understandable teachers (as stated above, this excludes mere accent problems). As eluded to earlier, this is really just a symptom of the fact that undergraduates are really second class students in the UC system (I know at least UCSB has this problem as well, and have heard from others with firsthand experience that many of the other UCs suffer from this). The UCs focus so intensely on research that undergraduate teaching is really quite neglected. In fact, I propose a Wiki page ["UC Undergrad Neglect"] about this. Too many professors (to say nothing of TAs) are far better researchers than teachers, and their students suffer accordingly. -["EricKlein"]<br> - * Just keep in mind - for every TA you have with an accent, the TA reads 20 papers from students who don't understand subject/verb agreement, conjugation, punctuation, or even spellcheck. - ["EllenWoodall"]<br> - * Girl, you just spoke my mind. What is up with these undergrads? Shocking, just shocking.<br> - * Ok...interesting... It seems that you all don't clearly understand the problem. Being an undergrad myself, I understand it perfectly. heh. So, I have only had a couple TA's whom I cannot understand. I usually have no problem with people not being able to pronounce English correctly (notice I am not commenting on their "mastery" of the English language). Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth? Anyway, I must get to bed, but the point is that I am essentially paying this person to teach me stuff and if I can't understand what they are saying because English is their second language and they talk into the chalkboard very softly then I am surely not getting my money's worth. If this person cannot teach effectively, regardless of their knowledge of the subject or English, they clearly should not be put in this position. It doesn't do anyone any favors, especially the undergrad. Now, you TA's can bitch all you want about how shitty you aren't, but I am still paying for you to get through grad school and I would REALLY REALLY appreciate it if I could understand what the fuck you are saying. I dare you to respond to that. -["GeorgeLewis"]<br> - * "Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth?" Heh. That was almost ironic. Well, I think there are occasional TAs whose command of english is far too deficient to effectively teach, but such TAs are a micro-minority. They really should be brought to someone's attention if they are failing in their mission to teach. I would recommend starting by just mentioning something to the TA-- oftentimes people don't realize they're not being understood or heard, but it's important to be good-natured about it. ''However'', as you realize, it's important to be careful in your critique: there are many ignorant students who are eager to pick on excellent communicators solely because of their pronounced accents. -["JaimeRaba" jr]<br> - * Yeah, clearly (or not so clearly) that was in jest. Good points, good points.<br> - * Being an undergrad doesn't make you more or less suited to speak on this matter, but ignoring that; it is as much your fault, George, as it is the TA's on faulty communication. If the TA truely knows the English grammar, then it is partly your fault for not being familiar with their accent. Obviously you haven't been around German/Indian/Chinese/Australian/British accents long enough. I've had TAs ''and'' teachers who have had accents "thick" in the sense that they were not ''American'' accents. However, since it is a problem for you, I suggest you go to the professor to get the material if you cannot understand the TA, or vice versa. If you cannot understand either, go to the LSC. Go to your friends. Find someone who does understand the teacher/TA. Deal with it. It isn't all their fault. If you were more educated, you would know what the accent sounds like, and be able to understand the TA. --["TusharRawat"]<br> - * I completely disagree. First, it's in no way having to do with "education" at all. It doesn't matter how much you've studied or even travelled, there are people that simply can't pronounce certain words or sounds. That also has to do with the fact that not all accents are the same. Even with people from the same country, it really depends on how long they've spoken what language and other variables. Many TA's purpose is to lead the discussion, or help explain this or that. Saying go to the LSC, the professor, or someone else negates the purpose of having the TA, and is why so many people get annoyed with it. Knowing grammer can have nothing to do with thier pronunciation or enunciation. Look down to my response starting with "that's not the point that I'm hearing". As I said, if all else were the same, you want the person you can more easily understand. That's a given. And as I said, it *is* a problem to the people who do understand. I hate sitting there while numerous people asks the TA to repeat himself 10 times. It becomes everyones problem when people have to shout an answer in place of the TA. ''Especially'' in science courses, when some of the words can be difficult to pronounce even to native speakers. It slows the course down, it's difficult for an actual discussion or explanation to progress. And like I said, don't you think it's embarressing for the TA as well? Or for those of us who do understand, and feel bad for him or her as they have to struggle to try to make the others understand, or wait for people to answer in thier place. -["EdwinSaada" ES]<br> - <br> - - I'm not disputing the fact that many TAs are international students and have accents that are, at times, hard to understand, but I would be more sympathetic if undergrad students really put the time and effort into getting the most out of their TAs. If you don't understand what's going on in discussion section, ask your TA to enunciate more clearly or to explain the concept again. Go to office hours - we have two hours a week during which we sit in our offices waiting for students to visit with questions. Failing all that, go to see the professor - s/he is required to hold office hours, and you're paying your professor's salary as well. <br> - * That's not the point that I'm hearing. It's not "I don't understand the material cause the TA can't convey it." The point is, that it can often be difficult and frustrating. I know that it's not the TA's fault, but it really doesn't help if they have a strong accent. I feel embarressed for both the students who can understand, and the poor TA, when he or she is asked to repeat a word numerous times by some of the people in the class. To the point the TA might just write it on the board. And with all the fun vocab in science classes, a thick accent really makes it a lot harder. Oftentimes after the 3rd or 4th time in my bio lab for example, the people who caught it end up shouting it out to save the TA time. It may not be fair, and it's not the TA's fault obviously, but that doesn't help the matter that they can be difficult to near impossible to understand, which stresses both the students struggling with the accent, and the poor TA trying his or her best. But accent does play a role in the educational quality as well. If both ta's had the exact same level of english 'mastery', same subject of the knowledge, the TA without the fatty accent will most likely be able to convey the information better, simply because the accent is an additional obstacle. You would prefer the one that is easier to understand. I don't see how this is related to "getting the most" to get sympathy. If I understand the topic, by doing the reading, paying attention, taking notes, why the hell does it matter if I don't go to office hours? The problem isn't not understanding the topic, it's often not being able to understand what the heck is coming out of the TA's mouth. "Can you repeat that?" or "Can you please write on the board?" heard over and over does waste class time, our time, the TA's time, and we are paying for this (And I'd much rather my money go towards the TA that I can understand), and this is why many undergrads resent the (thick or heavy) accented TA's.<br> - <br> - Suggestion: Take two ["wiki chill pill"]s, swab out your ears before class and check back tomorrow morning. --["AlphaDog"]<br> - * lol. I wasn't going to say anything at all originally on this page, but I wanted to make that point clear when I saw some of the posts.<br> - <br> - ----<br> - On the topic of English speaking teaching assistants: I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in upper division courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["PhilipNeustrom"]<br> - <br> - My expience in math with TA's has been very hit and miss there are some good ones and there are ones that by the end of the quarter the TA is the ONLY person showing up for discussion. ["BryanBell"]</span> </td> <td> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-02 23:26:23LeightonHinkleyTenure-track position @ Miskatonic U <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 32: </td> <td> Line 32: </td> </tr> <tr> <td> </td> <td> <span>+ * ["LeightonHinkley"] - ["Psychology"]<br> + </span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-02 22:10:50MatthewPearsonname added <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 31: </td> <td> Line 31: </td> </tr> <tr> <td> </td> <td> <span>+ * ["MatthewPearson"] - ["Economics"]<br> + </span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-05-01 21:36:10JustinCumminsAdded myself to TAs <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 30: </td> <td> Line 30: </td> </tr> <tr> <td> </td> <td> <span>+ * ["JustinCummins"] - ["Computer Science"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-04-09 15:15:58JoAnnaRichbenefit of being a TA, paid tuition plus monthly salary <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 16: </td> <td> Line 16: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + For being TAs, their tuition is fully paid and they also receive a monthly salary.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-04-09 12:26:10MarieHuynh <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> Generally, there is one person for each TA job. But ["BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time. </td> <td> <span>+</span> Generally, there is one person for each TA job. But ["BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time.<span>&nbsp;&nbsp;One wonders where they find the time and if they're doing any real research on top of it all.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-04-08 19:41:55BrentLaabsfixed links <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 21: </td> <td> Line 21: </td> </tr> <tr> <td> <span>-</span> * ["BrentLaabs"] - ["Atmospheric<span>_</span>Science"]<br> <span>-</span> * ["SteveLambert"] - Art or ["Technocultural<span>_</span>Studies"] </td> <td> <span>+</span> * ["BrentLaabs"] - ["Atmospheric<span>&nbsp;</span>Science"]<br> <span>+</span> * ["SteveLambert"] - Art or ["Technocultural<span>&nbsp;</span>Studies"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-04-08 13:19:57EdwinSaadareply <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 42: </td> <td> Line 42: </td> </tr> <tr> <td> </td> <td> <span>+ * I completely disagree. First, it's in no way having to do with "education" at all. It doesn't matter how much you've studied or even travelled, there are people that simply can't pronounce certain words or sounds. That also has to do with the fact that not all accents are the same. Even with people from the same country, it really depends on how long they've spoken what language and other variables. Many TA's purpose is to lead the discussion, or help explain this or that. Saying go to the LSC, the professor, or someone else negates the purpose of having the TA, and is why so many people get annoyed with it. Knowing grammer can have nothing to do with thier pronunciation or enunciation. Look down to my response starting with "that's not the point that I'm hearing". As I said, if all else were the same, you want the person you can more easily understand. That's a given. And as I said, it *is* a problem to the people who do understand. I hate sitting there while numerous people asks the TA to repeat himself 10 times. It becomes everyones problem when people have to shout an answer in place of the TA. ''Especially'' in science courses, when some of the words can be difficult to pronounce even to native speakers. It slows the course down, it's difficult for an actual discussion or explanation to progress. And like I said, don't you think it's embarressing for the TA as well? Or for those of us who do understand, and feel bad for him or her as they have to struggle to try to make the others understand, or wait for people to answer in thier place. -["EdwinSaada" ES]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-04-08 12:11:09TusharRawatComment added <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 41: </td> <td> Line 41: </td> </tr> <tr> <td> </td> <td> <span>+ * Being an undergrad doesn't make you more or less suited to speak on this matter, but ignoring that; it is as much your fault, George, as it is the TA's on faulty communication. If the TA truely knows the English grammar, then it is partly your fault for not being familiar with their accent. Obviously you haven't been around German/Indian/Chinese/Australian/British accents long enough. I've had TAs ''and'' teachers who have had accents "thick" in the sense that they were not ''American'' accents. However, since it is a problem for you, I suggest you go to the professor to get the material if you cannot understand the TA, or vice versa. If you cannot understand either, go to the LSC. Go to your friends. Find someone who does understand the teacher/TA. Deal with it. It isn't all their fault. If you were more educated, you would know what the accent sounds like, and be able to understand the TA. --["TusharRawat"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-04-08 11:04:10JesseSinghCleaning up even more <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>- There are three types of Teaching Assistants in UC Davis:</span> </td> <td> <span>+ = Types of TAs =</span> </td> </tr> <tr> <td> Line 9: </td> <td> Line 9: </td> </tr> <tr> <td> </td> <td> <span>+ 4. '''Advanced TAs''' - TAs that actually teach lectures.<br> + <br> + Generally, there is one person for each TA job. But ["BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time.<br> + </span> </td> </tr> <tr> <td> Line 15: </td> <td> Line 19: </td> </tr> <tr> <td> <span>- And then there are ["BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time.</span> </td> <td> <span>+ = TAs on the Wiki =</span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 21: </td> </tr> <tr> <td> <span>- '''Discussion'''<br> - ----</span> </td> <td> <span>+ * ["BrentLaabs"] - ["Atmospheric_Science"]<br> + * ["SteveLambert"] - Art or ["Technocultural_Studies"]<br> + * ["TonyMagagna"] - ["English"]<br> + * ["DanMasiel"] - ["Chemistry"]<br> + * ["JesseSingh"] - ["Physics"]<br> + * ["BarnabasTruman"] - ["Mathematics"]<br> + * ["EllenWoodall"] - ["Anthropology"]<br> + = Discussion =</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-04-08 00:49:00BrentLaabswhy do i get myself in these situations? <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 14: </td> <td> Line 14: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + And then there are ["BrentLaabs" some TAs], for some insane reason, are teaching in the lecture, leading a discussion, leading a lab, and grading for two different classes at the same time.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2006-04-07 17:19:46JesseSinghCleaning this up a little <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>- You know them as TAs. They are the ["Grad Students"] who grade your papers, run your labs, and lead your ["discussion sections"]. Advanced TAs (or AIs, Associate Instructors) may even teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors.</span> </td> <td> <span>+ There are three types of Teaching Assistants in UC Davis:</span> </td> </tr> <tr> <td> Line 3: </td> <td> Line 3: </td> </tr> <tr> <td> <span>- UC Davis seems to have a nasty habbit of hiring non-English speaking TAs to teach classes. Whether this is due to budget contstraints, lack of English-speaking graduate students, or poor hiring practices is unknown. Some students strongly believe that if TAs are hired to teach a class to a group of English speaking students, they should at least be able to speak the language.</span> </td> <td> <span>+ 1. '''Discussion Leaders''' - These TAs are in charge of the ["discussion sections"] for the class. <br> + <br> + 2. '''Readers''' - These TAs are the ones who grade your papers. Occasionally, the grading is split amongst the other TA types and the lecturer/professor (this is especially true for midterms and finals), but Readers get the brunt of the work. Their job can be tedious and frustrating, but it's also welcome since they can do this on their own schedule.<br> + <br> + 3. '''Lab Leaders''' - These TAs lead the laboratory sections of the course, as well as grade the lab reports.<br> + <br> + Each TA has a close relationship with the professor/lecturer in charge of the course, although Lab TAs occasionally work with whomever is in charge of the lab experiments for that department. TAs are paid for by the department which hires them. Often times a graduate student from one department will be a TA for another department.<br> + <br> + TAs is generally a graduate student, but advanced undergraduates are sometimes employed. Advanced TAs (or AIs, Associate Instructors) may even teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors.<br> + <br> + There's a misconception that UC Davis hires non-English speaking TAs to teach classes. Considering a requirement for graduate studies is passing the TOEFL exam, this isn't true. What is true is that there are plenty of TAs who speak with thick accents. If you cannot understand your TA, try changing discussion sections/labs/sections. Otherwise, just deal with it.<br> + <br> + '''Discussion'''<br> + ----<br> + <br> + * UC Davis seems to have a nasty habbit of hiring non-English speaking TAs to teach classes. Whether this is due to budget contstraints, lack of English-speaking graduate students, or poor hiring practices is unknown. Some students strongly believe that if TAs are hired to teach a class to a group of English speaking students, they should at least be able to speak the language.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-12-20 13:57:09ArlenAbrahamone fewer wanted page <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 22: </td> <td> Line 22: </td> </tr> <tr> <td> <span>-</span> On the topic of English speaking teaching assistants: I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in <span>["U</span>pper division<span>"]</span> courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["PhilipNeustrom"] </td> <td> <span>+</span> On the topic of English speaking teaching assistants: I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in <span>u</span>pper division courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["PhilipNeustrom"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-12-03 12:17:16ArlenAbrahamDamn you, Arlen Kwong! <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["<span>arlen</span>"] </td> <td> <span>+</span> * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["<span>ArlenAbraham</span>"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 22:48:54BryanBellAdded comments <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 23: </td> <td> Line 23: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + My expience in math with TA's has been very hit and miss there are some good ones and there are ones that by the end of the quarter the TA is the ONLY person showing up for discussion. ["BryanBell"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 14:48:19PhilipNeustrom <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 22: </td> <td> Line 22: </td> </tr> <tr> <td> <span>-</span> On the topic of English speaking teaching assistants<span>,</span> I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in ["Upper division"] courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["PhilipNeustrom"] </td> <td> <span>+</span> On the topic of English speaking teaching assistants<span>:</span> I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in ["Upper division"] courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["PhilipNeustrom"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 14:47:59PhilipNeustrommy experience as a math major <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 20: </td> <td> Line 20: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + ----<br> + On the topic of English speaking teaching assistants, I've had a somewhat atypical (I suspect) experience myself. I'm a ["Mathematics"] major, and I've found that the teachers that spoke the best English knew the least ["Mathematics" math] (or could not teach it well), and those who spoke the least knew the most. This was ''especially'' true in ["Upper division"] courses, I found. Most of my ["Professors"], too, were foreign-born and so typically had accents of some sort. It's just something you get used to in the subject, though. --["PhilipNeustrom"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 14:42:08EdwinSaada <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 19: </td> <td> Line 19: </td> </tr> <tr> <td> </td> <td> <span>+ * lol. I wasn't going to say anything at all originally on this page, but I wanted to make that point clear when I saw some of the posts.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 14:40:03AlphaDog; -) <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 17: </td> <td> Line 17: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + Suggestion: Take two ["wiki chill pill"]s, swab out your ears before class and check back tomorrow morning. --["AlphaDog"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 14:01:12EdwinSaada <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 16: </td> <td> Line 16: </td> </tr> <tr> <td> <span>- * That's not the point that I'm hearing. It's not "I don't understand the material cause the TA can't convey it." The point is, that it can often be difficult and frustrating. I know that it's not the TA's fault, but it really doesn't help if they have a strong accent. I feel embarressed for both the students who can understand, and the poor TA, when he or she is asked to repeat a word numerous times by some of the people in the class. To the point the TA might just write it on the board. And with all the fun vocab in science classes, a thick accent really makes it a lot harder. Oftentimes after the 3rd or 4th time in my bio lab for example, the people who caught it end up shouting it out to save the TA time. Even with teaching abilities or knowledge of the subject the exact same, everyone would prefer the TA without a strong accent. That's a given. You would prefer the one that is easier to understand. It may not be fair, and it's not the TA's fault obviously, but that doesn't help the matter that they can be difficult to near impossible to understand, which stresses both the students struggling with the accent, and the poor TA trying his or her best. But accent does play a role in the educational quality as well. If both ta's had the exact same level of english 'mastery', same subject of the knowledge, the TA without the fatty accent will most likely be able to convey the information better, simply because the accent is an additional obstacle. I don't see how this is related to "getting the most" to get sympathy. If I understand the topic, by doing the reading, paying attention, taking notes, why the hell does it matter if I don't go to office hours? The problem isn't not understanding the topic, it's often not being able to understand what the heck is coming out of the TA's mouth. "can you repeat that?" Or "Can you please write on the board?" heard over and over does waste class time, our time, the TA's time, and this is why many undergrads resent the accent. Everyone's getting screwed. And since our money often ends up paying for thier education, the resentment is understandable. This ended up longer then I wanted, but I was trying to get the point accross that if the way the information is conveyed is inefficient and more difficult, the quality of the education is affected, despite how well the TA knows the subject material or has 'mastery' of the language. And obviously this doesn't mean all TA's have accents, or that all TA's with accents are bad, etc. It's about the ones with heavy/thick accents. </span> </td> <td> <span>+ * That's not the point that I'm hearing. It's not "I don't understand the material cause the TA can't convey it." The point is, that it can often be difficult and frustrating. I know that it's not the TA's fault, but it really doesn't help if they have a strong accent. I feel embarressed for both the students who can understand, and the poor TA, when he or she is asked to repeat a word numerous times by some of the people in the class. To the point the TA might just write it on the board. And with all the fun vocab in science classes, a thick accent really makes it a lot harder. Oftentimes after the 3rd or 4th time in my bio lab for example, the people who caught it end up shouting it out to save the TA time. It may not be fair, and it's not the TA's fault obviously, but that doesn't help the matter that they can be difficult to near impossible to understand, which stresses both the students struggling with the accent, and the poor TA trying his or her best. But accent does play a role in the educational quality as well. If both ta's had the exact same level of english 'mastery', same subject of the knowledge, the TA without the fatty accent will most likely be able to convey the information better, simply because the accent is an additional obstacle. You would prefer the one that is easier to understand. I don't see how this is related to "getting the most" to get sympathy. If I understand the topic, by doing the reading, paying attention, taking notes, why the hell does it matter if I don't go to office hours? The problem isn't not understanding the topic, it's often not being able to understand what the heck is coming out of the TA's mouth. "Can you repeat that?" or "Can you please write on the board?" heard over and over does waste class time, our time, the TA's time, and we are paying for this (And I'd much rather my money go towards the TA that I can understand), and this is why many undergrads resent the (thick or heavy) accented TA's.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 13:58:07EdwinSaada <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 16: </td> <td> Line 16: </td> </tr> <tr> <td> </td> <td> <span>+ * That's not the point that I'm hearing. It's not "I don't understand the material cause the TA can't convey it." The point is, that it can often be difficult and frustrating. I know that it's not the TA's fault, but it really doesn't help if they have a strong accent. I feel embarressed for both the students who can understand, and the poor TA, when he or she is asked to repeat a word numerous times by some of the people in the class. To the point the TA might just write it on the board. And with all the fun vocab in science classes, a thick accent really makes it a lot harder. Oftentimes after the 3rd or 4th time in my bio lab for example, the people who caught it end up shouting it out to save the TA time. Even with teaching abilities or knowledge of the subject the exact same, everyone would prefer the TA without a strong accent. That's a given. You would prefer the one that is easier to understand. It may not be fair, and it's not the TA's fault obviously, but that doesn't help the matter that they can be difficult to near impossible to understand, which stresses both the students struggling with the accent, and the poor TA trying his or her best. But accent does play a role in the educational quality as well. If both ta's had the exact same level of english 'mastery', same subject of the knowledge, the TA without the fatty accent will most likely be able to convey the information better, simply because the accent is an additional obstacle. I don't see how this is related to "getting the most" to get sympathy. If I understand the topic, by doing the reading, paying attention, taking notes, why the hell does it matter if I don't go to office hours? The problem isn't not understanding the topic, it's often not being able to understand what the heck is coming out of the TA's mouth. "can you repeat that?" Or "Can you please write on the board?" heard over and over does waste class time, our time, the TA's time, and this is why many undergrads resent the accent. Everyone's getting screwed. And since our money often ends up paying for thier education, the resentment is understandable. This ended up longer then I wanted, but I was trying to get the point accross that if the way the information is conveyed is inefficient and more difficult, the quality of the education is affected, despite how well the TA knows the subject material or has 'mastery' of the language. And obviously this doesn't mean all TA's have accents, or that all TA's with accents are bad, etc. It's about the ones with heavy/thick accents. </span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 12:21:05EllenWoodall <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 14: </td> <td> Line 14: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + - I'm not disputing the fact that many TAs are international students and have accents that are, at times, hard to understand, but I would be more sympathetic if undergrad students really put the time and effort into getting the most out of their TAs. If you don't understand what's going on in discussion section, ask your TA to enunciate more clearly or to explain the concept again. Go to office hours - we have two hours a week during which we sit in our offices waiting for students to visit with questions. Failing all that, go to see the professor - s/he is required to hold office hours, and you're paying your professor's salary as well. </span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 11:44:18GeorgeLewis <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 13: </td> <td> Line 13: </td> </tr> <tr> <td> </td> <td> <span>+ * Yeah, clearly (or not so clearly) that was in jest. Good points, good points.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 08:16:36JaimeRaba <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 12: </td> <td> Line 12: </td> </tr> <tr> <td> <span>-</span> * "Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth?" Heh. That was almost ironic. Well, I think there are occasional TAs whose command of english is far too deficient to effectively teach, but such TAs are a micro-minority. They really should be brought to someone'sattention if they are failing in their mission to teach. I would recommend just mentioning something to the TA-- oftentimes people don't realize they're not being understood or heard, but it's important to be good-natured about it. <span>!!</span>However<span>!!</span>, as you realize, it's important to be careful in your critique: there are many ignorant students who are eager to pick on excellent communicators solely because of their pronounced accents. -["JaimeRaba" jr] </td> <td> <span>+</span> * "Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth?" Heh. That was almost ironic. Well, I think there are occasional TAs whose command of english is far too deficient to effectively teach, but such TAs are a micro-minority. They really should be brought to someone's<span>&nbsp;</span>attention if they are failing in their mission to teach. I would recommend<span>&nbsp;starting by</span> just mentioning something to the TA-- oftentimes people don't realize they're not being understood or heard, but it's important to be good-natured about it. <span>''</span>However<span>''</span>, as you realize, it's important to be careful in your critique: there are many ignorant students who are eager to pick on excellent communicators solely because of their pronounced accents. -["JaimeRaba" jr] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 08:15:18JaimeRaba <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 12: </td> <td> Line 12: </td> </tr> <tr> <td> </td> <td> <span>+ * "Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth?" Heh. That was almost ironic. Well, I think there are occasional TAs whose command of english is far too deficient to effectively teach, but such TAs are a micro-minority. They really should be brought to someone'sattention if they are failing in their mission to teach. I would recommend just mentioning something to the TA-- oftentimes people don't realize they're not being understood or heard, but it's important to be good-natured about it. !!However!!, as you realize, it's important to be careful in your critique: there are many ignorant students who are eager to pick on excellent communicators solely because of their pronounced accents. -["JaimeRaba" jr]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 01:59:49GeorgeLewismeh <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> <span>-</span> * Ok...interesting... It seems that you all don't clearly understand the problem. Being an undergrad myself, I understand it perfectly. heh. So, I have only had a couple TA's whom I cannot understand. I usually have no problem with people not being able to pronounce English correctly (notice I am not commenting on their "mastery" of the English language). Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth? Anyway, I must get to bed, but the point is that I am essentially paying this person to teach me stuff and if I can't understand what they are saying because English is their second language and they talk into the chalkboard very softly then I am surely not getting my money's worth. If this person cannot teach effectively, regardless of their knowledge of the subject or English, they clearly should not be put in this position. It doesn't do anyone any favors, especially the undergrad. Now, you TA's can bitch all you want about how shitty you aren't, but I am still paying for you to get through <span>college</span> and I would REALLY REALLY appreciate it if I could understand what the fuck you are saying. I dare you to respond to that. -["GeorgeLewis"] </td> <td> <span>+</span> * Ok...interesting... It seems that you all don't clearly understand the problem. Being an undergrad myself, I understand it perfectly. heh. So, I have only had a couple TA's whom I cannot understand. I usually have no problem with people not being able to pronounce English correctly (notice I am not commenting on their "mastery" of the English language). Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth? Anyway, I must get to bed, but the point is that I am essentially paying this person to teach me stuff and if I can't understand what they are saying because English is their second language and they talk into the chalkboard very softly then I am surely not getting my money's worth. If this person cannot teach effectively, regardless of their knowledge of the subject or English, they clearly should not be put in this position. It doesn't do anyone any favors, especially the undergrad. Now, you TA's can bitch all you want about how shitty you aren't, but I am still paying for you to get through <span>grad school</span> and I would REALLY REALLY appreciate it if I could understand what the fuck you are saying. I dare you to respond to that. -["GeorgeLewis"] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-09 01:58:30GeorgeLewisDammit, comment added. <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 11: </td> <td> Line 11: </td> </tr> <tr> <td> </td> <td> <span>+ * Ok...interesting... It seems that you all don't clearly understand the problem. Being an undergrad myself, I understand it perfectly. heh. So, I have only had a couple TA's whom I cannot understand. I usually have no problem with people not being able to pronounce English correctly (notice I am not commenting on their "mastery" of the English language). Besides, if someone knows English better than I do, yet still no communicate with me, what is that worth? Anyway, I must get to bed, but the point is that I am essentially paying this person to teach me stuff and if I can't understand what they are saying because English is their second language and they talk into the chalkboard very softly then I am surely not getting my money's worth. If this person cannot teach effectively, regardless of their knowledge of the subject or English, they clearly should not be put in this position. It doesn't do anyone any favors, especially the undergrad. Now, you TA's can bitch all you want about how shitty you aren't, but I am still paying for you to get through college and I would REALLY REALLY appreciate it if I could understand what the fuck you are saying. I dare you to respond to that. -["GeorgeLewis"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-08 21:57:44PhilipNeustrom <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> * I agree<span>&nbsp;with Eric</span> on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["arlen"] </td> <td> <span>+</span> * I agree on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["arlen"] </td> </tr> <tr> <td> Line 10: </td> <td> Line 10: </td> </tr> <tr> <td> <span>-</span> <span><br> -</span> Girl, you just spoke my mind. What is up with these undergrads? Shocking, just shocking. </td> <td> <span>+</span> <span>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;*</span> Girl, you just spoke my mind. What is up with these undergrads? Shocking, just shocking. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-08 21:49:35JessicaRoberts <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 4: </td> <td> Line 4: </td> </tr> <tr> <td> <span>-</span> * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to be a TA for two of every three quarters to qualify to have your fees paid for by the university. So it's used like a scholarship as a way of luring graduate students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university usually as researchers or TAs. And the fact that some grad students are not ideally situated to be TAs perhaps reflects the university's occassional over-emphasis on research at the expense of its teaching mission.<span>&nbsp;&nbsp;</span> </td> <td> <span>+</span> * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to be a TA for two of every three quarters to qualify to have your fees paid for by the university. So it's used like a scholarship as a way of luring graduate students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university usually as researchers or TAs. And the fact that some grad students are not ideally situated to be TAs perhaps reflects the university's occassional over-emphasis on research at the expense of its teaching mission. </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> <span>-</span> * I agree with Eric on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["arlen"]<span>&nbsp;&nbsp;</span> </td> <td> <span>+</span> * I agree with Eric on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["arlen"] </td> </tr> <tr> <td> Line 10: </td> <td> Line 10: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + Girl, you just spoke my mind. What is up with these undergrads? Shocking, just shocking.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-06-08 19:00:02EllenWoodall <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 9: </td> <td> Line 9: </td> </tr> <tr> <td> </td> <td> <span>+ * Just keep in mind - for every TA you have with an accent, the TA reads 20 papers from students who don't understand subject/verb agreement, conjugation, punctuation, or even spellcheck. - ["EllenWoodall"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-05-04 18:33:29JaimeRaba <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 4: </td> <td> Line 4: </td> </tr> <tr> <td> <span>-</span> * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to TA two of every three quarters to qualify to have your fees paid for by the university. So it's <span>generally a way of luring</span> students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university<span>. And the fact that some students are not ideally situated to be</span> TAs perhaps reflects the university's occassional over-emphasis on research at the expense of its teaching mission. <br> <span>-</span> * However, be mindful that most TAs from other nations, despite pronounced accents, have a thorough mastery of the English language. (However, I will admit that I have known a few who have poor command of spoken English.) -["JaimeRaba" jr] </td> <td> <span>+</span> * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to <span>be a </span>TA <span>for </span>two of every three quarters to qualify to have your fees paid for by the university. So it's <span>used like a scholarship as a way of luring graduate</span> students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university<span>&nbsp;usually as researchers or</span> TAs<span>. And the fact that some grad students are not ideally situated to be TAs</span> perhaps reflects the university's occassional over-emphasis on research at the expense of its teaching mission. <br> <span>+</span> * <span>''</span>However<span>''</span>, be mindful that most TAs from other nations, despite pronounced accents, have a thorough mastery of the English language. (However, I will admit that I have known a few who have poor command of spoken English.) -["JaimeRaba" jr] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-05-04 17:18:46JevanGrayfixed EricKlein link <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 8: </td> <td> Line 8: </td> </tr> <tr> <td> <span>-</span> * Agreed. Undergraduates have right to expect understandable teachers (as stated above, this excludes mere accent problems). As eluded to earlier, this is really just a symptom of the fact that undergraduates are really second class students in the UC system (I know at least UCSB has this problem as well, and have heard from others with firsthand experience that many of the other UCs suffer from this). The UCs focus so intensely on research that undergraduate teaching is really quite neglected. In fact, I propose a Wiki page ["UC Undergrad Neglect"] about this. Too many professors (to say nothing of TAs) are far better researchers than teachers, and their students suffer accordingly. -["EricKlein<span>'</span>] </td> <td> <span>+</span> * Agreed. Undergraduates have right to expect understandable teachers (as stated above, this excludes mere accent problems). As eluded to earlier, this is really just a symptom of the fact that undergraduates are really second class students in the UC system (I know at least UCSB has this problem as well, and have heard from others with firsthand experience that many of the other UCs suffer from this). The UCs focus so intensely on research that undergraduate teaching is really quite neglected. In fact, I propose a Wiki page ["UC Undergrad Neglect"] about this. Too many professors (to say nothing of TAs) are far better researchers than teachers, and their students suffer accordingly. -["EricKlein<span>"</span>] </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-05-04 17:07:45EricKlein <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 8: </td> <td> Line 8: </td> </tr> <tr> <td> </td> <td> <span>+ * Agreed. Undergraduates have right to expect understandable teachers (as stated above, this excludes mere accent problems). As eluded to earlier, this is really just a symptom of the fact that undergraduates are really second class students in the UC system (I know at least UCSB has this problem as well, and have heard from others with firsthand experience that many of the other UCs suffer from this). The UCs focus so intensely on research that undergraduate teaching is really quite neglected. In fact, I propose a Wiki page ["UC Undergrad Neglect"] about this. Too many professors (to say nothing of TAs) are far better researchers than teachers, and their students suffer accordingly. -["EricKlein']</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-05-04 16:27:01ArlenAbrahammore <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 7: </td> <td> Line 7: </td> </tr> <tr> <td> </td> <td> <span>+ * I agree with Eric on the accent thing. Lots of people have accents, get over it. However, as an undergraduate, I have found that more often the problem is with the basic structure of written and spoken English. I've had classes where I had to sit and translate whatever the TA was saying. I had a TA who once asked the class "I wonder my lecture reasonable understanding," which is easy enough to translate, but when they start rattling off complicated, upper-division concepts, it leaves the student wishing that the TA would learn basics such as subject/verb agreement, the verb "to be" and correct pluralization. An accent is one thing, reasonalbe understanding is another. Remember that as undergraduates, we're ''paying'' TAs to teach us, in the workforce our coworkers don't owe us anything. - ["arlen"] </span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-05-04 14:57:51EricKlein <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 6: </td> <td> Line 6: </td> </tr> <tr> <td> </td> <td> <span>+ * A number of foreign TAs speak excellent english, but they still get a lot of grief. The problem that a lot of undergrads seem to have is not how well the TA speaks english, but rather their accent. A lot of Indian TAs especially get grief for this, despite the fact that their english is often better (grammar and structure wise at least) than many American born TAs. Personally, it seems like undergrads should turn off their bigotry, and learn to deal. When people get into the workforce, they'll often find that their co-workers aren't all second or later generation Americans, and they will often have to learn to listen through an accent. -["EricKlein"]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-05-04 14:31:50JaimeRaba <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 4: </td> <td> Line 4: </td> </tr> <tr> <td> </td> <td> <span>+ * This has more to do with the fact that being a TA is one of a handful of ways to actually get fee remission. You have to TA two of every three quarters to qualify to have your fees paid for by the university. So it's generally a way of luring students who seem to show promise in doing brilliant research-- instead of giving them a scholarship, they make them work for the university. And the fact that some students are not ideally situated to be TAs perhaps reflects the university's occassional over-emphasis on research at the expense of its teaching mission. <br> + * However, be mindful that most TAs from other nations, despite pronounced accents, have a thorough mastery of the English language. (However, I will admit that I have known a few who have poor command of spoken English.) -["JaimeRaba" jr]</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-05-04 13:32:33ArlenAbrahamthought i'd throw that out there. have a look, george. <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 2: </td> <td> Line 2: </td> </tr> <tr> <td> </td> <td> <span>+ <br> + UC Davis seems to have a nasty habbit of hiring non-English speaking TAs to teach classes. Whether this is due to budget contstraints, lack of English-speaking graduate students, or poor hiring practices is unknown. Some students strongly believe that if TAs are hired to teach a class to a group of English speaking students, they should at least be able to speak the language.</span> </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2005-05-04 02:51:07PhilipNeustromlink <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>-</span> You know them as TAs. They are the ["Grad Students"] who grade your papers, run your labs, and lead your <span>discussion sections</span>. Advanced TAs (or AIs, Associate Instructors) may even teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors. </td> <td> <span>+</span> You know them as TAs. They are the ["Grad Students"] who grade your papers, run your labs, and lead your <span>["discussion sections"]</span>. Advanced TAs (or AIs, Associate Instructors) may even teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2004-12-10 01:54:19TonyMagagna <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> <span>-</span> You know them as TAs. They are the ["Grad<span>uate</span> Students"] who grade your papers, run your labs, and lead your discussion sections. Advanced TAs (or AIs, Associate Instructors) may even teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors. </td> <td> <span>+</span> You know them as TAs. They are the ["Grad Students"] who grade your papers, run your labs, and lead your discussion sections. Advanced TAs (or AIs, Associate Instructors) may even teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors. </td> </tr> </table> </div> Teaching Assistantshttp://daviswiki.org/Teaching_Assistants2004-12-10 01:53:46TonyMagagna <div id="content" class="wikipage content"> Differences for Teaching Assistants<p><strong></strong></p><table> <tr> <td> <span> Deletions are marked with - . </span> </td> <td> <span> Additions are marked with +. </span> </td> </tr> <tr> <td> Line 1: </td> <td> Line 1: </td> </tr> <tr> <td> </td> <td> <span>+ You know them as TAs. They are the ["Graduate Students"] who grade your papers, run your labs, and lead your discussion sections. Advanced TAs (or AIs, Associate Instructors) may even teach their own classes. For instance, most English 1 and English 3 courses at ["Campus" UCD] are taught by graduate student instructors.</span> </td> </tr> </table> </div>